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| #188 Poster Session – AUT |
| Sunday, May 30, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 1. ABA Program Challenges for a Child Diagnosed with Downs Syndrome and Autism |
| Area: AUT; Domain: Applied Research |
| CHRISTINA MANN LAYNE (Blue Ridge Autism Center) |
| Abstract: Designing a program for a child diagnosed with Downs Syndrome and Autism presents several unique challenges. In addition to medical problems including hearing and visual problems, associated with children with Downs syndrome there are also gross motor and fine motor problems that require creative programming. |
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| 2. Efficient and Effective Training for ABA Implementers: PAIRS |
| Area: AUT; Domain: Applied Research |
| TRACI M. CIHON (Special School District of St. Louis County), Nicole Adams (Special School District of St. Louis County), Guy M. Bedient (Special School District of St. Louis County), Patricia A. Fitzsimons (Institute of Professional Practice) |
| Abstract: Staff training can be a crucial component of the effectiveness of an ABA program for individuals with autism and other pervasive developmental disabilities. Large teams and inexperienced staff consistently present problems associated with effective staff training. Limited time for consultants make efficient staff training procedures a must. Prompt Assessment Independence Ratios (PAIRS) offers an effective staff training procedure that is easy to implement and monitor for ABA implementers. PAIRS focuses on teaching ABA implementers when to deliver tangible reinforcers in order to attain the best possible training outcomes for individuals receiving ABA programming. This poster will highlight the component skills necessary to train staff on PAIRS as well as how to monitor teaching integrity after training has been conducted. PAIRS data will be included. |
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| 3. Peer Social Skills Training |
| Area: AUT; Domain: Applied Research |
| MELANIE C. LAPOINTE (West Montreal Readaptation Centre), Marie-Eve Jacques (West Montreal Readaptation Centre), Martine Beaurivage (West Montreal Readaptation Centre) |
| Abstract: This program for children with autism focuses on teaching social skills in a group setting with typically developing peers. Both peers and autistic children are taught techniques to improve their interactions. Research shows that for most autistic children, simply spending time with typical peers leads to limited improvement in social skills (Taylor, B. A., 2001) Improved social interactions are observed, however, when both the autistic child and the peer are taught how to interact with one another (McGee, Almeida, Sulzer-Azaroff, & Feldman, 1992, Brady, Shores, McEvoy, Ellis, & Fox, 1987, Pierce, K. & Schreibman, L., 1995,1997)Two groups were created, each composed of between 3 to 5 children with autism and 4 to 6 typical peers, all aged between 6 and 13. The children with autism were given a prior assessment to determine social objectives. The peers were trained prior to the start of the program, and were coached during the sessions by staff in techniques to initiate and prolong their interactions with the children with autism. |
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| 4. Training in Work with Special Populations |
| Area: AUT; Domain: Applied Research |
| CASEY CORULLO (Western Michigan University), Gail D. Palechka (Western Michigan University), Koji Takeshima (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Psychology 357: Practicum with Special Populations is a course on working with developmentally impaired children. The practicum takes place in a pre-primary impaired classroom consisting of mostly children with autism, ages 2 through 5. Discrete trial training in separate booths is utilized, with time also spent on daily living skills and structured play. Previous training in directly working with the children lasted approximately four days. Students then work with their child independently, under the supervision of a Master’s student in Dr. Richard W. Malott’s Graduate Program and Special Education Instructor. This led to the formation of a one credit training course. The course starts at the end of fall and winter semesters lasting approximately 5 weeks. Each week requires four hours of instruction on discrete trial training and dealing with problem behaviors. Three of these weeks involve observations and opportunities to work one-on-one with the children. The current practicum students and the author of this project directly supervise all work. This course is optional for future practicum students, but past students have requested this service. Comparison data between students without previous training and with previous training will be used to evaluate the effectiveness of the course. |
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| 5. Do Classroom Staff Retain and Apply Knowledge from Didactic Training: An Investigation on the Correct Use of Reinforcement |
| Area: AUT; Domain: Applied Research |
| SHARI L. SCHATZMAN (Eden II Programs), Ahuva Tarnoff (Eden II Programs), Randy I. Horowitz (Eden II Programs) |
| Abstract: Staff training and staff performance are critical issues that directly impact the quality of education in school based programs. In a school setting, the issue of properly trained staff is of major importance. The specific training course for schools that use applied behavior analysis as their methodology involves areas such as behavior reduction, increasing appropriate behaviors, teaching strategies, reinforcement and learning characteristics of autism. Many studies have documented strategies to train staff in the use of effective teaching skills (Parsons, Reid, & Green, 1996). Training approaches, such as modeling and performance feedback are essential for ensuring skill acquisition by staff (Jahr, 1998). Staff training efforts can also involve instructing employees on the use of general teaching skills such as reinforcing correct responses (Ducharme & Feldman, 1992).
Reinforcement is one of the key components of Applied Behavior Analysis. This is an essential principle that has to be taught to all employees in order for them to effectively teach children with autism. The agencies training series includes a lecture on the general principles of reinforcement which includes the use of positive and negative reinforcement when teaching and maintaining behaviors. Because establishing attending in children with autism is a constant goal, reinforcement of attending behaviors cannot be neglected. The goal of this study is to examine the agencies reinforcement training and its ability for employees to transfer the information to the classroom setting. |
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| 6. Acquisition of Chains Using Single vs. Multiple Teachers |
| Area: AUT; Domain: Applied Research |
| JULIE S. WEISS (New England Center for Children), Myrna Libby (New England Center for Children), Janet Murphy (New England Center for Children) |
| Abstract: The purpose of this study was to assess the effects on skill acquisition of teaching a task-analyzed routine with one instructor relative to teaching a similar routine with multiple instructors. Two participants diagnosed with autism each learned to complete two six-step vocational tasks in a forward chaining sequence with most-to-least prompting. An alternating treatments design was used to compare acquisition of these multi-step tasks with either a single teacher or multiple (4) teachers running acquisition trials. Each session consisted of 10 training trials. After acquisition, generalization probes were run with two novel teachers and in a different setting. Both participants achieved independence in the tasks across teacher conditions. Acquisition averaged two sessions longer for the multiple teacher condition compared to the single teacher condition. In addition, both participants performance generalized across novel teachers and in a different environment for both skills. Procedural integrity for both the single and multiple teacher conditions was better than 90% as did IOA for of the sessions evaluated (33% of total). |
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| 7. A Comparison of Teacher-Cued and Video-Cued DiscreteTrial Instruction with a Student with Autism |
| Area: AUT; Domain: Applied Research |
| BRIAN J. JOERGENS (Northeastern University), Joseph M. Vedora (Beacon ABA Services), Robert Stromer (E.K. Shriver Center, University of Massachusetts Medical School) |
| Abstract: This study was designed to enable a student with severe autism to learn a set of skills via videotape that generalizes to “live” instructional situations. We verified the student’s repertoire of skills during teacher-cued tabletop sessions and assessed those skills with videos of the teacher delivering identical cues. Four tasks were used: (a) visual matching, (b) vocal imitation, (c) receptive matching, and (d) oral naming. During pretesting, the student was consistently correct on teacher-cued trials but rarely correct on video-cued trials. Next, training occurred with four video-cued tasks. The student took seven sessions to meet criterion on three tasks: matching, imitation, and receptive tasks. On video-cued naming trials, criterion was met in 15 sessions and involved supplemental tabletop teaching. During posttesting, the student succeeded on all teacher-cued and video-cued trials; including trials testing for generalization with new “video instructors” (parent and babysitter).
We are expanding the protocol by adding new tasks and analyzing transfer of learning between tabletop and video formats with new tasks and stimulus materials. Data gathered indicate at least three potential benefits of video-cued instruction, including increased: (a) attention and motivation, (b) number and variety of learning opportunities, and (c) flexibility and efficiency in discrete trial teaching. |
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| 8. Empirically Validating Through Precision Teaching Interventions to Improve the Imitation Skills of Children with Autism |
| Area: AUT; Domain: Applied Research |
| KRISTA ZAMBOLIN (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Holly Almon (Fabrizio/Moors Consulting) |
| Abstract: Because children with autism come to behavior analytic intervention with repertoires and reinforcement histories that vary widely, clinicians must often modify what procedures they use to help children achieve important skills –skills such as those that comprise imitation repertoires. Modifying procedures requires that clinicians employ measurement systems that are rooted in physical reality and that are sensitive to change in student performance. Using mimetic and echoic skills as an example, this poster will describe how the measurement system that underlies Fluency-Based Instruction – Precision Teaching – may help clinicians make timely and effective changes in their teaching procedures to help assure that children they serve gain the skills targeted in their intervention program. |
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| 9. A Comparison of Teaching Skills to Accuracy versus Fluency for Children with Autism |
| Area: AUT; Domain: Applied Research |
| ELIZABETH ALDEN-ANDERSON (University of Wisconsin-Eau Claire), Sarah A. Law (University of Wisconsin-Eau Claire), Kevin P. Klatt (University of Wisconsin-Eau Claire) |
| Abstract: The effects of fluency training on retention of skills, ability to perform in the presence of a distractor, and the subject's endurance were measured. The pasrticipants were young children diagnosed with autism. Skills not already in the child's reportoire were identified and taught to 100% accuracy, defined by ten correct trials in one session. Retention, stability, and endurance were probed and recorded one week after the subject met criterion on the skill, followed by fluency training. Fluency training consisted of practicing the skill until the child could perform both quickly and accurately, and was measured as frequency of correct responses per minute. After the child could fluently perform the skill (at a predetermined rate per minute, depending on the skill) retention, stability, and endurance were once again probed and recorded. Reliability was recorded by one data collector sitting in the same room as the child and the other data collector recording from an observation room containing a one-way mirror. Data were recorded and graphed to compare the two conditions. Results will be shown along with a discussion of the implications. |
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| 10. Using Fluency-Based Instruction to Develop Functional Money Skills in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| HEIDE CALVERLY (University of British Columbia), Krista Zambolin (University of British Columbia), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: This poster will show the progress made by one sixth grade boy with autism in learning skills important to using money functionally --making equivalent values using differing coins and counting money to given amounts. Frequency data were collected during all intervention sessions for both skills. The data showed an increase in the rate and accuracy of the child’s performance on both skills and empirical validation showed that the child’s performance was resistant to distraction, endured across untaught long timing periods, applied to untaught instructional examples, and maintained across four weeks without practice on the skill. Reliability assessments were conducted for approximately 20% of all sessions and showed the data to be consistently above 90% reliable. |
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| 11. Empirically Validating Frequency Aims for Children with Autism |
| Area: AUT; Domain: Applied Research |
| SARA J. PAHL (Fabrizio/Moors Consulting), Alison L. Moors (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Amy King (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Krista Zambolin (Fabrizio/Moors Consulting), Kristin N. Schirmer (Fabrizio/Moors Consulting), Holly Almon (Fabrizio/Moors Consulting) |
| Abstract: When building skills in learners with autism and related disabilities, certain outcomes are critical if the skills are to be useful to the learner. Those outcomes include skill retention, endurance, stability, and application. Given their importance, these outcomes can and should be measured before teaching ends. The application of measurement procedures from Precision Teaching allows clinicians to predict those outcomes by measuring learners’ performance rates and comparing them to frequency aims suggested within the extant literature. The current paper will document ongoing efforts to validate, through empirical testing, frequency aims used as performance benchmarks for children with autism. Data on the performance of more than 35 children and 300 individual student Standard Celeration Charts will be presented showing the frequency ranges of performance for each skill that predicted skill retention, endurance, stability, and application. |
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| 12. Teaching a Child with Autism to Read and Spell: Integrating Computer Activity Schedules into Classroom Instruction |
| Area: AUT; Domain: Applied Research |
| DANIELLE SPINNATO (Alpine Learning Group), Michelle M. Kalaigian (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Jaime Schilling (Alpine Learning Group), Robert Stromer (E.K. Shriver Center, University of Massachusetts Medical School) |
| Abstract: Prior research indicates that children with autism can be taught to follow photographic activity schedules when these schedules are presented via a computer (Kinney, Vedora, & Stromer, 2003). In this study, a six year old boy with autism, who was proficient in following computerized activity schedules, was taught to read and spell nine target words via a computer schedule. Three activity schedules were created that depicted a number of activities along with video models of an adult printing words corresponding to each activity. Words were labels of the activities that were presented in the computer schedule (e.g., View Master, Legos). Dependent measures were: 1. the percentage of correct responses to oral reading probes of the target words, 2. spelling to dictation and, 3. pointing to target words. Probes of these responses were conducted during the school day before the participant was prompted to engage in the computerized activity schedule. Baseline measures of reading, identifying and spelling words indicated that the participant was unable to perform these responses. Once the computerized schedules were introduced probes were conducted periodically to assess acquisition of reading, identifying and spelling of the words presented in the schedules. Results indicated acquisition of the target words. Interobserver data were recorded during at least 30% of the sessions and was 100%. |
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| 13. One Measure of Outcome in an Applied Behavior Analysis Organization for Children with Autism |
| Area: AUT; Domain: Applied Research |
| REBEKAH L. HOUCK (Reaching Potentials, Inc.), Jean Hays Bachrach (Reaching Potentials, Inc.), Christine Passaretti (Reaching Potentials, Inc.), Pamela H. Gorski (Reaching Potentials, Inc.) |
| Abstract: It is crucial to develop and provide outcome data for behavioral-analytic based organizations that serve children with autism and their families. It is necessary to show client progress for validity of service, replication of an ABA design for therapuetic programming, and grant-funding purposes. The purpose of this study was to design one method to asses our past, present, and future clients to reflect the quantification of progress they have made while under the direction of our ABA services. Previous research has used a variety of other instruments, including IQ testing and testing of adaptive skills. This organization needed some in-house measures that did not require testing from a psychologist or related professional to demonstrate progress over a period of time. In the current study we used The Assessment of Basic Language and Learning Skills (Partington and Sundberg, 1998) to track progress and display data in a visual format. Baseline data included assessment of number of children at initial intake consultation. Data was collected during treatment of approximately one year intervals for 3-4 years. Percentage increases were calculated at each interval based on mastery of skills receiving full point value at that time. |
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| 14. Are You Done with IEIBT, Now What? |
| Area: AUT; Domain: Applied Research |
| CHRISTINA M. COGDILL (Minnesota Autism Center), Amanda Lane (Minnesota Autism Center), Stella Competente (Minnesota Autism Center), Jennifer L. Barney (Minnesota Autism Center) |
| Abstract: Service options for families whose children either do not meet the best outcomes criteria or no longer meet early intervention criteria are a growing need in the autism community. In some communities ABA is synonymous with an early intervention replication model. Although IEIBT utilizes ABA techniques, ABA services do not necessarily need to stop when the child reaches a certain age. It has been well documented that ABA can be used on any individual at any age to promote positive behavioral change in various areas of their lives. The following case studies document how ABA services have been successfully implemented with children and teens at various ages and developmental levels, where the clinical recommendation was to use ABA techniques to impact behavioral change. |
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| 15. Training Staff Members to Teach Play for Children with Autism in a Natural Environment |
| Area: AUT; Domain: Applied Research |
| KOJI TAKESHIMA (Western Michigan University), Amanda M. Mahoney (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: One of the major characteristics of children with autism is the lack of play behavior. This greatly interferes with the acquisition of more functional repertoire and prevents them from entering less restrictive educational environments. Discrete-trial training is one of the effective techniques used to enhance play behavior, in which prerequisite skills for play are often taught structurally in an isolated setting. Another technique used is natural environmental training. This facilitates the children's play behavior and is less structured, child-oriented, and integrates the naturally occurring learning opportunities. Although natural environmental teaching is desirable to enhance generalization of play, it is more difficult for the trainers to conduct the natural environmental training than to conduct discrete-trail training because of this less-structured feature. We will develop an instruction and feedback package for the trainers in order to improve their training skills in the natural environment. The study will take place in an early intervention program for children with autism. The effects of this package will be evaluated in terms of improved performance of the technicians and the children. |
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| 16. Effects of Non Reinforcers on a Child with Autism |
| Area: AUT; Domain: Applied Research |
| TIFFANIE IVES BROWN (University of Southern Mississippi) |
| Abstract: Three non reinforcing therapists entered a room with a five year old boy with autism. There was one therapist that the child had never met before that day, one therapist that the child had met before that day, and a therapist that the child saw on a daily basis. While in the room each therapist presented a series of sixty five mastered action cards to the individual with autism. While each card was presented it was noted that the child was trying to gain some sort of interaction or reinforcement from the therapists. Some of the actions that were present and documented were trying to gain eye contact, grabbing the cards after the answer was correct, hugging, talking to the therapist, asking the therapist to say good job, moving chair closer to therapist, saying “I did good didn’t I?”. Data was collected and shown that the child attempted obtaining reinforcement twenty one times with the therapist that he has never met, forty seven times to the therapist that he has met before the session, and fifty two times with the therapist that he sees on a daily basis. The sessions were videotaped for the purpose of assessing interobserver agreement. IOA data 100% across sessions. |
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| 17. ABA Based Special Education School in Argentine - Preliminary Results |
| Area: AUT; Domain: Applied Research |
| MAURO MASCOTENA COOK (FLENI, Argentina), Christian Plebst (FLENI, Argentina) |
| Abstract: FLENI (www.fleni.org.ar) is a non-profit organization, that provides health services for adults and children with neurologic disorders. In January 2002 FLENI opened a center based child development center destined for comprehensive interdisciplinary health and educational services to children and adolescents with developmental disabilities.
The center includes a Special Education School, which bases its pedagogy on ABA principles. Today the school has 30 students with diagnosis of Autism and PDD. The school also serves as center for the formation and training for professionals in ABA and its use in special education.
We want to present our centre, the way we are working at the school and the results we have obtained with a group of 10 children ages from 3 to 7 after one year with just 15 hours of services a week.
In reference to the staff:
The psychologist (presenter) has received training on ABA at Center for Disabilities and Development (IA) University of Iowa (UI),
The child psychiatrist completed a one-year ABA masters at Columbia University Teachers College (2000-2001), working with the CABAS model developed by Dr. Douglas Greer.
The supervising teachers completed a one-year internship (2000-2001) at the Kennedy Krieger Institute and school (LEAP program). |
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| 18. Use of the ABLLS as an Assessment Tool in an Integrated Preschool Setting |
| Area: AUT; Domain: Applied Research |
| ELIZABETH J. WYMAN (Melmark New England), Diane Douglass (Simmons College), Michael F. Dorsey (Simmons College) |
| Abstract: In a public school setting, normative or standardized measures are frequently used in conjunction with data on a child's IEP objectives to determine their progress over time. The ABLLS was administered to a student with a diagnosis of Pervasive Developmental Disorder-Not Otherwise Specified when he was receiving intensive home-based ABA services through Early Intervention. The assessment was administered again in approximately 6-month intervals. The ABLLS was used in conjunction with standardized measures, IEP objectives and normative data collected on typically developing age-matched peers, as a basis for setting benchmarks and assessing this child's progress over time. Additionally, information provided by independent evaluators assisted the assessment of this child. The child's progress on the ABLLS is compared to results of standardized measures and normative data collected on age-matched peers. This study establishes the usefulness of the ABLLS, in conjunction with other assessments, in tracking progress and setting attainable, developmentally appropriate goals for children at the preschool level. |
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| 19. An Analysis of the Effects of Behavioral Consultation with Parents of Young Children with Autism on their Teaching Behavior and their Children’s Test Scores |
| Area: AUT; Domain: Applied Research |
| AKIKO KATO (Sophia University), Maiko Miyazaki (Sophia University), Yoshiaki Nakano (Sophia University) |
| Abstract: We developed a behavioral consultation program for parents of young children with autism. Four parents who learned basic ABA techniques in our parent training program (Nakano & Miyazaki, 2001) needed a follow-up consultation in order to conduct and manage the early behavioral treatment program at home by themselves. The consultations were implemented individually for 1.5 hours per month at the university clinic or the participants' home. The consultation program consisted of discussions about the treatment program, direct observation of treatment demonstrated by the consultant, and supervised practices. We developed a self-monitoring package to assist the parents to teach their children. It consisted of a data recording sheet and therapy hours recording sheet. We analyzed the effects of the consultation program on the parents’ teaching behavior and their children’s scores on standardized tests. Parents maintained 90% correct use of discrete trials for two years. The children's IQ scores increased by 26 points. The scores of PVT increased by 25 points. The scores of the Social Maturity Scale increased by 6 points. Social validity questionnaires were administered to the parents. We discussed what variables were responsible for success of the parent-managed early behavioral intervention for children with autism. |
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| 20. An Examination into the Relationship between Visual Identity Matching and Vocal Imitation in Students with Autism |
| Area: AUT; Domain: Applied Research |
| JODY M. SILVA (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno) |
| Abstract: Four male students participated in the current study as part of their of their daily school routine. All four students were diagnosed under Autism Spectrum Disorder (ASD) by their physician or school psychologist. Each student was assessed by trained school staff for their reinforcer preferences, tested on the ABLA (Assessment of Basic Learning Abilities) and systematically introduced and trained on visual identity matching, photo mand training, similar to PECS (Picture Exchange Communication System) and auditory imitation. Each subject was tested in varying orders to assess if it was necessary to learn matching skills in any specific order prior to vocal imitation emerging. The data indicated that for two of the subjects, vocal imitation never emerged. One subject gained the ability to vocally imitate after he mastered auditory imitation and the other subject was able to vocally imitate prior to testing. The subject who had the ability to vocally imitate gained the ability to use phrases during the course of the study. Future research should focus on further analysis of auditory imitation and its role in the development of language. |
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| 21. Applied Behavior Analysis Training to Improve Parental Implementation of Teaching Procedures |
| Area: AUT; Domain: Applied Research |
| WILLIAM L. HOLCOMB (New England Center for Children), Susan N. Langer (New England Center for Children), June M. Sanchez (New England Center for Children), Ellyn M. South (New England Center for Children) |
| Abstract: Videotaped samples of fourteen parents were used to assess their performance on teaching simple discrete trials and an activity of daily living skill to their young children with autism. The parents then participated in a five-week group consisting of didactic presentation, role-play, and ongoing review and feedback using videotape samples of exercises assigned as homework. Dependent measures included the presence/absence of targeted teaching behaviors (i.e., environmental arrangement, correct prompting strategy, and contingent delivery of reinforcement). Preliminary results indicate that parents’ teaching performance on the two tasks improved after the combination of didactic, role-play, and videotape feedback portions of the training. Inter-observer agreement data were collected on 38% of the videotape samples and ranged from 90% to 100%. Discussion centers around the analysis of the impact of the different training components and implications for future research. |
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| 22. Advanced Autism Practicum: Helping Undergraduate Psychology Students Advance Their Behavior Analysis Skills |
| Area: AUT; Domain: Applied Research |
| CASEY N. LUDWICK (Western Michigan University), Koji Takeshima (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Advanced Autism Practicum is a class designed for undergraduate students at Western Michigan University. Students may register for this course after completing the Special Populations’ Practicum. The advanced practicum is designed to further develop undergraduate students’ behavior analysis skills and repertoires in working with children diagnosed with autism. Students who register for the advanced practicum are required to design and implement a novel procedure with an assigned child at Croyden Avenue School. The students must find and review literature relevant to the procedure they plan to implement. The advanced practicum requires a student complete ten hours a week, working one-on-one with their child, and also attending a one hour seminar weekly. Throughout the course the undergraduate students will design, implement, collect data, write a paper, and do a final presentation based on their procedure. The final paper discusses all of the relevant literature used, the design process, and the results of the implemented procedure. The required presentation is based on the results of the final paper and is presented to the Special Populations’ Practicum students. The goal of this course is to produce students with advanced behavior analysis skills in working one-on-one with children diagnosed with autism. |
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| 23. A Survey of Professionals’ and Parents’ Views on Quality Indicators of IBI |
| Area: AUT; Domain: Applied Research |
| ADRIENNE M. PERRY (York University), Helen E. Penn (York University), E. Alice Prichard (York University), Shiri Bartman (Toronto Preschool Autism Service), Christine A. Flynn (York University), Erica Laframboise (York University) |
| Abstract: Although Intensive Behavioural Intervention (IBI) is used extensively to treat children with autism, there is little empirical evidence on the necessary ingredients of high quality teaching. This poster displays the results of a survey currently in progress (n=39 to date) examining the views of parents, clinical directors, IBI supervisors, and other professionals about what determines quality IBI and how it can be measured. Parents rated the importance of 11 characteristics of intervention programs (e.g., frequency of reinforcement). Service providers indicated whether these characteristics should be measured objectively (quantitative measures) or subjectively (clinical ratings). Furthermore, all respondents selected the 3 characteristics which they felt were most important. Preliminary findings reveal that 8/11 items were always ranked by parents as ‘important’ or ‘very important’ to high quality teaching. Furthermore, although 90% of service providers felt that some characteristics should be measured subjectively, objective measurement was favoured for 9/11 items. The most frequently selected indicators of high quality teaching were: administering reinforcers of the appropriate type, varying task presentation, and creating opportunities for generalization. Finally, results will be presented from open-ended questions about: 1) additional characteristics of high quality teaching; and, 2) other IBI programming issues for which empirical evidence is needed. |
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| 24. An Analysis of Stereotypic Responding During Discrete-Trial Training |
| Area: AUT; Domain: Applied Research |
| MICHELE R. BISHOP (University of Nevada, Reno), Ginger R. Wilson (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno), Jennifer Castellanos (University of Nevada, Reno) |
| Abstract: This poster begins with a discussion of the common observation that children with autism frequently display many inappropriate stereotypic responses during discrete-trial sessions. In addition, many stereotypic responses occur collaterally with appropriate responses. This study addresses the clinically relevant question of whether providing reinforcement for appropriate responses occurring in the presence of stereotypic behavior will also result in increasing the frequency of the stereotypic responses. This study examines whether the appropriate and stereotypic responses are members of the same response class. Findings from this study will substantially affect the literature on behaviors maintained by automatic reinforcement by showing that these behaviors are members of different response classes. When reinforcement is provided for appropriate responses in the presence of stereotypic responses the two responses do not become a response chain. Increases in the stereotypic responses were not observed under these conditions of reinforcement. Moreover, fewer teaching trials were necessary to acquire a response when appropriate responses were reinforced in the presence of stereotypic responses. In addition, these results will impact the future clinical practices of scientist practitioners working with children with autism. |
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| 25. The Use of Therapist Modeling to Enhance the Identification of Unfamiliar Faces |
| Area: AUT; Domain: Applied Research |
| APHRODITE FOUNDAS (Marcus Autism Center), Vivian Piazza (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center), Meeta R. Patel (Clinic 4 Kidz), Catherine Trapani (Marcus Autism Center), Robert LaRue (Marcus Autism Center), Tammy A. Carroll (Marcus Autism Center), Nicole M. Trosclair-Lasserre (Louisiana State University) |
| Abstract: Children with autism exhibit significant deficits in social interaction. Prior research has indicated that therapist modeling may enhance the acquisition of specific social skills (e.g., greeting others, eye contact). The identification of unfamiliar faces is an important prerequisite skill for social interaction. The present study examined the effects of therapist modeling for teaching the names of unfamiliar people to a 4-year old male diagnosed with autism. In the baseline condition, photographs of unfamiliar people were presented to the participant and corrective feedback was provided in the event of errors. Treatment consisted of two therapists modeling the correct response (i.e., “This is Sally.”) for each picture prior to each session. Treatment sessions were then conducted using the same procedures as baseline. Modeling procedures were implemented in a multiple-baseline design across visual stimuli (i.e., pictures of faces). The results from the current investigation indicate that therapist modeling can be an effective procedure to improve the acquisition of unfamiliar stimuli and consequently enhance social skills. Results are discussed in terms of different modes of instruction to enhance the acquisition of social skills. |
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| 26. The Effects of Enthusiasm on Skill Acquisition for Children with Autism |
| Area: AUT; Domain: Applied Research |
| KIMBERLY A. CLAUSEN (University of Wisconsin-Eau Claire), Kasey Stephenson (University of Wisconsin-Eau Claire), Angela M. Mueller (University of Wisconsin-Eau Claire), Kevin P. Klatt (University of Wisconsin-Eau Claire) |
| Abstract: This study investigated the effects of enthusiasm on learning new skills for children with autism. Various skills were taught by several teachers to children with autism. Differences between enthusiasm and non-enthusiasm conditions were determined by ratings from professionals and parents. In addition, social validity measures were taken between the two conditions. Results indicate little differences between the two conditions although professionals and parents prefer the enthusiastic condition. |
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| 27. An Early ABA Intervention Program for Children with an Autistic Spectrum Disorder Centered on the Family |
| Area: AUT; Domain: Applied Research |
| MYRIAM CHRETIEN (West Montreal Readaptation Centre), Suzanne Kennedy (West Montreal Readaptation Centre), Katherine Moxness (West Montreal Readaptation Centre) |
| Abstract: The efficacy of early ABA intensive intervention with children with a pervasive developmental disorder (PDD) is no longer disputed. While many such early intervention programs have been surfacing, few have integrated these programs within a broader systemic model of early intervention that also takes into account the needs of the family. The intervention program that is presented is an adapted version of Guralnick (2001) early intervention model that integrates several components. These include the early detection of risk factors and the quick access to services for both the child and his family, emphasizing individualized intervention approaches that are oriented towards empowering the family system and the parental role. At the heart of this innovative project are several key aspects: a centralized coordination of the various services, and this, at every stage of service delivery; a partnership model involving a Montreal- based hospital for children, three community health centers and a rehabilitation center offering ABA services to children with an autistic disorder; and a support structure promoting the continuous development of practices based on family centered philosophy. Preliminary data obtained using various evaluation tools such as the Parental Stress Index and other outcome indicators will also be presented. |
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| 28. An Assessment of Identity Matching of Emotional Expressions With Young Children with Autism |
| Area: AUT; Domain: Applied Research |
| AMANDA J. BARGAS (New England Center for Children), William V. Dube (E.K. Shriver Center, University of Massachusetts Medical School), Amy S. Geckeler (New England Center for Children), William L. Holcomb (New England Center for Children) |
| Abstract: The purpose of this study was to compare the performance of children diagnosed with autism to that of typically developing children on matching identical pictures of emotional expressions delivered by a computerized match-to-sample program. The computer presented trials, provided consequences, and recorded data for each trial. Six children diagnosed with autism and six typical peers participated. After training participants to point to a single picture on the screen, pretest and training sessions were conducted to ensure accurate baseline performance on identity matching of photos of three everyday objects (hat, lamp, and car). Once participants met criteria for the baseline identity matching task, they began the assessment. Each participant was shown a photo of a model expressing one of three emotions (happy, sad, or angry). When the participant touched the photo, three comparison stimuli appeared and the participant touched one. Comparison stimuli consisted of the same model expressing the three emotions. Accuracy scores for the six typically developing children ranged from 56% to 100%. Scores for five of the six children with autism also ranged from 56-100% and accuracy scores for the sixth child ranged from 22% to 56%. |
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| 29. An Overview of the Intensive Behavioural Intervention (IBI) Service Delivery Model for Central East Preschool Autism Services (CEPAS) |
| Area: AUT; Domain: Applied Research |
| KARIN EARLE-WILLIAMS (Kinark Child and Family Services, Central East Preschool Autism Services), Nancy Defina (Kinark Child and Family Services, Central East Preschool Autism Services) |
| Abstract: At the inception of the Provincial Autism Initiative, the model of service delivery focused primarily on the provision of direct IBI to young children with autism. Over the course of time it has become evident that other critical services, for example parent training, are key to the children’s best outcomes.
In recognition of the need to develop the skill set of parents of young children with autism the CEPAS model has evolved to include both theoretical and practical parent training. Specifically, parents in the CEPAS program are provided with in class training on the principles of IBI. Once the child enters service, the parents are provided with child specific training in vivo which includes assessment of the function of behaviour, program design and delivery, data collection and analysis and program revision. This poster will provide an overview and summary of the CEPAS model. |
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| 30. Some Interventions Based on Discrete-trial Teaching and Precision Teaching for a Young Girl with Autism |
| Area: AUT; Domain: Applied Research |
| ERIC M. MESSICK (University of Waikato, New Zealand), Therese Mary Foster (University of Waikato, New Zealand), Simon Seal (University of Waikato, New Zealand), Riddhika Rathod (University of Waikato, New Zealand), Stephanie Christian (University of Waikato, New Zealand), Heather Mnsell (University of Waikato, New Zealand) |
| Abstract: Discrete-trial teaching is an effective way of establishing and maintaining skills of individuals with ASD and precision teaching is a way of increasing the rate of already-established skills so that these skills are more likely to become fluent. Teachers targeted several skills of a 2-year-old girl with ASD utilising these methods. Data from this study will be presented. |
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| 31. A Comparison of Discrete Trial and Natural Environment Training Approaches for Teaching Identification of Familiar Individuals |
| Area: AUT; Domain: Applied Research |
| PETER DEKREON (Pathways Strategic Teaching Center), Erik A. Mayville (Pathways Strategic Teaching Center), Stacy C. Stigliano (Pathways Strategic Teaching Center), Bridget J. Carl (Pathways Strategic Teaching Center), Paulette E. Burdick (Pathways Strategic Teaching Center) |
| Abstract: Among the many social deficits often experienced by children with autism is a difficulty in recognizing and labeling familiar individuals. A common method of teaching this skill involves a discrete trial method in which an individual’s picture and an auditory presentation of their name are repeatedly paired for the child with autism, who is subsequently taught to verbally emit the correct name corresponding to the picture when it is presented. Also common is the presentation of nonspecific reinforcement (e.g., edible, access to preferred items) contingent on correct responding. However, a substantial body of literature has emerged suggesting that teaching in naturalistic settings using child-directed activities and specific reinforcement (e.g., access to a reinforcing item that is labeled or requested) may be more effective than discrete trial teaching for a number of skill areas. We used an alternating treatments design to compare a discrete trial and a natural environment training approach for teaching children with autism to identify familiar individuals. Results indicate that a natural environment approach involving presentation of specific reinforcement (e.g., tickles and attention from the person identified) and training in a natural setting may be more effective than discrete trial teaching in facilitating rapid acquisition rates and maintaining correct responding. |
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| 32. An Evaluation of a Systematic Six-week Training Program for ABA Therapists |
| Area: AUT; Domain: Applied Research |
| TREA DRAKE (Texas Young Autism Project), Catriona Borg-Hansen (Texas Young Autism Project), Geri Maria Harris (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: This study describes a systematic, six-week staff-training program developed by the Texas Young Autism Project, which provides early intervention services to children diagnosed with Autism. The goal of the six-week training program was to provide a highly structured training model that would expedite therapist acquisition of core treatment skills. The Texas Young Autism Project recruits students from the University of Houston to serve as therapists who provide one-on-one treatment in clients’ homes. Student therapists were placed in a training program that was divided into two three-week phases. Phase 1 consisted of three hours of lecture and role-play in a clinic setting in addition to three hours of supervised practicum experience with a client. Phase 2 consisted of six hours of supervised practicum. During each phase, therapists were trained in implementation of various treatment skills. Therapists were evaluated on their implementation of targeted treatment skills through the analysis of videotaped sessions at the end of each phase, and during a follow-up probe for maintenance and generalization. Videotapes were coded by independent raters and inter-observer agreement was found at .98. |
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| 33. Training Staff to Implement Discrete Trial Teaching: A Comparison of Two Training Methods |
| Area: AUT; Domain: Applied Research |
| AMY KANE (The May Institute), Jane I. Carlson (The May Institute) |
| Abstract: Discrete trial teaching is an effective method for teaching a variety of skills to children with autism. The effective use of discrete trial teaching must be explicitly taught to clinicians in order to achieve this consistency and improve skill acquisition. The workshop format is most frequently used to train staff in this method. This study compares workshop training to observation and direct feedback. Subjects from both groups participated in a lecutre on discrete trial teaching. Subjects in group B received ongoing observation and direct feedback following the lecture. Staff receiving observation and direct feedback improved their implementation of discrete trial teaching and were able to implement this method more accurately and effectively than those receiving the workshop alone. |
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| 34. Using Fluency-Based Instruction to Develop Functional Time Concepts in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| AMY KING (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: Instruction for children with autism should not only be designed such that it is internally valid, externally valid, and efficient, but also socially valid. Some leaders in our discipline have called repeatedly for behavior analysts to further their efforts in applying rigorous and meaningful measurement procedures to the assessment and evaluation of the social validity of interventions they design. The current poster presents our efforts to include social validity measurements that extend beyond the verbal report of the consumer and those around him or her. Data were collected on one child’s frequency of choosing to stop instructional programs and these data were used to modify the instruction until the frequency of stop choices decreased. Data were collected four days per week, with reliability measures collected for approximately 20% of all sessions. |
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| 35. A Frequency-Based Analysis of the Component Skills Needed to Teach Typing Skills to a Child with Autism |
| Area: AUT; Domain: Applied Research |
| AMY KING (Fabrizio/Moors Consulting), Alison L. Moors (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: Learning to communicate through multiple response topographies is an important skills for all learners, and especially so for children with developmental disabilities that may affect vocal communication such as autism and related disorders. This poster will present an analysis of the component skills needed and the scope and sequencing of skills to teach effective typing skills through Fluency-Based Instruction to an elementary-aged student with autism. Data from representative skills will be presented along with a summary of the component/composite relationships between the skills. |
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| 36. The Effect of Sensory Integration Therapy on Sequence Learning |
| Area: AUT; Domain: Applied Research |
| LENELL E. KELLEY (National Center for Toxicological Research), John J. Chelonis (University of Arkansas, Little Rock), Lynette C. Murphy (University of Arkansas for Medical Sciences, Arkansas Children's Hospital), Eldon Schulz (University of Arkansas for Medical Sciences, Arkansas Children's Hospital) |
| Abstract: The purpose of this study was to examine the effect of sensory integration therapy (SIT) on sequence learning in children with sensory processing problems. Twenty-three children, ages 7-12, diagnosed with sensory processing problems (n=12) and controls (n=11) participated in two testing sessions: one where SIT was administered and the other without SIT. Sequence learning was assessed using an incremental repeated acquisition task (IRA) that required participants to learn lever press sequences that increased systematically from one to six lever presses within a sequence. A row of colored lights above the levers indicated how many presses were required to receive a reinforcer. White stimulus lights above the levers indicated correct and incorrect responses. No significant effect of therapy was found for percent task complete, total number of errors, between errors, or within errors for children with sensory processing problems. Controls tended to perform less accurately and made more errors when SIT was administered. However, no significant effect of SIT was found for controls. The results indicate that SIT is in effective when not individualized to meet the specific needs of the child. Further, control data suggests that this therapy should not be used for children without sensory processing problems. |
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| #189 Poster Session – BPH |
| Sunday, May 30, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 37. Acute and Chronic Effects of Nicotine on Observing Responses |
| Area: BPH; Domain: Applied Research |
| BETHANY R. RAIFF (University of Florida), Julie A. Marusich (University of Florida), Matthew L. Locey (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: For smokers, nicotine is correlated with many sensory stimuli (e.g. smell of smoke, taste). In one day, a smoker might experience 300 such pairings between nicotine and the correlated sensory stimuli. Conditioned reinforcers are thought to gain their reinforcing efficacy through Pavlovian conditioning, so these stimuli might have reinforcing qualities apart from nicotine itself. Very little research has investigated acute and chronic effects of nicotine on responding for stimuli paired with primary reinforcers (Jentsch, 2003). Six rats were exposed to the observing response procedure, where one stimulus was paired with a variable-interval 45 food schedule and a different stimulus was paired with extinction. An observing response was required for schedule-correlated stimuli to appear for 10 sec. Rats were given 5 acute doses of nicotine or vehicle systemically. After 2 cycles of acute dosing they were given the same dose of nicotine every day for a minimum of 50 days. Observing response rates increased at intermediate doses of nicotine and decreased at high doses. Daily injections of nicotine also increased observing response rates. Aside from high dose suppressive effects, no systematic changes were noted on the other lever that produced food during VI components and had no consequence during EXT components. |
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| 38. Alternative Non-drug Reinforcement Decreases Drug-maintained Responding but Increases Resistance to Change |
| Area: BPH; Domain: Applied Research |
| K. ANNE BURKE (Utah State University), Corina Jimenez-Gomez (Utah State University), Timothy A. Shahan (Utah State University) |
| Abstract: Adding alternative sources of reinforcement decreases response rates by degrading the operant contingency and weakening the response-reinforcer relation. Resistance to change however is enhanced by added reinforcers, suggesting that the persistence of behavior is determined by the stimulus-reinforcer relation. Adding an alternative non-drug source of reinforcement reduces drug self-administration, but how this affects resistance to change has not been determined. The present experiment seeks to examine this phenomenon using drug self-administration with an alternative non-drug reinforcer. Four Long Evans rats self-administered a 10% Ethanol solution on RI 15s schedules during two components signaled by a blinking light and pulsing tone in one and a steady light and constant tone in the other. RT15s food deliveries were added to one component. In congruence with previous research, response rates in the ethanol + RT food component were lower than the rates in the ethanol only component. During extinction, responding for ethanol was more resistant to change in the component with added food, as predicted by the behavioral momentum theory. These results suggest that all reinforcers occurring in the context of a stimulus (in this case food and ethanol combined) add to the persistence of behavior maintained by that stimulus. |
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| 39. The Effects of Amphetamine on Variable and Repetitive Behavior |
| Area: BPH; Domain: Applied Research |
| ERICKA BAILEY (Utah State University), Ryan D. Ward (Utah State University), Amy Odum (Utah State University) |
| Abstract: Using a multiple schedule of reinforcement, the differential effects of amphetamine on variable and repetitive responding were studied. Four white Carneau pigeons with a history of responding on a variety of related operant procedures pecked keys during a multiple schedule. Two components, REPEAT and VARY, were used. In Experiment 1, the REPEAT component required that a four-response sequence matched one of the previous three sequences to produce food. In the VARY component, a four-response sequence had to differ from one of the previous three sequences to produce food. Acute administration of d-amphetamine produced a dose-dependent decrease in response rate. Amphetamine had little effect on the percentage of sequences meeting the contingency in VARY, but reduced somewhat the percentage of successful sequences in REPEAT. In Experiment 2, we used different VARY and REPEAT contingencies. In the VARY component, four-response sequences had to differ from the previous ten for food. In the REPEAT component, only the sequence Left-Left-Right-Right produced food. We are now examining the effects of a range of doses of amphetamine on behavior using this procedure. |
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| 40. Effects of D-amphetamine on Matching to Sample Duration |
| Area: BPH; Domain: Applied Research |
| KATHRYN A. SAULSGIVER (University of Florida), Erin A. McClure (Allegheny College), Clive D. L. Wynne (University of Florida) |
| Abstract: Present research used a Matching to Sample Duration procedure with four doses of d-amphetamines to examine the changes in the choose-long response. Pigeons were placed on a discrimination task where the houselight would illuminate for either 2 or 8 s and after no delay choosing the red or green stimulus light, respectively, produced reinforcement. Four intervening values were added as stimulus durations: 2.6, 3.48, 4.6, and 6.1 seconds. Comparisons of sigmoidal curves before, during and after drug administration were compared. A general flattening of the sigmoidal curve occurred under drug administration, indicating a disruption in the perception of all durations. |
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| 41. Food Deprivation and Caffeine Effects on Lever Pressing in the Rat |
| Area: BPH; Domain: Applied Research |
| JOSHUA KUEHLER (South Dakota State University), Doug Boe (South Dakota State University), Debra J. Spear (South Dakota State University) |
| Abstract: The effects of caffeine (3, 6, 20,50, 60, and 100 mg/kg) on lever pressing responses of rats was evaluated at 4 levels of food deprivation (100%, 90%, 85%, and 75%). All rats were presented with a multiple FR 10 FR 50 schedule of food delivery, where each component was in effect for 15 min, was accompanied by discriminative stimuli, and was presented twice in alternating ordering. Caffeine was administered by oral gavage 15 min prior to each test session. Responses under the FR 50 schedule were most sensitive to food deprivation level, while responses under the FR 10 were more resistant to the disruption of deprivation and only decreased when there was no or little food deprivation. Caffeine increased responding dose-dependently, with the effect being greatest at the greater deprivation level. |
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| 42. Effects of Ephedrine, Caffeine, and Their Combination on the Reinforcement Sensitivity of the Rats |
| Area: BPH; Domain: Applied Research |
| YULIYA E. ALEXEEVA (Illinois State University), Seshanand Chandrashekar (Illinois State University), Valeri Farmer-Dougan (Illinois State University) |
| Abstract: Ephedrine, a central nervous and cardiovascular systems stimulant, has been increasingly abused for weight loss, sexual stamina, and increased behavioral activation. Evidence suggests that caffeine can also increase an organism’s activation levels. Recent research has implied that an ephedrine and caffeine combination improves vigilance and attention at low doses (possibly increasing sensitivity to reinforcement) but at high levels may produce psychosis, which is detrimental to sensitivity to reinforcement. However, no recent investigations tested changes in sensitivity to reward using these drugs individually or in combination. The study examined changes in sensitivity to reinforcement across a series of concurrent variable interval schedules when rats were treated with ephedrine, caffeine, or a combination. Specifically, we predicted that low doses of caffeine or ephedrine alone would improve the animal’s sensitivity to reinforcement, while higher doses or combinations of the drugs should disrupt sensitivity. Data suggested that changes in animal’s sensitivity to reward were both dose and drug dependent. |
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| 43. Behavioral and Pharmacological Factors Modulating Caffeine Self-Administration |
| Area: BPH; Domain: Applied Research |
| SHANNA BABALONIS (University of North Carolina at Wilmington), Steven I. Dworkin (University of North Carolina at Wilmington) |
| Abstract: The self-administration paradigm provides a model which approximates the behavioral complexities of human drug abuse and is indispensable in identifying variables that potentiate or attenuate drug intake. Despite caffeine’s frequent self-administration by humans, its reinforcing effects in animals have received little to no attention. However, with the arrangement of specific parameters (food deprivation, drug dose, behavioral history and a rapid drug delivery system), the rodent self-administration procedure has the ability to assess caffeine’s reinforcing effects by consistently maintaining behavior at levels comparable to nicotine but distinctive from that of cocaine or heroin. Further evaluation of withdrawal and reinstatement using rodent models may elucidate factors influencing caffeine’s reinforcing effects and ubiquitous human self-administration. |
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| 44. Current Alcohol Usage as Establishing Operation for Inhalant Drug Choice |
| Area: BPH; Domain: Applied Research |
| DIANA J. WALKER (The University of Chicago), James P. Zacny (The University of Chicago) |
| Abstract: The concept of establishing operations was recently applied to genetic influences on behavior (Thompson, 2003). The present study applies this concept to drug-use history as an establishing operation for drug self-administration. Two experiments examined the reinforcing effects of inhaled anesthetics in light (LD) and moderate (MD) alcohol drinkers. Inhaled anesthetics are similar to abused inhalants but can be administered more safely and ethically. Experiment 1 consisted of four sessions, in which subjects sampled one nitrous oxide (N2O) dose (0-40%) and 100% O2 (placebo) for 10 min each. Later they chose nine times, once every 5 min, among N2O, placebo, or “neither.” Experiment 2 was identical, except the drug under study was sevoflurane (0-0.8%). In Experiment 1 six LD’s chose N2O 0-14 times (median=3), and seven MD’s chose N2O 3-26 times (median=13). In Experiment 2 eight LD’s chose sevoflurane 0-22 times (median=1), and seven MD’s chose sevoflurane 0-23 times (median=11). Median data suggest that N2O and sevoflurane may be more effective reinforcers for MD’s than for LD’s. The behavior-analytic conceptualization of drug-use patterns as establishing operations for the use of other drugs contrasts with more traditional psychopharmacology approaches, such as cross-tolerance or “gateway” theories, and could lead to effective treatment strategies. |
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| 45. Methadone-maintained Patients Prefer a Methadone/benzodiazepine Combination to Either Drug Alone |
| Area: BPH; Domain: Applied Research |
| R. STOCKTON MAXWELL (Temple University), Ralph Spiga (Temple University) |
| Abstract: Background: Methadone maintenance is a treatment for opioid dependent patients. These patients often abuse or are dependent on nicotine, cocaine, and benzodiazepines. This study examined the reinforcing effects of the combination of methadone and valium (i.e., benzodiazepines).
Methods: Methadone-maintained patients with a history of benzodiazepine abuse were recruited as participants. During a daily drug self-administration session, they could press either of two buttons appearing on the monitor or sit and do nothing. Preference for drug was assessed under a concurrent fixed-ratio fixed-ratio (conc FR128 FR128) schedule of drug self-administration. Completing the ratio requirement delivered 10 ml of drug solution (i.e., .03 mg/ml methadone or .01 mg/ml valium) to a cup. Participants were required to drink the solution before further responding counted toward the conc FR FR. Following training, five conditions were tested: 1) methadone vs. vehicle, 2) valium vs. vehicle, 3) methadone/valium combination vs. vehicle, 4) combination vs. methadone, and 5) combination vs. valium. Conditions were counterbalanced across participants and testing lasted for five days. Trials ended following 100 deliveries or one hour.
Results: In the drug vs. vehicle conditions (1-3), participants preferred drug over vehicle. In conditions combining methadone and valium, the combination was preferred over either drug alone. The current results confirm previous findings on the subjective reinforcing effects of a methadone/benzodiazepine combination with behavioral measures of preference.
This research was supported by NIDA Grant # DA-7943. |
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| 46. The Effects of Ad Lib Smoking and Nicotine Replacement on Social Behavior in a Modified Prisoner’s Dilemma Game |
| Area: BPH; Domain: Applied Research |
| EVAN ROBERTS (Temple University), Ralph Spiga (Temple University) |
| Abstract: Background: This study examined the effects of smoking abstinence, 0 mg, 2 mg, 4 mg nicotine gum, and ad lib smoking on the social interaction of dependent smokers. Methods: Participants were paired and each member of an interacting dyad had 5 mutually exclusive choices during a trial: cooperate, compete, punish, reward, or withdraw. These options appeared on the monitor screen at the beginning of a session. After selection of a letter (a choice), the choice of each participant was displayed on a monitor screen. Depending on the combination of choices, points were added to counters marked “Your Earnings” and “Other’s earnings” during the feedback phase of the trial. These counters were displayed on the monitor screen and were visible during the choice and feedback components of the trial. After the choices were viewed and the payoffs added to the numeric counters, a standardized set of messages was displayed on the monitor screen. Participants could communicate with each other by selecting a message. Following this communication component of the trial, the next trial was initiated by the reappearance of the numeric counters and the choices. This cycle was repeated 20 times during a session. Results: The mean number of cooperative and other prosocial choices were greater after both dyad members received 4 mg nicotine or smoked ad lib than after abstinence, 0 or 2 mg nicotine gum. The mean number of competitive, punitive, and withdrawal choices were greater following abstinence, 0, or 2 mg nicotine gum than after ad lib smoking or 4 mg nicotine gum. When one member of the pair smoked ad lib independently of the experimental condition of their partner, the mean number of cooperative choices of the member who was abstinent smoked, or received nicotine gum was comparable to the mean frequency observed after both partners had smoked ad lib.
This research was supported by NIDA Grants # DA-12725 and DA-06633 and by the Pennsylvania Department of Health Grant # RFA 02-07 057123192. |
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| 47. The Effects of Stimulant Medication on Motivation in Children with ADHD |
| Area: BPH; Domain: Applied Research |
| KIMBERLY J. BERRY (University of Arkansas, Little Rock), John J. Chelonis (University of Arkansas, Little Rock), Mark C. Edwards (University of Arkansas for Medical Sciences/ACH), Ronald L. Baldwin (University of Arkansas for Medical Sciences/ACH), Eldon G. Schulz (University of Arkansas for Medical Sciences/ACH), Merle G. Paule (National Center for Toxicological Research) |
| Abstract: This study compared motivation in children with a diagnosis of attention deficit hyperactivity disorder (ADHD) (n=21) to that of control children (n=19) on a Progressive Ratio (PR) task. Children with ADHD where participated in two sessions; one, on and off their prescribed dose of stimulant medication. The PR task required participants to respond for reinforcers (here, nickels) by increasing the work required to obtain each subsequent reinforcer. The task began when a lever extended from the behavioral testing panel, initially one press resulted in the delivery of a nickel reinforcer, and for each subsequent nickel the number of lever presses required increased by ten. The results indicated that children with ADHD regardless of medication status made significantly more nickels and made significantly more lever presses than children without ADHD. Such data suggest that children with ADHD are more motivated than control children to make simple responses to earn nickels. |
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| 48. Effects of Pentobarbital and Environmental Enrichment on the Behavior of Rats Exposed Prenatally to Methylmercury |
| Area: BPH; Domain: Applied Research |
| ALYSSA MILLARD (College of Charleston), Ashley Furr (College of Charleston), Lorie Sturtevant (College of Charleston), Erin B. Rasmussen (College of Charleston) |
| Abstract: Prenatal exposure to methylmercury has been shown to modify sensitivity to GABAergic compounds in adult rats. This study examined the role of environmental enrichment in modulating mercury-induced changes in sensitivity to pentobarbital in rats. Female rats were prenatally exposed to either 0 or 5 ppm methylmercury in their drinking water. Forty male offspring (20 from each exposure group) were selected and randomly assigned to either an enriched or impoverished environmental condition. The subjects were shaped to lever press under a DRH 9:4 schedule of reinforcement, in which 9 responses in 4 sec produces a reinforcer. Once stability was demonstrated, all rats were injected i.p. with 1-20 mg/kg pentobarbital. Results suggest a main effect of pentobarbital on reducing response rate, but little effect of methylmercury was exhibited. A main effect of environmental enrichment, however, was demonstrated. |
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| 49. Rates of Acquisition under a Percentile Schedule in Rats Exposed to Methylmercury on H high or Low DHA Diet |
| Area: BPH; Domain: Applied Research |
| JOHN C. HEATH (Auburn University), Wendy Donlin Washington (Auburn University), Phyllis Reile (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: Methylmercury is known to affect aversively the motor capabilities of rats, while docosahexaenoic acid (DHA), an omega-3 fatty acid, is thought to ameliorate the damage caused by methylmercury ingestion. Differential reinforcement of high rates (DRH) and fixed ratio schedules generate high rates of responding. A percentile schedule was developed that minimizes the effects of reinforcement rates and emphasizes motor ability. In the percentile schedule the last IRT must be shorter than the median of the last ten IRT’s to qualify for reinforcement thus subjects set their own rate of responding while maintaining a high rate of behavior. During acquisition of behavior IRT’s in the lower percentile range stabilizes faster than those in the higher percentile range. A study was conducted in which Long Evans rats exposed to 0.0ppm, 0.5ppm, and 5.0ppm of methylmercury on either a high or low DHA diet, in a 3x2 design, were subjected to a percentile schedule. Stabilization of acquisition rates at low and high percentile IRT’s were compared between the groups. |
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| 50. Performance Deficits in Brazilian Children Exposed to Environmental Lead |
| Area: BPH; Domain: Applied Research |
| LINCOLN DA SILVA GIMENES (University of Brazil), J. G. Tuga Angerami (Universidade Estadual Paulista - Bauru, Brazil), Patricia Regina L. Galvão (University of Brazil), Juliana Lima (University of Brazil), Maria Silvia F.A. Barros (Universidade Estadual Paulista - Bauru, Brazil) |
| Abstract: Following enviromental contamination by a car battery plant, over 200 children were detected as being contaminated with lead. About 100 children ranging from 7 to 12 years of age were evaluated in their performance in different neurobehavioral tests, presented through the Portuguese language version of the Behavioral Assessment and Research System - BARS. The children were ranked according to their concentration of lead in the blood, and the bottom third was compared to the top third regarding their perfomance in the tests. The results showed that the children with higher concentration of lead had some impairment in their performance, as compared to the children with lower concentration, at least in some of the test, e.g., Continuous Performance Test and Symbol-Digit Test. Social and educational implications are discussed |
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| #190 Poster Session – CSE |
| Sunday, May 30, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 51. Effect of a Coworker Mentor on Job Performance of Young Adults |
| Area: CSE; Domain: Applied Research |
| ELIZABETH A. GRANUCCI (University of South Florida), Debbie Westerlund (University of South Florida), Hewitt B. Clark (University of South Florida) |
| Abstract: The purpose of this study was to demonstrate the effectiveness of coworker mentors on improving employment-related verbal behavior and task performance of young people (ages 16 -18) with behavior disorders and/or learning disabilities. Participants were training for cosmetology in a vocational/technical secondary school.
Mentors conducted training with participants by demonstrating the correct task, providing corrective feedback, and delivering descriptive praise in the context of a beauty salon operated at the school, and serving customers from the public as well. A multiple baseline design across behaviors analyzed intervention effects of mentor training on the participant’s use of correct verbalizations or task completion. Four participants were in the study. Each participant had a separate mentor. Findings are illustrated through one of the participants. Figure 1 shows the multiple baseline for Nicoletta across two verbal behaviors: a) inquiries about comfort and b) suggestive selling statements. Nicoletta rarely used comfort or suggestive selling statements during baseline. Once the mentor began the training, the behaviors improved dramatically. Inter-observer reliability was assessed with two independent observers, observing on sessions throughout the study. The observer agreement for Nicoletta’s verbal behaviors ranged from 80% to 100%, with a mean of 98%. In a post-intervention questionnaire, Nicoletta expressed satisfaction with the mentor teaching her new skills within the work setting and attributed her greater confidence in her work to this experience.
Similar findings occurred across the other three participants. This study supported the effectiveness and acceptability of coworker mentors in assisting young people in learning skills in the work place. |
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| 52. Establishing Quality of Life Outcomes for an Adolescent with Acquired Brain Injury |
| Area: CSE; Domain: Applied Research |
| NICOLE ABENAIM (Melmark New England), Frank L. Bird (Melmark New England), Rui T. Carreiro (Melmark New England) |
| Abstract: This presentation examines the long-term outcome of a multi-component treatment approach based on positive behavior support for an adolescent with severe behavior challenges. As a result of intervention, the challenging behaviors were reduced to near zero frequency as participation in educational, social, vocational, and other community activities increased. Implications for the development of support plans based on functional analysis and the use of antecedent management strategies are discussed.
Following the elimination of aversive treatment procedures for challenging behaviors and implementation of intensive proactive procedures, an adolescent with acquired brain injury demonstrated (a) near total elimination of challenging behaviors, (b) dramatic increase in positive alternative behaviors and self-management skills, and (c) generalized and durable community adjustment. Data on these variables will be presented to support this progress. Interobserver reliability was conducted across treatment phases and mean agreement coefficient was 91.4%. Although reduction of challenging behaviors was a priority, the clinical approach was to assist him in achieving a lifestyle change by positively addressing many dimensions that define quality of life (Hughes, Hwang, Kim, Eisenman, & Killian, 1995). Specific areas included establishing social relationships, re-establishing family bonds, increasing personal satisfaction, increasing community access, experiencing successful employment, and increasing recreation opportunities. |
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| 53. Assessing Preferences with a Foot Fetish: A Case Study with a Male with Autism |
| Area: CSE; Domain: Applied Research |
| JILL MULLIN (Private practice), Ronnie Detrich (Spectrum Center) |
| Abstract: Behaviors that are maintained by socially unacceptable reinforcers (i.e., sexual) pose ethical difficulties when trying to assess relevant dimensions of reinforcement. In this study, we assessed the preferences for a young male with autism who exhibited obsessive behavior around young children’s feet. Clearly, we could not directly involve young children in the assessment so alternative assessment methods were required. Pictures of children and adults and the various dimensions of possible foot display (socks, no socks, shoes, no shoes, etc.) were used in a pair-wise stimulus presentation format. The data suggested that young children with shoes on were most preferred. The preference assessment was completed twice with stable patterns of preference across the two presentations. The obvious limitations of the assessment method are that pictures rather than the real stimuli were used and there is no ethically acceptable method for determining if the obtained preferences are the functional reinforcers associated with the foot obsession. |
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| 54. Individualized Daily Living Skill Programs to Improve Verbal Expressions and Daily Living Skills for Students with Autism |
| Area: CSE; Domain: Applied Research |
| EUN JUNG SEO (Brain Korea 21 Task Force Project), Jae-Gyu Jo (Daegu University, South Korea), Eun Jeong Yoo (Daegu University, South Korea), Myung-Ok Kwon (Daegu University, South Korea) |
| Abstract: The study had two purposes. First, it was to see if the individualized daily living skill program could improve their independent performances of daily living skills in the inclusive setting. Second, it was to see if the program could help increase the spontaneous verbalization of target words related to their body concepts and daily living words while they were performing the daily living skills in the inclusive setting.Two parts of the individualized daily living skill program, such as the language training and the daily living skill training, were conducted simultaneously to increase spontaneous verbalizations of daily living words for the students with autism, while they were performing each step of daily living skills in an inclusive setting. A multiple baseline design across behaviors was used to assess the effects of the individualized daily living skill program.
The results of the study revealed that 0% level of correct spontaneous verbal responses of daily living words were dramatically increased to 90% levels for all participants right after the application of the program. Furthermore, their independent performances of daily living skills were also increased to 100% level. The reliability of dependent variables was 92.7%, so the individualized daily living skill program was reliable for the improvement of the target behaviors. |
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| 55. The Intervention on Withdrawal of Down Syndrome Based on Functional Assessment in the Welfare Institution |
| Area: CSE; Domain: Applied Research |
| AKIKO KURAMITSU (University of Tsukuba), Mae Kondo (University of Tsukuba), Shigeki Sonoyama (University of Tsukuba) |
| Abstract: “The problem behavior” of adults with intellectual difficulty including self-injured behavior, aggression, persistence, hyperanakinesia and withdrawal get a lot attention. How to treat them in institutions or workshops has been explored as “difficult treatment cases.” People with Down syndrome in adolescence have some behavioral properties such as withdraling when being warned by others or ignoring any caution because they have difficulty to work out their frustrations. It is feared that people with Down syndrome in adolescence might become nonpsychotic withdrawal which in increasing nowadays without consideration of such properties.The purpose of this research was to implement a functional assessment on withdrawal of a man with Down syndrome, carry out the successive approximation process based on the information from the assessment and examine its effect.
He could engage in the task which matched his preference and ability among ohter residents for a certain time.It is important that introducing activities which match individual's preference and ability into daily program in the activities, and consistent response suitable for the behavioral properties in order to provide residents stable and abundant services in the institution. |
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| 56. Increasing and Maintaining Apartment Cleanliness for 3 Adults with Chronic Mental Illness |
| Area: CSE; Domain: Applied Research |
| TINA HOPSON (University of the Pacific), Rebecca J. Bovino-Sandquist (University of the Pacific), Eric Sandquist (University of the Pacific), Hiroaki Uemura (University of the Pacific) |
| Abstract: Maintaining personal hygiene is often problematic for the mentally disabled population. Part of maintaining personal hygiene is maintaining a relatively clean living area. In this study, three participants living in a semi-independent apartment complex were invited to a party if they passed their apartment inspections. When the participants passed inspection, the partcipant was reinforced with social praise and invited to attend a group pass party. The pass party either included pizza and soda, or ice-cream and soda. All three participants were not passing apartment inspections prior to implmentation of the pass parties. After implementation, all three participants began passing apartment inspections. |
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| 57. Use of a Multicomponent Intervention for Multiply Maintained Physical Aggression |
| Area: CSE; Domain: Applied Research |
| JENNIFER PRUSHAN (Devereux Whitlock Center), Stewart M. Shear (Devereux Whitlock Center) |
| Abstract: The use of a multicomponent intervention for physical aggression exhibited by a dually diagnosed adult female was examined. The dependent variable was the frequency of physical aggression. Data was collected daily for the dependent variable. Interobserver agreement was collected during at least 33% of the days and averaged 100% for the dependent variable. The intervention was implemented in two phases. The first treatment phase consisted of staff writing positive praise statements in the subject’s notebook on a daily basis. Contingent upon an occurrence of physical aggression, staff refused to sign the notebook and provided a verbal prompt to stop the behavior. Frequency of physical aggression did not significantly decrease with the introduction of the intervention. During the second phase of the intervention, when the subject engaged in physical aggression, staff would initially write a statement in the notebook indicating the occurrence of physical aggression. When the subject asked other staff members to write in the notebook, they would observe that physical aggression had occurred and would refuse to sign the notebook for the remainder of the day. Frequency of physical aggression subsequently decreased during the second phase. Low levels of physical aggression were maintained over an eighteen-month period. |
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| 58. Separation and/or Cultural Issues and their Impact on the Treatment of a Chinese-American Boy with Food Refusal |
| Area: CSE; Domain: Applied Research |
| PAULA M. GONCE (Kennedy Krieger Institute), Jennifer E. Dawson (Kennedy Krieger Institute) |
| Abstract: Typical outpatient treatment strategies include having a trained feeding therapist feed the patient first, demonstrate effectiveness, and then train the parent in the treatment protocol. In the current case, the patient engaged in high rates of self-injurious and disruptive behavior when in contact with the primary therapist. This pattern of behavior continued with the introduction of a new therapist. Attempts to decrease the behavior (fading) were unsuccessful. A third (Chinese-American) therapist was able to interact with the patient and demonstrate the treatment procedures. Subsequently, the therapists trained the patients mother in the treatment package (i.e., non-removal of the spoon, response cost). Results will show an increase in acceptance and a decrease in refusal behaviors. Discussion will include the topic of cultural differences and their potential impact on protocol implementation. |
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| 59. The Effect of a Relaxation Breathing Exercise on Male Adolescent Aggressive Behavior |
| Area: CSE; Domain: Applied Research |
| TRUDI GAINES (University of West Florida), Leasha Barry (University of West Florida) |
| Abstract: Existing research on male adolescent aggressive behavior includes both group and single case design studies in which anger management, relaxation, and breathing techniques were employed in combination. The results of these previous studies support the use of these techniques in combination. However, it remains unclear if the use of relaxation breathing exercises alone brings any benefits to this population. This single case design study with multiple baselines across six participants was conducted to assess the effect of a relaxation breathing exercise on the verbal and physical aggressive behaviors of male adolescents in a residential juvenile justice program. One participant demonstrated reduced verbal and physical aggressive behaviors in phases in which relaxation breathing was employed. Two other subjects demonstrated reduced behaviors on one of the measures. Other participants demonstrated increased verbal and aggressive behaviors during phases in which relaxation breathing was employed. Interrater reliability was collected on at least one third of the trials. Overall, the findings do not support the use of relaxation breathing alone as a behavioral intervention for verbal and physical aggression. Future research should investigate combination behavioral interventions for this population using a component analysis to demonstrate the benefits of each component of the intervention. |
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| 60. A Study on Psychological Disorders in Mistreaded Children |
| Area: CSE; Domain: Applied Research |
| JUAN CARLOS HÓDAR PREZ (Services of Children at Risk; Motril-Granada (Spain)), Inmaculada Gomez Becerra (University of Almeria, Spain), Carlos Belda Grindley (Delegación Provincial de Asuntos Sociales; Granada, Spain) |
| Abstract: It is broadly agreed that child maltreatment produces maladaptative psicological consecuences. This descriptive work deals with this issue from a epidemiological and a retrospective view including cases from 1999 to 2001. The objectives are to quantify disorders found in that population and to look for differences on problems experienced by the subjects depending on the kind of maltreatment received. And, to know more about those conditions that lead to the appearance of disorders. The sample was selected from children and youngsters assessed as at risk population by professionals working in a Services for Children at Risk (Granada-Spain). A total of 272 under 18 aged youngsters and children who were victims of abuse, neglect or both were assessed. Subjects were distributed into three groups: that had been exposed to abuse conditions, subjects exposed to neglect conditions and subjects exposed to both conditions. Semiestructured interviews, standardized scales, direct observation, and reports included in subject files were used to assess potential disorders. Results show that subjects exposed to abuse conditions developed more probably emotional and social adaptation disorders and subjects exposed to neglect conditions were damaged in cognitive development and academic performance. Subjects exposed to both conditions show more difficulties in establishing safe attachment links with their caregivers and difficulties in proper development of interpersonal skills. |
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| 61. Development and Assessment of an Online Training System for Foster Parents |
| Area: CSE; Domain: Applied Research |
| JOSEPH FURMAN BUZHARDT (University of Kansas, Lawrence), Linda S. Heitzman-Powell (University of Kansas, Lawrence) |
| Abstract: Lack of training is one of the most frequently cited reasons that parents discontinue foster care (Crase, et al, 2000). This poster describes a Phase I, NIH-funded project to develop an online foster parent training system in Kansas. The purpose of this system is to improve the quality of foster parents’ in-service training, make it more accessible to those isolated by geography, lack of transportation, or availability of child-care, and to improve the accountability/management of foster parent training. Assessment of the system will take place from January – mid-March. The training modules’ instructional effectiveness will be assessed by pre-posttest score differences for each module. Usability testing of the system will be assessed by collecting observational data regarding the number of minutes it takes for foster parents and social workers to complete tasks with the system, the navigational paths that users take to access specific parts of the system, and the number of questions they ask related to using the system. Interrater reliability will be calculated by (agreements/agreements+disagreements)*100 for at least 20% of the usability observations. The implications of this system for the Kansas foster care system will be discussed, including future directions for Phase II of the project. |
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| 62. Hearing or Saying: The Role of positive Verbalizations in Positive Peer Reporting |
| Area: CSE; Domain: Applied Research |
| MICHAEL L. HANDWERK (Father Flanagan's Boys Home), Nate Wendell (Father Flanagan's Boys Home), Brett Thomas (Father Flanagan's Boys Home), Clint Field (Father Flanagan's Boys Home) |
| Abstract: Positive peer reporting (PPR) has produce relatively consistent positive effects on the peer interaction of rejected youth (Jones, Young, & Friman, 2000). PPR involves rewarding positive verbal statements made by classmates or others toward a targeted rejected youth. Typically, the target youth either receives more opportunities to receive verbal acknowlegement from others, though in some investigations the targeted youth is also allowed to provide positive verbalizations to other non-rejected youths. Thus, it is currently unclear whether the active component of PPR involves the targeted youth receiving positive verbal statements from other youth, giving positive verbalizations to other youth, or both. The present study used a non-concurrent multiple baseline design to assess the component effects of PPR procedures. Two rejected youths in a residential care facility were selected by program administrative staff to receive the intervention. The treatment phase consisted of the targeted youths participating in giving positive verbal praise to other housemates, followed by them becoming recipients of positive verbal praise from housemates. Dependent variables were observations of positive and negative interactions between the targeted youths and their housemates. Results generally indicated positive effects for the procedure regardless of whether targeted youth were giving or receiving positive comments from housemates. |
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| #191 Poster Session – DDA |
| Sunday, May 30, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 63. A Comparison of Descriptive Functional Assessment Data to Functional Analysis Data for 3 Boys in Residence Homes |
| Area: DDA; Domain: Applied Research |
| DANA TRAHANT (May South), Michael M. Mueller (May South), James W. Moore (May South), Dana C. Jeffery (May South) |
| Abstract: For three boys in residence homes who demonstrated severe problem behavior (tantrum, aggression, property destruction), four residential direct care staff completed the the Functional Analysis Screening Tool (FAST) and the Motivation Assessment Scale (MAS) on each child's severe behavior. The results of those descriptive assessments are compared to the results of functional analyses that were conducted in the residence homes. Issues related to the use of descriptive assessment will be presented. |
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| 64. Teaching Handwriting Behavior of Chinese Characters to a Child with Mental Retardation |
| Area: DDA; Domain: Applied Research |
| MASAKO TSURUMAKI (Fukushima University, Japan) |
| Abstract: The purpose of the present study was to improve the handwriting behavior of Chinese characters in a child with mental retardation. The child was a 13-year-old male at the start of the study. He has been coming to the laboratory at the university once or twice a month for special support in communication and handwriting. In Study 1, after he was taught how to write 35 Chinese characters, he practiced writing them three times each. During the next phase of the study at the laboratory, he often sent practice sheets to the laboratory by fax. He wrote 24 Chinese characters after Study 1. In Study 2, the student was requested to construct the two elements of a Chinese character to hiragana characters (the Japanese syllabary) in correct order. After arbitrarily constructed matching-to-sample tasks, the student was requested to use the same method of practice as in Study 1. He will study to write 12 Chinese characters in Study 2. Study 2 is ongoing. The student has looked at details of Chinese characters through the arbitrarily constructed matching-to-sample tasks. |
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| 65. Virtual Self- Modeling to Train the Self-Care Skills of an Adolescent with a Traumatic Brain Injury |
| Area: DDA; Domain: Applied Research |
| SHAWN E. HAPPE (Project 12-Ways, Southern Illinois University), Brandon F. Greene (Project 12-Ways, Southern Illinois University) |
| Abstract: This study investigated the use of virtual self-modeling (VSM). VSM involves the creation of a digital video of an individual attempting to perform a skill that is not in his repertoire. Digital filming is undertaken over several sessions during which the individual is assisted with whatever degree of prompting is necessary to enable him to complete the skill. The film is subsequently edited (digitally “cut and spliced”) into one composite video so that it appears the individual is performing the skill independently. That composite video is then presented to the individual as a “self model” for training purposes. In this study, VSM improved the ability of an adolescent with a brain injury to perform a showering routine beyond the level at which he performed after traditional hand-on training involving a standard hierarchy of least-to-most prompts. |
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| 66. Comparing Reinforcers Identified Through Paired Choice and Concurrent Duration Preference Assessments |
| Area: DDA; Domain: Applied Research |
| ASHLEY C. GLOVER (Marcus Autism Center), Henry S. Roane (Marcus Autism Center), Nathan Call (Marcus Autism Center), Robert-Ryan S. Pabico (Marcus Autism Center), Trent Valois (Marcus Autism Center), Heather J. Kadey (Marcus Autism Center) |
| Abstract: Fisher et. al., (1992) developed a stimulus choice preference assessment, in which a participant chooses one item and receives access to that item for a brief amount of time (e.g., 30 s). One potential limitation of the stimulus choice assessment is that a participant may select an item, but refrain from interacting with it once chosen, suggesting it may not be a reinforcer. In the current study, we evaluated an alternative method in which two items were presented concurrently and duration of interaction was used as the dependent variable. Thus, if the participant selected an item initially, he may reallocate responding to the other item during the time in which it is present (e.g., 30 s). Results showed that, when compared to the Fisher et al. assessment, the duration-based assessment produced some differences in preference rankings. A subsequent reinforcer assessment showed that the assessments also identified some stimuli as differentially effective positive reinforcers. Reliability data were collected with two independent observers for over 30% of sessions and averaged over 90%. Results suggested that the concurrent choice assessment might be helpful in identifying stimuli that are differentially preferred and that function as differentially effective reinforcers. |
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| 67. The Nuk Prompt: An Alternative Physical Guidance Procedure for the Acquisition of Acceptance in Children Exhibiting food Refusal |
| Area: DDA; Domain: Applied Research |
| MERRILL J. BERKOWITZ (St. Joseph's Children's Hospital), Annemarie Marando (St. Joseph's Children's Hospital), Peggy S. Eicher (St. Joseph's Children's Hospital) |
| Abstract: Escape extinction procedures such as non-removal of the spoon are effective in increasing the acceptance of food for some children exhibiting pediatric feeding disorders (Hoch et al., 1994). Physical guidance, in the form of a jaw prompt, has been commonly used to help such children acquire the skills necessary to accept food or liquid. Although the procedure has been found to be effective (Ahearn et al., 1996), the procedure contains several disadvantages. Two disadvantages of the procedure are its low acceptability prior to implementation and the occasional difficulty implementing the procedure with some children. The current study will examine another physical guidance procedure, the Nuk prompt, to help in the acquisition of acceptance of food. Two children admitted to an intensive day treatment program for the assessment and treatment of food refusal participated in the study. Each participant’s acceptance within 5 seconds of presentation using non-removal of the spoon with contingent access to reinforcement was either low or variable. Implementation of the Nuk prompt procedure increased each participant’s acceptance within 5 second of presentation to above 80%. An ABAB withdrawal design was used to assess the efficacy of the Nuk prompt procedure. Implications of the study’s results are discussed. |
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| 68. A Comparison of DRO versus DRO plus Response Cost |
| Area: DDA; Domain: Applied Research |
| STEFANIE HORVATH (Bancroft NeuroHealth), Deborah A. Napolitano (Bancroft NeuroHealth), April S. Worsdell (Bancroft NeuroHealth), Danielle Elisabeth Edmonds (Bancroft NeuroHealth) |
| Abstract: Traditional token economies are designed to allow opportunities to earn positive reinforcers for the absence of problem behavior (DRO) or for the occurrence of appropriate behavior (DRA). These reinforcement procedures often are combined with response cost, a punishment procedure that involves the removal of tokens contingent on problem behavior. Despite the frequent use of token economy programs, very little research has been conducted to determine whether response cost is a necessary component of a token economy. The purpose of this study was to compare the efficacy of DRO versus DRO plus response cost in decreasing the aggression of two adolescents with developmental disabilities. In the DRO condition, tokens were delivered for the absence of aggression, and those tokens could later be traded in for access to preferred activities. In the DRO plus response cost condition, participants earned tokens for the absence of aggression, and if aggression occurred, the DRO interval was reset and a token was removed. Interobserver agreement averaged at least 80% during sessions. Results showed that DRO and DRO plus response cost were equally effective in decreasing aggression, suggesting that response cost may not be an essential component of a successful token economy program. |
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| 69. Treatment of Pica: A Function-based Critical Review of Empirical Studies |
| Area: DDA; Domain: Applied Research |
| CHRISTINE HALVEY (Southern Illinois University Carbondale), Anthony J. Cuvo (Southern Illinois University Carbondale) |
| Abstract: Functional assessment, including functional analyses, have become an essential initial step to derive hypotheses regarding the controlling variables for problem behaviors during the past 20 years. Although there have been reviews of effective interventions for the treatment of pica, those reviews have not emphasized the use and role of functional assessment in effectively reducing and eliminating pica behavior. This poster presents a critical review of function-based empirical studies conducted to reduce pica. Function-based interventions are described, as well as critically analyzed. Results indicated that automatic reinforcement was the function of pica in a majority of the studies reviewed. Although one main function was identified, a variety of different function-based interventions were effectively implemented, including response blocking with redirection, NCR, and response effort analyses. The vagueness and generality of the function of automatic reinforcement is further supported based on the results of this review. Recommendations for future research are presented. |
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| 70. Transfer of Sexually Arousing Stimulus Functions Validated Through Physiological Measures: Case Analysis of an Individual with Traumatic Brain Injury |
| Area: DDA; Domain: Applied Research |
| SUSAN A. PARKER-SINGLER (Southern Illinois University), Stacey L. Small (Southern Illinois University), John M. Guercio (Center for Comprehensive Services: Mentor/ABI Network), Mark R. Dixon (Southern Illinois University) |
| Abstract: Relational Frame Theory recently has provided the behavior-analytic community with a post-Skinnerian account of human cognition and language development. Verbal functions of actual words have been conceptualized in the RFT paradigm to help explain how sexual stimulus functions can lead to inappropriate sexual arousal and behaviors. Assessment of this phenomenon has not been empirically demonstrated outside of the laboratorial context. Therefore, this study attempted to demonstrate that inappropriate sexual arousal (i.e., to minors) can be manipulated through derived relational responding in an applied setting. The participant in this study was an adult male suffering from an acquired brain injury that was exposed to four varying sets of stimuli via computerized slide presentations. These stimuli sets consisted of inappropriate sexually arousing images, more socially appropriate images, and inanimate objects. Matching-to-sample training and testing procedures were conducted whereby the relating of words and images were differentially reinforced. Concurrent physiological assessments were taken (e.g., heart rate, GSR) to further validate the transfer of stimulus functions. Results suggest that the transfer of sexually arousing functions is possible in the brain injury population and may have significant practical utility for care providers. |
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| 71. Effects of Behavioral Momentum on Increasing Medium- and Low-Probability Response Frequency |
| Area: DDA; Domain: Applied Research |
| SHANNON M. WARNER (Lakeview NeuroRehabilitation Center), Amber L. Ayer (Lakeview NeuroRehabilitation Center), Sean M. Coriaty (Lakeview NeuroRehabilitation Center), Tina M. Trudel (Lakeview NeuroRehabilitation Center) |
| Abstract: Increasing behavioral repertoires by shaping novel responses and increasing low-probability responses lies at the core of training and rehabilitation programs. Research in behavioral momentum has demonstrated that existing high-probability responses can be effectively employed to increase low-probability responses and shape novel responses. The current study investigated the effects of behavioral momentum on increasing medium- and low-probability responding in children with developmental disabilities. A set of responses were empirically assigned to one of 3 categories: high-, medium-, and low-probability. High-probability responses were employed to increase the probability of both medium- and low-probability responses. Data were compared to traditional shaping techniques employed without the use of behavioral momentum. Results are discussed in terms of the value of employing behavioral momentum from a cost/ benefit standpoint. |
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| 72. Application of Web-based Assessment Program for People with Developmental Disabilities in Korea |
| Area: DDA; Domain: Applied Research |
| HYANG JI KIM (Daegu University, South Korea), Chan Woong Park (Daegu University, South Korea), Chan Suk Byun (Daegu University, South Korea), Young Ja Cho (Daegu University, South Korea) |
| Abstract: This study aimed at providing people dealing with developmental disabilities with web-based assessment application. it also aimed at supporting people dealing with developmental disabilities by providing them scientific, effective, and exact assessment instrument on-line. The results of the study showed as follows. Fist, the assessment program developed in the study provides a definite on-line system to assemble all the available data on each individual's assessment. Second, it offers clear and definite methods for construction web-based assessment instruments. Third, it proves cost-effectiveness in terms of saving time, convenient recording, effective management, and exactness of its result. Fourth, it offers the base of Facilitating its standardization and of development of further assessment instruments. |
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| 73. In-home Functional Assessment and Subsequent Intervention by Parents for Long-standing Disruptive Behavior |
| Area: DDA; Domain: Applied Research |
| YUKIKO WASHIO (University of Nevada, Reno), Yanqing Guo (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno) |
| Abstract: Functional assessment of problem behavior, while well established in the clinical treatment of disruptive behavior is often conducted by trained professionals and often in analog situations. Interventions are then conducted in those situations and then in some cases the new behavioral arrangement id transferred to the natural environment. This poster describes a case study in which the long standing disruptive behavior of an adult child was first assessed in a day program setting with subsequent in home assessment and intervention by parents with therapist assistance. The conducting of traditional scripted functional analysis scenarios was used as a training method with parents in order to gain discrimination of and practical skill in the relative roles of antecedent and consequent behaviors in the maintenance of socially mediated problem behavior. The use of video tape and hand held computers allowed for inter observer agreement measures and independent verification of behavior change by therapists. The relative effectiveness of training was then verified with subsequent intervention conducted by parents. |
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| 74. The Effects of Extinction and Time-out, with and without Noncontingent Reinforcement, in the Treatment of Attention-Reinforced Problem Behavior |
| Area: DDA; Domain: Applied Research |
| TRACY L. KETTERING (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center), Juan K. Grimes (Marcus Autism Center), Keisha D. Reese (Marcus Autism Center) |
| Abstract: Extinction (EXT) and time-out (T-O), when implemented alone, often result in deprivation from reinforcement, an establishing operation that may prolong the occurrence of problem behavior or even temporarily increase it (i.e., extinction or punishment bursts). The delivery of a reinforcer on a response-independent or time-based schedule (referred to as noncontingent reinforcement [NCR]) has been shown to increase the effectiveness of extinction and prevent extinction bursts, but the effects of combining NCR and T-O remain untested. The effects of combining NCR and T-O may differ from the combination of NCR and EXT because: (a) T-O (but not EXT) involves a social reaction to the target behavior, which, in some cases, may function as reinforcement for attention-maintained behavior; and (b) T-O, by definition, involves a period of deprivation from reinforcement, which may, in some cases, prolong or temporarily increase the target behavior. In the current study, following a functional analysis that showed that problem behavior was reinforced by attention, we evaluated the effects of EXT and T-O first alone and then in combination with NCR. Results showed that both EXT and T-O were not effective when implemented alone, EXT with NCR reduced problem behavior to near-zero levels, and T-O with NCR produced levels of responding in between those observed in baseline and those observed in EXT with NCR. These results are discussed in terms of the operant mechanisms that might account for the levels of responding observed when EXT and T-O were implemented alone or in combination with NCR. |
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| 75. You've Got Mail: Teaching Students To Deliver Phone Messages |
| Area: DDA; Domain: Applied Research |
| JAMES C. HORAN (Hawthorne Country Day School), David Bicard (Hawthorne Country Day School), Tina Marie Covington (Hawthorne Country Day School) |
| Abstract: This study taught four students with disabilities, ages 15-16, to take four different types of phone messages given to them by a caller. The four messages consisted of a) Give message to staff (immediate), b) Give message to staff (delayed delivery), c) Student call other (immediate), and d) Student call other (delayed). Data were collected using a task analysis form and scores were converted to a percentage. Generality probes were conducted 2 weeks later across different environments. |
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| 76. An Evaluation of a High-Probability Instructional Sequence to Increase Acceptance of Food and Decrease Inappropriate Behavior In Children with Pediatric Feeding Disorders |
| Area: DDA; Domain: Applied Research |
| KISHA HOPE (Marcus Autism Center), Meeta R. Patel (Marcus Autism Center), Gregory K. Reed (Marcus Autism Center), Cathleen C. Piazza (Kennedy Krieger Institute), Robert-Ryan S. Pabico (Marcus Autism Center), Melanie H. Bachmeyer (Marcus Autism Center), Stacy A. Layer (University of Kansas) |
| Abstract: We assessed the effects of a high-probability (high-p) instructional sequence with escape extinction on food acceptance and inappropriate behavior for 2 children diagnosed with feeding problems. We evaluated treatment effects using a withdrawal design (BABAB) for one child (Kisha) in which B was the high-p sequence plus escape extinction and A was escape extinction alone. We used a combination withdrawal (ABAB) and multi-element designs with the second child (Simone) in which A was an escape baseline and B was a comparison of EE alone with high-p plus EE. Independent observers achieved over 90% agreement for approximately 29% (Kisha) and 38% (Simone) of sessions. Results for Kisha indicated that acceptance of non-preferred foods increased and inappropriate behavior decreased with the presentation of the high-p instructional sequence plus escape extinction relative to escape extinction alone. Acceptance increased for Simone when escape extinction was implemented, independent of the presence or absence of the high-p sequence. However, inappropriate behavior was lower when escape extinction was combined with high-p instructions relative to escape extinction alone. Data are discussed in terms of behavioral momentum, establishing operations, and the relative contributions of the high-p instructional sequence and escape extinction in the treatment of feeding problems. |
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| 77. An Examination of the Effects of Task Difficulty and Level of Attention on On-task Behavior |
| Area: DDA; Domain: Applied Research |
| ROSE E. TREACY (Gonzaga University), Theresa Waco (Gonzaga University), Susan Zeimantz (Spokane School District), Anjali Barretto (Gonzaga University), K. Mark Derby (Gonzaga University) |
| Abstract: In this study we examined the effects of task difficulty in combination with the amount of teacher attention during academic demands. The participant in this study was a 10-year old boy diagnosed with ADHD. He was enrolled in regular 4th grade classroom and received daily resource room services for reading, writing, and math. All of the assessment and treatment conditions were conducted by the teacher in the resource room. Two independent observers achieved 90% agreement on over 33% of the sessions. Results showed that higher rates of off-task behavior occurred during more difficult tasks when lower level of attention was provided. Results will be discussed in terms of antecedent variables and the application of behavioral assessment in a classroom setting. |
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| 78. Comparison of ABC and Partial-Interval Descriptive Analyses |
| Area: DDA; Domain: Applied Research |
| MARY CHIANG (New England Center for Children), Eileen M. Roscoe (New England Center for Children), Daniel Gould (New England Center for Children) |
| Abstract: Several investigators have used descriptive analyses to identify antecedent and consequent events associated with problem behavior. Two frequently used methods include the ABC method and the interval method. The ABC method requires observers to indicate antecedent and consequent events that co-occur with the target response. By contrast, the interval method requires observers to record the independent occurrence of antecedent and consequent events during each interval, allowing for calculation of the conditional probability of events. Lerman and Iwata (1993) found that the interval method did not yield similar conclusions of behavioral function to that obtained during a functional analysis (FA). In the present study, we compared results from two forms of descriptive analyses (the ABC method and the interval method) to those obtained by experimental analyses for 3 individuals who exhibited problem behavior. After conducting a FA that indicated a clear social function, we videotaped participants during six-to-twelve 10-min segments. Antecedent events, consequent events, and behaviors were scored using ABC and interval methods. Results indicated that descriptive methods corresponded with social versus nonsocial FA outcomes but not with positive- versus negative-reinforcement FA outcomes. IOA was collected during 33% of the sessions with a score of at least 90%. |
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| 79. The Use of Positive Reinforcement to Increase Proper Eliminations in a Child with Primary Encopresis |
| Area: DDA; Domain: Applied Research |
| BARBARA S. WIMBERLY (Marcus Autism Center), Lindsay S. Hauer (Marcus Autism Center), Robert LaRue (Marcus Autism Center), Henry S. Roane (Marcus Autism Center) |
| Abstract: Encopresis occurs when feces are allowed to build up in the colon (or large intestine) over a period of time. This may happen because a child does not have regular bowel movements, or because the bowel does not empty completely on a regular basis, resulting in toileting accidents as well as other medical complications. Treatment of primary encopresis generally involves the use of enemas, laxatives and high-fiber diets. While combined medical and behavioral research for the treatment of primary encopresis is available (O’Brien et al., 1986), research on behavioral treatment procedures alone for primary encopresis is limited. The purpose of the current investigation was to evaluate the effects of positive reinforcement (i.e., access to preferred items, therapist attention) on encopresis. Baseline procedures consisted of toileting the participant on a set schedule (i.e., every 15 minutes). Following baseline, preferred items were provided contingent upon appropriate eliminations in the toilet. The toileting schedule was then faded to 40-minute intervals. Results indicated that contingent access to preferred items was effective in increasing proper eliminations. Results are discussed in terms of the behavioral aspects of encopresis. |
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| 80. Examining the Communication Repairs of Two Young Children with Developmental Disabilities Who Lack Language |
| Area: DDA; Domain: Applied Research |
| JAMES W. HALLE (University of Illinois), Hedda Meadan (University of Illinois), Erik Drasgow (University of South Carolina) |
| Abstract: Most people possess a set of skills referred to as conversational repairs that emerge when their first attempt at communicating is unsuccessful. Young children with severe disabilities communicate using unconventional means that often are misunderstood, occasioning many repair opportunities. For them, effective repair strategies are a crucial means of influencing others in intended ways. The aim of this study was to examine repair efforts by determining their topographies and their contextual determinants.
Two young children who lacked language participated in structured protocols that included multiple request opportunities and scheduled breakdowns. The data were coded (occurrence of initial request, type of activity, topography of request, type of breakdown, and topography of repair) and analyzed to identify when and how each child emitted requests and repaired breakdowns. It was found that the percentage of repairs (repair/ breakdowns) varied by child, type of activity, and type of breakdown. In addition, the percentage of each topography (topography/repair) emitted by participants to repair initial requests varied by type of activity and type of breakdown. Reliability was conducted on approximately 25% of the sessions for each participant and calculated for each of the recoded variables. Reliability for topography of repairs ranged between 87.5% and 91.1%. |
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| 81. Effects of Combined Behavioral and Medical Treatments on the Reduction of Rumination |
| Area: DDA; Domain: Applied Research |
| SHARON K. KELL (The Learning Tree, Inc.), Ellen K. Taylor (The Learning Tree, Inc.), Jerre R. Brimer (The Learning Tree, Inc.), Duke Nyabera (The Learning Tree, Inc.), Susan C. Plutowski (The Learning Tree, Inc.), Carrie Smiley (The Learning Tree, Inc.), Melanie Davis (The Learning Tree, Inc.), Robert W. Montgomery (Reinforcement Unlimited) |
| Abstract: This poster will describe a treatment program to address rumination and the effects behavioral treatment, medical and dental treatment and nutritional consultation had on the reduction in rumination and subsequent weight gain for a student. A package behavioral treatment that included increased food intake, increased texture of foods along with providing a stimulating post-meal environment will be discussed. The impact of dental treatment to address tooth decay, treatment to address medical conditions and consultation and evaluation by a nutritionist will also be discussed. Data will be presented that show an ongoing positive effect in weight gain from a weight of 59 pounds to a weight of 100 pounds. A reduction in rumination from an average occurrence of 10 times daily during baseline to .42 times daily will also be presented. |
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| 82. Training Siblings to Conduct a Behavior Plan for a Child with Severe Problem Behaviors |
| Area: DDA; Domain: Applied Research |
| DEBORAH L. BORDEN-KARASACK (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute) |
| Abstract: There has been a significant amount of research examining the effectiveness of training parents in behavioral principles (Forehand, Griest, & Wells, 1979; Griest & Forehand, 1982). However, there is little research on the results of training siblings in behavioral principles as they relate to the implementation of a behavior plan developed for their brother or sister. In this study, two siblings of a child who participated in an intensive outpatient day treatment clinic for the assessment of severe problem behaviors were trained to implement his behavior plan while caring for him in their parents’ absence. A behavior therapist verbally reviewed the reinforcement and reductive contingencies of the behavior plan then modeled these contingencies with each sibling. Data was collected on treatment integrity during demand training sessions in the home. It was shown that Sibling A implemented each treatment component across two follow up sessions with 97.5% accuracy while Sibling B implemented each treatment component across the same follow sessions with 85% accuracy. This data suggests that siblings along with parents should be trained to implement the behavior plan to promote the generalization of the treatment contingencies across family members as well as across environments. |
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| 83. Using Video Modeling to Teach Social Initiations in Children with Autism and Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| CHRIS A. LABELLE (University of Florida), Amanda Ross (University of Florida), Elizabeth Abellon (University of Florida), Amanda Banister (University of Florida), Jamie Kacur (University of Florida) |
| Abstract: Without receiving treatment targeting social skills, children with autism and other developmental disabilities are unlikely to make gains in social behaviors. During the past decade, video modeling has been studied as a means to teach children with developmental disabilities a broad range of skills (Charlop-Christy, Lee, & Freeman, 2000). Video-modeling typically involves the child observing a videotape of a model engaging in a target behavior. Although previous research has established that video modeling is an effective procedure for teaching children with developmental disabilities new skills, few video modeling studies have targeted social skills, and none have targeted social initiations. Three participants were recruited from a local elementary school for children with various developmental disabilities. Each participant individually watched a videotape of models appropriately initiating social activities. Each child’s social initiations were scored during baseline sessions, during treatment, and following treatment. Reliability was assessed through interobserver agreement on 30% of all sessions. Preliminary data suggests that video modeling has been an effective treatment for increasing one adolescent’s appropriate verbal social initiations. These social initiations successfully generalized to another setting and to other peers. It is expected that video modeling will be effective for the remaining participants in this ongoing study. |
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| 84. The Effects of Contingent Positive Attention versus Contingent Negative Attention on Problem Behavior |
| Area: DDA; Domain: Applied Research |
| CHRISTINE STRICKLAND (AdvoServ), Cori Morneau (AdvoServ), Cheryl L. Ecott (AdvoServ), Tara Lieblein (AdvoServ) |
| Abstract: Through naturalistic and staff observations it was hypothesized that high-rate problem behavior was maintained by negative attention in the form of “don’t” statements. A functional analysis was conducted (Iwata, et al., 1982/1994) to determine the function of disruptive and aggressive behavior. The standard social-attention condition within the functional analysis was manipulated to assess the effects of contingent positive versus contingent negative attention on problem behavior. In the positive attention condition, a positive statement was delivered contingent on the occurrence of problem behavior. In the negative attention condition, a don’t statement was delivered contingent on the occurrence of problem behavior (Fisher, et al., 1998). The results of the functional analysis suggest that problem behavior was reinforced by negative attention in the form of “don’t” statements. Subsequent treatment included extinction of negative attention (in the form of “don’t statements) and the delivery of a neutral statement was delivered contingent on problem behavior. Disruptive and aggressive behavior decreased to low-rates and was maintained for two months following the termination of formal treatment sessions. |
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| #192 International Poster Session – EAB |
| Sunday, May 30, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 85. A Test of a Blocking Procedure in an Animal Model of Activity Anorexia |
| Area: EAB; Domain: Applied Research |
| W. DAVID PIERCE (University of Alberta), Ann Marie Biondo (University of Alberta), Donald C. Heth (University of Alberta), James C. Russell (University of Alberta) |
| Abstract: The present experiment asked whether the pairing of novel food (cat treats) with wheel running would block the usual suppression of familiar food intake (lab chow) induced by physical activity during activity anorexia (AA). Rats received 90-min access to novel food followed by 22.5 h of access to running wheels (novel-wheel, N=8) or no wheel running (novel-no wheel, N=8) for 3 consecutive days. Next, rats received 90-min of access to both novel and familiar food for 4 more days; half the rats continued to have access to wheels while the others remained without wheels. Results showed that wheel running increased over days and that body weights of novel-wheel animals declined while the weights of novel-no wheel rats leveled off; novel-wheel rats consumed less novel food than those in the novel-no wheel group for days 1 to 3. Novel food intake dropped and did not differ between the novel-wheel and novel-no wheel conditions for days 4 through 7. For this same period, intake of familiar food (and total food intake) was reduced in the novel-wheel condition. Overall, there is no evidence of blocking in an AA procedure; results support previous research on the suppressive effect of wheel running on food intake. |
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| 86. Preference and Fixed-Ratio Changeover Requirements |
| Area: EAB; Domain: Applied Research |
| EMILY OTERO (University of Guadalajara, Mexico), Carlos F. Aparicio (University of Guadalajara, Mexico) |
| Abstract: Our work with rats has shown that preference adapts rapidly to a dynamic environment where seven pairs of probabilities (.27-.01, .25-.03, .21-.07, .14-.14, .07-.21, .03-.25, and .01-.27) are used to arrange seven components of reinforcement in two levers. The present study utilized the same environment to assess the effect of an increasing fixed-ratio changeover requirement on preference. Each component provided 50 dependently scheduled reinforcers in two main-levers. A changeover-lever required 1, 4, 8, 16, or 32 responses to alternate between the main-levers. For twenty days the same component remained in effect with one fixed-ratio changeover requirement. After that, a different component was randomly selected to operate with the next fixed-ratio changeover requirement. All fixed-ratios were assessed across components in ascendent and descendent orders. For some conditions, a different fixed-ratio was required every 10 reinforcers within the same session. Sensitivity to reinforcement increased with an increasing changeover response requirement, but it also increased with experience in the dynamic environment. The roles of steady state behavior and history of reinforcement on choice behavior will be discussed. |
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| 87. Effect of Relative Reinforcer Duration on Choice under Different Absolute Rates of Reinforcement |
| Area: EAB; Domain: Applied Research |
| JOAO CLAUDIO TODOROV (Universidade Católica de Goiás, Brazil), Elenice Seixas Hanna (University of Brazil), Thais Andreozzi (University of Brazil), Patricia Finageiv (University of Brazil), Luciana Bayeh (University of Brazil) |
| Abstract: Five pigeons were submitted to concurrent variable interval, variable interval schedules with equal relative reinforcement frequencies but unequal relative reinforcement duration. In the first eight experimental conditions absolute reinforcement rate was changed from 360 to 2 programmed reinforcements per hour, with unequal relative reinforcer duration kept constant. Replications were conducted in an irregular order in the last eight conditions. The response key associated with the larger reinforcer duration was alternated after each of the sixteen experimental conditions. Absolute reinforcement frequency had no systemmatic effect on response distribution between the schedules, but bias effects were observed in the data from some subjects. |
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| 88. Effects of Shared and Non-Shared Consequences on the Choice Between Individual and Social Contingencies in Partial Altruism Conditions of Exchange in Adults |
| Area: EAB; Domain: Applied Research |
| NORA RANGEL (University of Guadalajara, Mexico), Emilio Ribes Iñesta (University of Guadalajara, Mexico), Hector Hernandez (University of Guadalajara, Mexico), Alejandra Zaragoza Scherman (University of Guadalajara, Mexico) |
| Abstract: Four dyads of college students (20 to 23 year-old) solved a visual puzzle on a computer screen. In the experimental conditions each subject in every dyad could track the performance of his/her peer and also place pieces in the peer’s puzzle. Dyads were exposed to two baseline sessions and then to a sequence of two experimental conditions: 1) partial altruism with non-shared consequences, in which each participant had a counter that registered his/her own earnings; 2) partial altruism with shared consequences, in which earnings produced for both participants in one session were registered in one common counter (at the end of the session the points were divided among each member of the dyad. In all the experimental conditions subjects could choose to solve their puzzle individually instead of working additionally on the peer’s puzzle. All dyads showed effects of the exposition to shared consequences at different times in the experiment. Results are analyzed in terms of the exposition to different kinds of consequences (shared and non-shared). |
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| 89. The Effects of Reinforcer Magnitude on Demand for Food in Australian Brushtail Possums |
| Area: EAB; Domain: Applied Research |
| CATHERINE E. SUMPTER (University of Waikato, New Zealand), Therese Mary Foster (University of Waikato, New Zealand), William Temple (University of Waikato, New Zealand), Mizuho Osugi (University of Waikato, New Zealand), Joann R. Martin (University of Waikato, New Zealand), Jennifer Chandler (University of Waikato, New Zealand) |
| Abstract: Previous research has showed that possums' preference among, and demand for, differing food types were inversely related. That is, initial demand was lower when the possums responded on fixed-ratio schedules for the most preferred food. However, it was unclear whether this finding was directly a result of preference or whether it was related to the different amounts of each food that could be obtained during each reinforcement. The present experiment examined possums' demand for differing amounts of the same food under fixed-ratio schedules by varying reinforcer access time across conditions. The results are discussed in regard to what is known about the relation between response rates and reinforcer magnitude in simple fixed-ratio schedule performance. |
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| 90. Carbon Dioxide Challenge Procedures in Experimental Contexts: An Analysis of Variables Predicting Premature Subject Discontinuation and Drop Out |
| Area: EAB; Domain: Applied Research |
| DEAN ACHESON (State University of New York at Albany), Velma Barrios (State University of New York at Albany), John P. Forsyth (State University of New York at Albany) |
| Abstract: Biological challenge procedures are commonly used to induce panic and to examine how persons differ with respect to fear over the resulting panicogenic symptoms. That is, most of these studies have involved showing that challenge-induced responses discriminate between patient samples and patient samples vs. normal controls. More recently, experimental psychopathologists have begun using challenge procedures to address fundamental questions pertaining to the definition and classification of panic attacks, as a means to identify risk factors involved in the ontogenesis of panic, and in the development of laboratory models of panic and anxiety. Nonetheless, a significant proportion of the subjects undergoing such procedures will drop out. This results in decreased productivity and lost subject hours for laboratories using this method. An analysis of four recently completed studies within our laboratory utilizing 20% CO2-enriched air inhalations showed a combined dropout rate of 9%, or a loss of 129 subject hours. The aim of the current paper is to identify individual difference variables that may put subjects at a higher risk for discontinuing the procedure. Implications of these data will be discussed in the context of developing more effective prescreening procedures to minimize the probability incomplete or lost data resulting from premature termination. |
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| 91. Activity Anorexia: Role of Food Novelty and Conditioned Taste Aversion in Reducing Food Intake |
| Area: EAB; Domain: Applied Research |
| AMY K. DRAYTON (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: Activity anorexia (AA) is a phenomenon in which the reinforcement value of exercise increases and the reinforcement value of food decreases. The result is that rats will continue to exercise more and eat less until they die of starvation unless the pattern is interrupted. The excessive wheel running that occurs in AA has been said to produce sickness in rats, which results in a conditioned taste aversion (CTA) to the food eaten just prior to exercise. The purpose of this study is to examine whether CTA is a factor in AA rats using a single-subject multi-element design. This study differs from similar studies by: a) directly assessing potential aversion to the food in the anorexia context, rather than aversion to flavors not used in the wheel running context, b) attempting to separate the effects of food novelty from the potential effects of CTA, and c) employing a single subject rather than group methodology. |
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| 92. A Simulation Study of Aversive Stimuli in the Route-Finder Model |
| Area: EAB; Domain: Applied Research |
| JAIME ROBLES (Virginia Commonwealth University) |
| Abstract: A new simulation for the route-finder model by Reid and Staddon (1998) is carried out, introducing modifications on the learning mechanism of the original model. This model has been used for spatial navigation in different learning situations. An extensive simulation work combined with a sistematic test of diferent values within the parametric space, gives new insights about the model's performance and future applications. The main finding of the study regards the incorporation of aversive stimuli in the simulated environment. |
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| 93. Can Pigeons Count? - Analysis of Numerical Control of Behavior Using a Peak Procedure |
| Area: EAB; Domain: Applied Research |
| ANTHONY DEFULIO (University of Florida), Timothy D. Hackenberg (University of Florida) |
| Abstract: Key pecks produced food according to both a fixed-interval (FI) 24s schedule of reinforcement and a fixed-number (FN) 12 schedule in which the first peck after the twelfth in a series of events (flashes of light) produced food. Key colors served as schedule-correlated stimuli. Intertrial intervals followed each reinforcer delivery. Flashes occurred at fast, medium, and slow rates during both FI and FN trials, for a total of six trial types. Trials were blocked within each session such that 10 of each trial type occurred consecutively for a total of 60 trials per session. Order of trial types was randomized across sessions. Within each block of trials, eight trials terminated with reinforcer delivery and two trials continued for 100 seconds and terminated without reinforcer delivery (empty trials). Peak rates of responding on empty trials were used as indices of temporal or numerical control. Results indicate no effect of flash rate on performance during FI trials, and differential performance across different flash rates on FN trials. The subjects were exposed to additional conditions in which flash rate changed within trials, and in which particular flashes were omitted. The additional conditions provide further evidence of numerical control for some subjects. |
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| 94. Derived Relationships within Samples and Targets in a Stimulus Equivalence Task |
| Area: EAB; Domain: Applied Research |
| STEPHEN PROVOST (Southern Cross University), Michael B. Piotrowicz (University of Newcastle) |
| Abstract: Stimulus equivalence refers to the emergence of derived relationships between stimuli in a matching to sample task showing the characteristic features of equivalence (reflexivity, symmetry and transitivity). In Experiment 1, six out of nine participants showed clear evidence for stimulus equivalence in a three-item symbolic matching to sample task. In Experiment 2 we examined whether participants would tend to match members of the same set of targets and samples from training, if an equivalence target was not available. This kind of derived relationship was demonstrated by three out of six participants. There did not appear to be any advantage for cues serving as both targets and samples, but performance was highest for the group of cues which had most recently been targets. Only one participant out of six in this experiment showed evidence for stimulus equivalence on subsequent test, suggesting that learning takes place during the testing process, despite the absence of objective feedback. These data are more easily accommodated within relational frame theory, and we speculate that this behaviour may be related to the kinds of processes which, for example, allow foreign language listeners to identify the language in which words are spoken without any knowledge of their meaning. |
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| 95. Human Transitive Inference using Verbal and Nonverbal Procedures |
| Area: EAB; Domain: Applied Research |
| ADAM H. DOUGHTY (University of Kansas), Dean C. Williams (University of Kansas), Kathryn Saunders (University of Kansas) |
| Abstract: After being told that “Alan is taller than Brad, and Brad is taller than Carl,” a person shows transitive inference by stating that “Alan is taller than Carl.” Transitive inference in humans typically involves the use of such verbal procedures. Recently, however, there has been an interest in the study of human transitive inference using nonverbal procedures because of reports of transitive inference in nonhuman animals (e.g., pigeons). The present research involved humans responding under both verbal and nonverbal transitive inference procedures. The verbal procedures were similar to the example provided above. The nonverbal procedures resembled those used with animals. Initial training involved two-choice simultaneous discriminations in which there were several overlapping pairs of stimuli (e.g., A+B-, B+C-, C+D-, and D+E-). Probes then included pairs of stimuli that did not occur together during training (e.g., BD). Results are shown from individual subjects exposed to both the verbal and nonverbal procedures. |
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| 96. Exclusion and Stimulus Class Formation after a Baseline of All-Visual and Many-to-One Conditional Discriminations |
| Area: EAB; Domain: Applied Research |
| CLAUDIA K.B. OSHIRO (Federal University of Sao Carlos, Brazil), Aline Roberta Aceituno Costa (Federal University of Sao Carlos, Brazil), Tatiana Gaia (Federal University of Sao Carlos, Brazil), Deisy das Garcas De Souza (Federal University of Sao Carlos, Brazil) |
| Abstract: Responding by "Exclusion" is typically observed when a research participant views an array of choices (e.g., pictures) in which just one of them has not yet been related to a spoken name. When a new undefined sample is spoken, participants immediately select the undefined comparison item without explicit training to do so. Research on exclusion usually establishes a baseline of one-to-one conditional discriminations, such that a dictated name (the sample) corresponds to one and only one picture. The present study asked two questions: 1) whether establishing multiple correspondences (multiple samples for each comparison and vice-versa) would interfere with responding by exclusion; 2) whether responding by exclusion would hold with a baseline of all visual- conditional discriminations. Exclusion procedures were used with normally developing children. The behavioral baseline relations were complex, including teaching the participants that one picture could be related to up to three different pictures and vice-versa. All participants showed exclusion and equivalence despite 1) the more complex behavioral baselines; 2) the all-visual baselines. Overall, the present results indicate that exclusion does not depend on the baseline’s one-to-one and auditory-visual features.(Research supported by Fundação de Amparo a Pesquisa do Estado de São Paulo - FAPESP and CNPq- Brazil) |
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| 97. Comparison of an Instructional Situation in Different Linguistic Modes with School Children and University Students |
| Area: EAB; Domain: Applied Research |
| MARÍA ANTONIA PADILLA VARGAS (University of Guadalajara, Mexico), Idania Zepeda (University of Guadalajara, Mexico), Maria Luisa Avalos Latorre (University of Guadalajara, Mexico), Carlos Martinez Munquia (University of Guadalajara, Mexico), Julio Varela (University of Guadalajara, Mexico), Sucel Moran (University of Guadalajara, Mexico) |
| Abstract: Forty-eight schoolchildren and forty-eight university students were exposed to an instructional situation, the linguistic mode of which varied across six different experiments: 1) reading a text printed on paper, 2) reading a text with illustrations printed on paper, 3) reading a text presented on a computer screen, 4) reading a text with illustrations presented on a computer screen, 5) listening to a tape, and 6) listening to a tape and observing illustrations presented on a computer screen. The thematic content was the same for the experimental groups and varied for the control groups. The design consisted of a pretest, a training phase, and a post-test. The items of the pretest and post-test corresponded to various kinds of abilities: basic, applied, and theoretical. A comparison of the behavior of the participants is presented. |
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| 98. An Updated Look at Interobserver Agreement |
| Area: EAB; Domain: Applied Research |
| DONALD R. KARR (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno), Michele R. Bishop (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno) |
| Abstract: Behavior analysts typically rely upon multiple observers to assess the integrity of their data. Although mechanical means of data collection might reduce or eliminate most data collection problems, current technology does not obviate the use of human observers to assess complex human behaviors in multiple settings. The current requirement for an index of interobserver agreement (IOA) in behavior analysis reports appears to have institutionalized a nearly ritualistic procedure in reporting IOA. Currently, we are virtually assured that a journal article will include a report of the number of agreements as a percentage of the number of agreements plus disagreements. Further, the commonly accepted minimum percentage is a fixed 80 percent. Most of the research into IOA was conducted in an era before programmable calculators, personal computers, laptop computers and palm pilots were commonplace. The current study was prompted by the notion that an updated look at IOA, in light of currently available technology, might lead to improvements in our ability to assess IOA. Observer agreement is not equivalent to observer accuracy. Early reports on assessing IOA did not include discussions of observer accuracy, although it was assumed that consensus between observers led to a valid inference of data accuracy. Our approach was to take a step backward and to analyze the effects of observer accuracy on the data collection process and the reported index of IOA. Results indicate that observer accuracy, among other variables, plays a significant role in both the design of the data collection process as well as the reported index of IOA. |
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| 99. An Experimental Analysis of Tertiary Conditioned Reinforcement as Applied in Various Animal Training Practices |
| Area: EAB; Domain: Applied Research |
| MARY E. HUNTSBERRY (James Madison University), Sherry L. Serdikoff (James Madison University), Kayce Cover (Syn Alia Animal Systems) |
| Abstract: The current study is concerned with training methods used with animals. In clicker training (CT), a secondary conditioned reinforcer (sound of the clicker) is trained then used to shape desired responses by reinforcing successive approximations. Like CT, bridge and target (BT) training involves shaping behavior using conditioned reinforcement. However, BT training expands the use of operant conditioning by including discriminative stimuli (targets) introduced early in training and tertiary conditioned reinforcers (intermediate bridges, IB’s) while behaviors are being performed. In BT training, once the discriminative stimulus is presented and the animal begins performing the correct response, the IB is presented in a steady stream that varies in intensity and speed according to the performance of the animal. Trainers have claimed that BT training facilitates more effective and faster learning in animals and the current study empirically tests this claim. Rats are trained to lever-press using a standard shaping procedure or using a procedure that includes an intermediate bridge and once they are responding reliably each will be trained to perform additional responses. Differences in the rates of acquisition for the initial and subsequently trained responses are evaluated in order to provide empirical validation of the claims regarding BT training. |
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| 100. A Delay Discounting Procedure in Gambling and Non-Gambling Contexts with Pathological Gamblers |
| Area: EAB; Domain: Applied Research |
| SCOTT SANDERS (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Eric A. Jacobs (Southern Illinois University) |
| Abstract: The purpose of this poster is to demonstrate the degree to which contextual variables contribute to the rate of delay discounting in pathological gamblers. We utilized a delay discounting task within-subjects whereby pathological gamblers initially completed the procedure within a gambling context and later in another non-gambling context. It appears that the difference of context and the associated establishing operations may alter the subjective value of delayed rewards, and therefore change the discounting rates of compulsive gamblers. These data add additional support to the growing literature of delay and probability discounting in problem or pathological gamblers. Implications for a behavioral analysis of gambling are discussed. |
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| 101. Conversational Aspects of Driving: Measuring the use of Cell Phone Conversation and Upper Level Processing on Driver Performance |
| Area: EAB; Domain: Applied Research |
| HUGH KIMBEL (Virginia Polytechnic Institute & State University), Christopher B. Robinchaux (Virginia Polytechnic Institute & State University) |
| Abstract: With cellular phones becoming more ubiquitous, studies have also increased in number, showing everything from a lack of visual attention during driving (Strayer, Drews, & Johnston 2003) to finding no difference in driver distraction between hand-held and hands-free cell phones (Matthews, Legg, & Charlton 2003). Undeniably, cell phones present a distracting aspect to driving in some form or another, yet the specific aspect of the cell phone conversation correlated with the type of cell phone used has yet to be studied.
The current research proposes to use a between-subjects design to study the effects of form of conversation the participant is subjected to (hand-held, hands-free, passenger) related to the type of processing the participant must undergo while listening to a story (listening to a story with no contingency on paying attention vs. listening to story with a contingency on paying attention). Attention will likely vary with the contingencies while physical distracters will likely vary with the type of conversation involved in. Participants will run a three separate three minute runs on a driving simulator provided by Systems Technology Inc. |
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| 102. Functions Describing the Discounting of Delayed Contingencies in a Venezuelan Context |
| Area: EAB; Domain: Applied Research |
| JOANNA ANEZ (University of Central Venezuela), Veronica Calderaro (University of Central Venezuela), Graciela Gasch (University of Central Venezuela), Cristina Vargas-Irwin (University of Central Venezuela) |
| Abstract: This study attempts to identify and compare the fitting of the exponential and hyperbolic discounting functions and the discount rates of delayed contingencies in a reward and a cost conditions in a Venezuelan context, and to know if there are differences in the fitting and in the discount rates due to the university career, gender, socioeconomic level and labor experience. The study was carried out with 64 undergraduate college students (Psychology and Economy mayors).
We used a version of the Hypothetical Money Choice Taskdeveloped by Murphy, Vuchinich and Simpson (2001). The participants chose between smaller immediate and larger delayed hypothetical monetary amounts. A set of these choices determined the immediate amount subjectively equivalent to delayed amount, that is, the Equivalence Point, which was used to estimate the fitting of the functions and the discount rates. The coefficients of determination (R2) showed that the hyperbolic function described delayed discounting better than the exponential function, resulting in a better fit for the cost condition than for the reward condition. A greater discount rate was observed in the reward condition than in the cost condition. Once again the exponential devaluation was not sustained by behavioral data as a descriptive function of delayed contingencies. |
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| 103. Inter-trial Interval Food Effects on Responding in Three-link Chain Schedules |
| Area: EAB; Domain: Applied Research |
| MATTHEW C. BELL (Santa Clara University), Margaret A. McDevitt (McDaniel College) |
| Abstract: Pigeons were exposed to two equal three-link chain schedules. Each link was a variable-interval schedule. Chains were separated by a 30-s intertrial interval bisected by 3-s access to food. After baseline training, terminal links were presented alone in a successive discrimination designed to devalue one of the terminal links: responses to one terminal link continued to be reinforced while responses to the other were extinguished. Subjects were then returned to the full chain schedule which was presented in extinction with response-independent transitions from the terminal link (all other transitions remained response-dependent). Food continued to be delivered during the intertrial interval. There was minimal differential effect on response rate of the devaluation manipulation. Initial-link responding dropped to approximately 80% of baseline. Middle-link responding dropped to approximately 60% of baseline. No systematic or differential decrease in responding for the initial and terminal links was observed across 28 sessions, despite the fact that the only available food was presented at the midpoint of the intertrial interval. Responding during the terminal link did drop considerably across sessions and there was a small effect of the devaluation procedure. It is hypothesized that the 15-s delayed food in the intertrial interval maintained responding to the chain schedule. |
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| 104. An Experinmental Examination of Timing and Adjunctive Behavior on DRL-LH Schedules |
| Area: EAB; Domain: Applied Research |
| JILL SKARVAN (Illinois Wesleyan University), Lauren Waidzunas (Illinois Wesleyan University), James D. Dougan (Illinois Wesleyan University) |
| Abstract: In recent years, the study of timing behavior has become an increasingly important part of behavior analysis. A number of theories have been proposed to account for animal’s ability totime short intervals. One such theory, The Behavioral Theory of Timing (BeT, Killeen and Fetterman, 1988) argues that the timing of short intervals is mediated by collateral/adjunctive behavior. While numerous studies have supported the predictions of BeT, the majority of those have been correlational, measuring a statistical relationship between adjunctive behavior and timing performance. The present experiments take an experimental approach, by manipulating the availability and probability of adjunctive behavior. Rats responded on a series of DRL limited-hold procedure, subjects must wait a certain time interval before responding - early responses are not reinforced and reset the clock. The opportunity for adjunctive behavior was manipulated by providing a chew block in some conditions but not in others. The results relate to previousstudies from our lab, which found that the presence of a chewblock may interfere with timing behavior by causing the rat to wait too long and thus invoke the limited hold contingency. |
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| 105. Type S and Type R Controlling Relations in the Simple Discrimination of Capuchin Monkeys (Cebus Apella) |
| Area: EAB; Domain: Applied Research |
| OLAVO GALVAO (Federal University of Para, Brazil), Paulo R. K. Goulart (Federal University of Para, Brazil), Mariana Mendonca (Federal University of Para, Brazil), Romariz Barros (Federal University of Para, Brazil), William J. McIlvane (E.K. Shriver Center, University of Massachusetts Medical School) |
| Abstract: Identifying the aspects of stimuli to which the subject attends is a critical problem for stimulus control research in analyses of matching to sample and other discrimination procedures. At least two types of controlling relations – Type S and Type R - might develop during discrimination training. In Type S relations, the subject attends to some aspect(s) of the positive stimulus (S+) and selects it on that basis. In Type R relations, by contrast, the subject attends to some aspect(s) of the negative stimulus (S-), explicitly rejects S-, and responds to S+ on that basis. Type S and Type R relations have been demonstrated often with human children and adults. By contrast, nonhumans have often failed to exhibit Type R (but not Type S) relations in discrimination procedures. Studies of exclusion suggest Type R control, but exclusion can also result from a Type S relation (i.e., relating novel sample and comparison stimuli). In sum, current evidence for Type R relations in nonhumans is sparse and much of it may be open to other interpretations. Here, controlling relations in the simple discrimination performances of capuchin monkeys (Cebus apella) were studied in two experiments using a blank-comparison procedure. The main goal was to determine whether monkeys would (a) select an S+ stimulus if another stimulus was substituted for the S- (indicating a Type S controlling relation) and (b) reject an S- if another stimulus was substituted for S+ (indicating a Type R controlling relation). In Experiment 1, two simple simultaneous discriminations were established, one of which was reversed repeatedly until rapid reversal learning was exhibited. During subsequent probe tests, some behavior was consistent with Type S and Type R controlling relations, but there was also substantial variability. To control the variability, the procedures of Experiment 2 were designed to establish Type S and Type R relations directly by training with the blank-comparison procedure. On subsequent probe trials, new stimuli were substituted for the blank comparison. Both animals exhibited consistent, reliable Type S and Type R controlling relations. These experiments are the first to employ the blank-comparison procedure with nonhuman subjects. They also demonstrate a reliable method for generating Type S and Type R controlling relations for experimental study. (Supporting Agencies CNPq, NIH) |
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| 106. Good Classwork Game: A Pilot Study |
| Area: EAB; Domain: Applied Research |
| DIPTI MUDGAL (University of Southern Mississippi), Heather Sterling-Turner (University of Southern Mississippi), Ron P. Edwards (University of Southern Mississippi) |
| Abstract: The purpose of this poster is to discuss the data-based outcomes of an experiment conducted in a second grade elementary classroom. The experiment was designed to increase work completion and accuracy (math) and decrease off-task behaviors of a male student. The intervention used was an academic expansion to the widely established Good Behavior Game (GBG). Information pertaining to the theoretical bases, teacher training, implementation, design, results, limitations, and future implications for research of the intervention (Good Classwork Game) will also be presented in the poster. |
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| 107. Can Key-Peck Rate in Pigeons be Viewed as Engagement Bouts? |
| Area: EAB; Domain: Applied Research |
| J. ADAM BENNETT (University of North Carolina at Wilmington), Raymond C. Pitts (University of North Carolina at Wilmington) |
| Abstract: It has been argued that overall response rate might not provide the most effective description of schedule-controlled operant behavior within an experimental session and that a more detailed analysis might prove beneficial. Using a log-survivor analysis, Shull et al. (2001) found that schedule-controlled nose-poking by rats can be separated into two components: rate of bout-initiations and within-bout response rate. The purpose of the present study was to extend the log-survivor analysis to schedule-controlled key-pecking in pigeons. Preliminary results suggest that overall response rate in pigeons under a multiple RI 1-min RI 4-min is not easily separated into the two components found with nose-poking in rats. This analysis might prove useful in classifying drug effects on schedule-controlled key-pecking behavior in pigeons. |
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| 108. Do Shared Discriminative-stimulus Functions Lead to Stimulus Equivalence? |
| Area: EAB; Domain: Applied Research |
| KIRSTY MACIVER (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: The goal of this line of research was to shed light on the relations between functional and equivalent classes of stimuli. Specifically, we asked whether stimuli that shared stimulus functions in one context would also become interchangeable in a conditional discrimination procedure – an outcome consistent with the definition of stimulus equivalence. Adult humans were exposed to simple discrimination training in which subjects were taught to emit three different responses in the presence of three different groups of stimuli (each group consisted of three stimuli). These training blocks (of nine trials) alternated with testing blocks (of 18 trials) in which conditional discrimination trials were presented using the same nine stimuli. Every correct response was reinforced during the simple discrimination training while no programmed consequences were delivered during the conditional discrimination task. Would the shared stimulus functions lead to stimulus equivalence? Preliminary data show that once stimuli began to share a common stimulus function in the context of a simple discrimination task, that they also became interchangeable within the context of a conditional discrimination task. As the interchangeability is characteristic of more typical equivalence procedures, we concluded that shared discriminative function was sufficient to produce equivalence classes. |
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| 109. A Yoked-chamber Comparison of Resistance to Change in Concurrent and Multiple Schedules |
| Area: EAB; Domain: Applied Research |
| TAKEHARU IGAKI (Keio University, Japan), Takayuki Sakagami (Keio University, Japan) |
| Abstract: One of the important differences between concurrent and multiple schedules is the switching of component schedules. In concurrent schedules, subject controls the switching of component schedules, whereas in multiple schedules experimenter controls the switching of component schedules. This procedural difference may have some effect on resistance to change. To examine this possibility, a yoked-comparison of resistance to change in concurrent and multiple schedules was conducted using the procedure of Killeen (1972). Two pigeons were trained on concurrent schedules arranged using a changeover-key procedure in one chamber, and two pigeons were trained on multiple schedules in the second chamber. The stimulus presentations and the availability of reinforcement in the multiple-schedule chamber were yoked to those in the concurrent-schedule chamber. After baseline performance was stable in both chambers, resistance to change was measured by prefeeding and extinction. The results indicated that matching and resistance to change are independent of the availability of switching between component schedules. The findings are compared to the results of our previous study which examined resistance to change in concurrent schedules with two-key and changeover-key procedures. |
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| 110. The Effect of a Variable Sized Schedule of Reinforcement with Human Subjects |
| Area: EAB; Domain: Applied Research |
| RODNEY L. KLEIN (Concord College), Karen H. Griffee (Concord College), Robert Astur (Yale University), Chris J. Kast (Concord College), Jenny Michelle Lake (Concord College) |
| Abstract: Previous research in our laboratory has demonstrated that there is no difference in response acquisition rate when rats receive either 1, 2, or 3 reinforcers for an operant response when compared to receiving 2 reinforcers for each response. However, these different reinforcement schedules do seem to produce different extinction rates. The current pair of experiments examined the effect that this variable sized schedule of reinforcement has on operant conditioning and extinction with human subjects. Group Variable received either 1, 2, or 3 "credits" for each correct response while Group Fixed received 2 "credits" for each correct response. Both the rate of acquisition and extinction were examined for both groups. |
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| #193 Poster Session – EDC |
| Sunday, May 30, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 111. Effects of a Personal Responsibility/Personal Accountability Multiple Treatment Approach with Underserved Urban Elementary School Children |
| Area: EDC; Domain: Applied Research |
| DANIEL W. BALDERSON (University of Nevada, Las Vegas), Thomas L. Sharpe, Jr. (University of Nevada, Las Vegas) |
| Abstract: This study provides one behaviorally based intervention package focused on personal accountability and personal responsibility treatments, designed to reduce off-task and disruptive behavior in school settings and increase related leadership and conflict-resolution behavior. Study was conducted in an urban elementary school setting in which the majority of students were disadvantaged economically and academically, and included a majority percentage of underrepresented minorities. A multiple treatment ABAD, ACAD, ADA, Control behavior analysis design was implemented across four distinct elementary physical education classes matched for participant and setting similarity. The design was implemented to determine changes in number and duration of a range of off-task and positive social behaviors as a function of multiple treatment exposures, and combined treatment exposure (D). Results indicated that both Personal Accountability (B) and Personal Responsibility (C) treatments were effective in changing all behavioral measures in the desired direction, with the Personal Responsibility treatment particularly effective with more complex behaviors such as Positive Social Behavior and Student Conflict Resolution. Given the short duration of this study, recommendations include studying the long range and generalized effect of potentially effective physical education-based treatments for children and youth in need of social skill instruction. |
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| 112. Positive Peer Reporting as a School-Wide Positive Behavioral Support |
| Area: EDC; Domain: Applied Research |
| KEVIN M. JONES (University of Cincinnati), Julie Morrison (University of Dayton) |
| Abstract: Many approaches to addressing the needs of socially rejected children have focused on using peers as potential change agents. One such approach, Positive Peer Reporting (PPR), involves teaching and rewarding peers for providing descriptive praise to targeted youth during structured daily sessions. The current study evaluated PPR embedded within the general education curriculum at an inner city school characterized by high rates of social interaction problems. Findings indicated a reduction in the frequency of critical at-risk social behaviors in the classroom but no discernable impact on behavior during lunch and transition settings. The need for future research on PPR as a school-wide positive behavioral support is discussed. |
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| 113. Increasing In-Seat Behavior in a Kindergarten and Second Grade Classroom |
| Area: EDC; Domain: Applied Research |
| ANDREA D. HALE (University of Tennessee), Renee Oliver (University of Tennessee), Christopher Skinner (University of Tennessee) |
| Abstract: A kindergarten and second grade classroom were targeted for behavioral interventions as part of a consultation practicum. The teachers in these classes indicated that students had difficulty staying in their seats and/or appropriate areas when necessary. The teachers indicated that for specific activities it was important for the students to all be in their appropriate places. Momentary time sampling procedures were used to collect baseline data for both classrooms. The kindergarten class, as a whole, was in their seats, or designated areas, an average of 78.7% of the time intervals observed. On average, 90.24% the second grade students were in their appropriate seats during baseline. A color wheel was used as a visual cue for the students. Each of the three colors corresponded with a small list of posted rules. For example, the red color corresponded with specific rules (e.g. seat in seat, no talking, desk clear). The teachers were trained to implement the color wheel in their classroom. The in-seat behavior for the kindergarten classroom increased from 78.7% during baseline to 97.4% during the intervention. The in-seat behavior for the second grade classroom increased from 90.24% to 96.9%. |
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| 114. Evaluating the Performance of Off-Task Behavior in Two Kindergarten Students Following the Implementation of Time-In and Time-In/Time-Out Procedures |
| Area: EDC; Domain: Applied Research |
| KATHERINE V. POWERS (Mississippi State University), Richard Anthony Doggett (Mississippi State University), Constance N. Serio (Mississippi State University) |
| Abstract: Using a multiple baseline design across subjects, the present study evaluated the effects of an intervention designed to reduce off-task behavior performed by two typically developing kindergarten students in a regular education classroom. The three phases included baseline, time-in alone, and time-in plus time-out. A natural withdrawal occurred following the time-in alone phase. In both participants, time-in alone resulted in an average decrease of 25% and 24% of intervals of off-task behavior. During the withdrawal phase, participants demonstrated an increase in problem behavior with off-task behavior being performed during 42% and 41% of the intervals. Both participants demonstrated a decrease in off-task behavior in the return to the time-in alone phase with off-task behavior being performed during 26% and 2% of the intervals. Students continued to demonstrate decreases in problem behavior during the time-in plus time-out phase with off-task behavior being performed during an average of 8% and 4% of the intervals. The results suggest the use of time-in as an initial intervention for reducing off-task behavior and support the use of positive procedures in managing behaviors in the classroom environment. |
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| 115. The Effects of Several Strategies on Toddler Compliance with Transitions |
| Area: EDC; Domain: Applied Research |
| CATHERINE COTE (University of Kansas), Rachel H. Thompson (University of Kansas), Paige M. McKerchar (University of Kansas), Kelly A. Dancho (University of Kansas), Trista Tate (University of Kansas), Jessica L. Haremza (University of Kansas) |
| Abstract: Classroom routines in early childhood settings require frequent transitions between activities. When these transitions result in the termination of more preferred activities (e.g., play) and the initiation of less preferred activities (e.g., toileting), children often become noncompliant. In this study, we evaluated two antecedent strategies that are commonly used in early childhood settings to increase compliance with transitions. We compared the effects of a warning condition, in which children were warned of the transitions 2 min before it began, with a condition in which children were allowed access to a preferred toy during the transition. Both antecedent interventions were ineffective when implemented alone; however, when these strategies were combined with escape extinction, improvements in compliance were observed. The highest levels of compliance were observed when children were allowed access to a preferred toy during the transition and escape extinction was implemented. Interobserver agreement was assessed during a minimum of 27% of trials and mean agreement was 95% or higher for both participants. |
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| 116. Functional Analysis and Treatment of Toddler Naptime Behavior |
| Area: EDC; Domain: Applied Research |
| CATHERINE COTE (University of Kansas), Kelly A. Dancho (University of Kansas), Rachel H. Thompson (University of Kansas) |
| Abstract: Functional analysis has been used successfully to determine the variables maintaining problem behavior exhibited by individuals with developmental disabilities. The use of this analysis has prompted researchers and clinicians to identify the variables maintaining the off-cot behavior behavior of a toddler during classroom naptime. Data were collected on the occurrence of off-cot behavior and experimenter blocks. Interobserver agreement was assessed during a minimum 24% and 30% of sessions during the functional analysis and treatment evaluation respectively and mean agreement was above 95% for target responses. The results of the functional analysis showed that the off-cot behavior was maintained by adult attention and access to automatic reinforcement. A treatment designed to eliminate both sources of reinforcement decreased off-cot behavior in the session room and into the classroom. |
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| 117. A Parametric Analysis of the Ratio of Difficult and Easy Items in an Interspersal Procedure |
| Area: EDC; Domain: Applied Research |
| STEPHANIE MARTIN (Spectrum Center), Ronnie Detrich (Spectrum Center) |
| Abstract: Interspersal procedures have been shown to be effective for increasing the amount of work a student completes and the accuracy of the work completed. It has been argued that the reason for this effect is that problem completion functions as a reinforcer and the interspersal of easy problems represents an occasion for reinforcement. The usual arrangement for interspersal is 3 difficult problems for every easy problem; however, there has been no experimental demonstration that 3:1 is the optimum arrangement Other ratios may be equally effective. In this study, we evaluated the efficacy of 3:1 relative to 5:1. Our results suggest that there was mixed results with respect to the effect of intersperal on total amount of work completed. In all cases, accuracy of work increased more in one of the two ratios but the effective ratio differed across students. These results suggest that the 3:1 ratio might not always be the optimum ratio and that parametric assessment should be an integral part of practice when using interspersal procedures. There is value to the teaching staff if 5:1 or greater ratios are equally effective as richer ratios since the 5:1 ratios require less effort to prepare the materials. |
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| 118. Functional Assessments and Individualized Intervention Plans: Increasing the Behavior Adjustment of Urban Learners in General and Special Education Settings |
| Area: EDC; Domain: Applied Research |
| YA-YU LO (The Ohio State University), Gwendolyn Cartledge (The Ohio State University) |
| Abstract: This study investigated the effects of function-based interventions on the off-task behavior and appropriate alternative responses (i.e., adult attention recruitment behavior) of four urban elementary-aged students with classroom problem behaviors. A functional assessment including multiple direct and indirect descriptive measures was conducted with each participant to identify the behavioral functions of the student’s off-task behavior. The results of the functional assessments indicated that adult attention was the primary social variable that sustained the occurrences of the students’ off-task behavior. A function-based intervention, consisting of attention recruitment training and a self-monitoring program, was subsequently developed to reduce the off-task behavior. The attention recruitment training was first implemented in which each participant was taught the desired behavior that was incompatible to the off-task behavior as well as the appropriate alternative response that was functionally equivalent to the off-task behavior. Each participant was then taught to self-monitor the desired and appropriate alternative behavior in the classrooms. The results showed moderate to substantial decreases on the off-task behavior of all participants during the intervention. The reductions of off-task behavior were socially significant for three of the four participants in that their off-task behavior fell within the behavioral ranges of the comparison peers. |
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| 119. "Yo! ‘FNO!' It Helps You Grow!" Teaching Informal Task Analysis Increases Achievement in Disadvantaged Children |
| Area: EDC; Domain: Applied Research |
| STEPHEN RAY FLORA (Youngstown State University), Molly Burdette (Youngstown State University), Renee Reagan (Youngstown State University) |
| Abstract: Educationally disadvantaged children often fail because they quit before even starting an assignment and report frustration when facing a multi part problem that does not have an immediately apparent solution. As part of a 10 week Behavioral Analytic Academic Tutoring (BAAT) program, with the help of flash cards, children were taught informal task analysis using the mnemonic "FNO" standing for First, Next, One. When facing problems children were taught "FNO": to ask themselves "What is the First thing I do?" Then they were taught to ask "What is the Next thing I do?" Usually a student can do part of an assigment, but sometimes a first step is not apparent. Thus, when facing such a problem, the student was taught to ask themselves "what is at least One thing I can do?" Students often found after completing one step other steps became possible (Behavioral Momentum) eventually resulting in task completion. For two students taught FNO during the BAAT program given Math Reasoning and Numerical Operations portions of the Wechsler Individual Achievement Test, post-program scores increased over one letter grade compared to pre-program scores. |
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| 120. Increasing the Completion and Accuracy of Independent Seatwork with Structured Worksheets and Indiscriminable Contingencies |
| Area: EDC; Domain: Applied Research |
| SUMMER FERRERI (The Ohio State University), Natalie Allen-Williams (The Ohio State University), Michelle A. Anderson (The Ohio State University), Charles L. Wood (The Ohio State University), Shobana Musti-Rao (The Ohio State University), Terri Hessler (The Ohio State University), William L. Heward (The Ohio State University) |
| Abstract: We used ABABC design to compare the completion and accuracy of independent seatwork by 14 urban second-graders attending a summer school program under three conditions. During Board Work (A) students copied math, proofreading, spelling, reading comprehension, and language arts questions that their teacher had written on the large erasable board at the front of the classroom and wrote the answers on a blank piece of paper. During intervention (B) students were given a Structured Worksheet consisting of typed questions, blanks for answers, and smiley faces separating each section. The Structured Worksheets contained the same type and number of questions as had been written on the board during baseline. An Indiscriminable Contingency (C) was added to the B condition in which students could earn rewards for accurately completing certain problems on their worksheets. After the seat work period was over, the teacher used a spinner to identify the section of the worksheet and the specific problem(s) that had to be answered correctly for students to earn a reward. Results indicate that Structured Worksheets were effective in increasing both the completion and accuracy of students’ independent seatwork, with the highest levels of performance occurring when the Indiscriminable Contingency was in effect. |
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| 121. Increasing Peer and Adult Interaction of a Socially Withdrawn Preschooler |
| Area: EDC; Domain: Applied Research |
| HEIDI OKAMOTO (University of the Pacific) |
| Abstract: The purpose of this study was to increase the peer and adult interaction of a socially withdrawn preschooler. The participant was a 4-year-old girl referred for behavioral services because of little adult and peer interaction and crying. A University graduate student intern consulted with the teacher to create the behavior plan. The graduate student intern, the teacher and the aid used social positive reinforcement for initiating interaction with adults or peers in the classroom. The participant then began to increase her adult interaction, but not her peer interaction. The second phase consisted of adults reinforcing interaction and then prompting peer interaction. Adult prompts were faded out. Results show an increase in adult interaction after the first phase of intervention and an increase in peer interaction after the second phase of intervention. Follow up data in the participant's Kindergarten class indicate peer and adult interaction that is typical to her peers. |
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| 122. Effects of a Group Contingency Strategy on Student Classroom Behaviors in Korean Elementary Classes |
| Area: EDC; Domain: Applied Research |
| JOO-HYUG JUNG (University of Tsukuba, Japan), Hosung So (California State University, San Bernardino), Man-Hee Choi (Busan I'Cons - Korea), Hayoung Kim (West Virginia University) |
| Abstract: The purpose of this study was to examine the effects of a group contingency strategy on student behaviors in elementary physical education classes. Eighty students (40 boys and 40 girls) selected form two coeducational 6th grade physical education classes participated in this study. A multiple-baseline design across student target behaviors such as waiting time, off-task, and activity engagement was used to determine the effects of exposure to behavioral intervention on student behaviors versus the absence of the behavioral intervention. Data were collected through class observation and videotaping presenting 18 ball game and gymnastics lessons. Results indicated that a group contingency strategy was effective in increasing the percentage of on-task behavior and reducing student waiting time and off-task in the experimental group. Compared to the experimental group, the control group showed no significant behavioral changes. An important contribution of this study was that results found support for the view that the group contingency strategy (Sidentop, 2000) would be effective in decreasing inappropriate behavior and increasing prosocial behavior which consequently builds new forms of behavior by applying contingencies consistently and using effective consequences. |
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| 123. Extending the Clock-Light Literature: Automated Fixed Interval Group Contingency in a Middle School |
| Area: EDC; Domain: Applied Research |
| THEODORE J. CHRIST (University of Southern Mississippi) |
| Abstract: Classroom-based management/intervention recommendations that are provided by behavior analysts in school-based settings might excessively emphasize student-specific strategies and neglect the more efficient and potentially effective group-level behavior management strategies. This research evaluated the effects of an interdependent group-oriented contingency mediated by an automated digital feedback system (digital scoreboard) to extend the clock-light and group contingency literature. A target class of middle-school students (N=13) served as participants. An ABAB design was used to evaluate intervention effects. The dependent variables included direct observations of active engaged time (AET), teacher acceptability ratings, and student acceptability ratings. A review of 30% of observation suggests IOA (using point-by-point agreement) for AET procedures exceeded a criterion of 90% agreement across observations. The results suggest moderate improvement in AET (32%, 69%, 34%, 58%) and positive ratings for teacher acceptability (IRP-15, M=4.6, SD=1.2). These results were observed despite low student ratings for acceptability (Modified IRP-15, M=2.8, SD=1.8) from a historically resistant student group who had not responded to previous intervention attempts that included office referrals, in- and out-of-school suspension, corporal punishment, and The Good Behavior Game. These results are interpreted along with limitations and future directions. |
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| 124. Using Preferred Activities as an Intervention to Decrease Inappropriate Classroom Behavior |
| Area: EDC; Domain: Applied Research |
| CARLOS JUAN PANAHON (Centennial School), Matthew Link (Centennial School), Theresa Berndt (Centennial School), Ryan Cron (Centennial School), Sonya Xander (Centennial School) |
| Abstract: Preferred activities have been shown in the research to be effective in reducing inappropriate behaviors. The present study examined the effects of incorporating a preferred activity into a school-wide point system to decrease problematic behavior occurring throughout the school day. Bobby, a 15-year-old boy whose favorite activity was listening to music, participated in this study. A changing criterion design was used to evaluate the effects of allowing access to the preferred activity contingent on meeting daily expectations. The student’s behavior was evaluated across 5 goal areas using a 3-point rating scale (2= Meets expectations, 1= Close to expectations, 0= Below expectations). Interrater reliability was assessed over 30% of days. Reliability averaged 95% or above for all behaviors. Results of this study indicated that problem behavior was reduced after the implementation of the intervention. Bobby’s mean ratings of “1” dropped from 8.0 to 0.3 and his mean ratings of “0” decreased from 4.5 to 0. Implications for practice and future research will be discussed. |
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| 125. Teaching Social Skills as an Alternative to In-School Suspension for Students with Chronic Aberrant Behavior |
| Area: EDC; Domain: Applied Research |
| LAURA LACY RISMILLER (The Ohio State University), Lloyd D. Peterson (The Ohio State University) |
| Abstract: A schoolwide reform program emphasizing social skills training was implemented at an urban elementary school in a large midwestern city. Rather than being sent to "PEAK" (i.e., an in-school suspension room) as punishment for an unspecified amount of time, students were directed (via an administrator) to the Intensive Services Room (or I.S. Room) to work on the specific social skill(s) that the student appeared to be lacking (as displayed through their behavior). Students who were referred to the I.S. Room spent, on average, a third less time in the I.S. Room than in the PEAK Room, allowing them to remain in their classrooms for valuable instruction time. Furthermore, administrators, teachers, parents, and students expressed great satisfaction with the new program, emphasizing the importance and value of using positive, rather than punitive methods to increase appropriate behavior. |
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| 126. A Treatment Package for Improving Playground Behavior Among Elementary Students |
| Area: EDC; Domain: Applied Research |
| MICHELLE MARCHANT (Brigham Young University), Jana S. Lindberg (Brigham Young University), K. Richard Young (Brigham Young University), Adam K. Fisher (Brigham Young University), Brock Solano (Brigham Young University) |
| Abstract: This empirical study was conducted in an urban elementary school adopting a school-wide approach to improving students’ academic and social behavior. The presentation will briefly describe a preventative Positive Behavior Support (PBS) model designed to promote systemic change in one or more of three contexts: non-classroom (e.g., playground, hallway, bus lines), classroom, and with individual students. The presentation will highlight the results of an intervention that successfully reduced the aggressive behavior of three boys during recess and on the playground. The treatment package consisted of (a) teaching students new playground rules during Physical Education class, (b) providing reminders of the rules, (c) modifying the playground to facilitate appropriate play, (d) encouraging playground monitors to take a more active supervisory role, and (e) conducting a self-management program for students who consistently engaged in aggression. The effects of the intervention were evaluated within a multiple baseline design across students. The dependent variables, verbal and physical aggression and appropriate play, were measured by recording student responses per minute within a 10-s interval recording system. Interobserver agreement was assessed for each participant during 25% of the sessions. Percentage agreement averaged 96% for all phases of the study (range, 83% to 100%). |
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| 127. Enhancing Socially Withdrawn Children’s Playground Behavior Via Peer Monitoring and Social Skills Instruction |
| Area: EDC; Domain: Applied Research |
| BROCK R. SOLANO (Brigham Young University), Michelle Marchant (Brigham Young University), Adam K. Fisher (Brigham Young University), K. Richard Young (Brigham Young University) |
| Abstract: This presentation will demonstrate the effects of social skill instruction, peer monitoring, adult monitoring, and self-management strategies on the positive social playground behavior (i.e., communication, participation) of elementary grade school children identified with internalizing behavior problems. Participating students included five, first through sixth grade students identified by their teachers through the Systematic Screening for Behavior Disorders (SSBD) as having internalizing behavior. Students were further evaluated using the Internalizing Symptom Scale for Children (ISSC) or the Preschool and Kindergarten Behavior Scales (PKBS). A functional behavioral assessment was also completed for each student. A treatment package was then designed from assessment information. A single subject changing conditions experimental design was used to evaluate the intervention. Data obtained through direct observation will be presented on all five students all of which showed marked improvement due to the treatment package. Reliability was measured for 50% of the sessions with the mean for both communication and participation being 98%. The range for communication was 94% to 100 and the range for participation was 93% to 100%. |
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| 128. The Effects of Increasing Teacher Praise on Student Behavior Maintained by Attention |
| Area: EDC; Domain: Applied Research |
| DARLENE H. ANDERSON (Brigham Young University), Jana S. Lindberg (Brigham Young University), K. Richard Young (Brigham Young University), Michelle Marchant (Brigham Young University) |
| Abstract: This presentation will highlight the effects of using teacher praise to reduce the physical and verbal aggression of two elementary school students enrolled in general education classrooms. In Irwin’s case, a class-wide DRA procedure successfully reduced the attention-maintained problem behavior exhibited during teacher instruction. In Victor’s case, two additional intervention phases were implemented. For Victor, increased amounts of teacher praise across the three phases resulted in marked decreases in physical and verbal aggression and increases in on-task behavior. The interventions with both students were preceded by functional behavioral assessments. Classroom teachers were instructed to deliver specific contingent praise in lieu of verbal reprimands. They were also encouraged to use an electronic device providing a timed prompt. Single subject designs were used to assess the effects of the interventions. With respect to the dependent variables, physical and verbal aggression, interobserver agreement ranged from 93%-100% (Irwin) and 98%-100% (Victor). The study extends previous research supporting the use of differential reinforcement to improve the quality of student-teacher interactions. |
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| 129. Evaluating Positive Behavior Support Implementation: Using Office Referrals to Decrease Problem Behaviors in Urban Schools |
| Area: EDC; Domain: Applied Research |
| CHERYL UTLEY (Juniper Gardens Children's Project, University of Kansas), Stephanie Thorne (Juniper Gardens Children's Project, University of Kansas), Kazunari Hashimoto (Juniper Gardens Children's Project, University of Kansas) |
| Abstract: This study will present office discipline referrals as a measure of the effectiveness of a schoolwide PBS program, Character Helps Achieve More Positive Students (CHAMPS), in an urban elementary school (N=372). To reduce the frequency of school problem behaviors, positive behavior support (PBS) programs have been implemented as an alternative to traditional disciplinary strategies. The primary research question addressed was: Are there significant differences in office discipline referrals when schoolwide PBS interventions are implemented across the entire school year. Office discipline referrals were collected prior to and following the implementation of CHAMPS. Data collection procedures included the evaluation of the components of CHAMPS against a fidelity checklist of critical features of schoolwide PBS. Based upon a total number of 137 office discipline referrals, results showed that (a) boys, as compared to girls, had the highest number of discipline referrals, (b) classroom disruptions accounted for a significant number of office referrals, and (c) a significant decrease in the frequency of office discipline referrals following the implementation of CHAMPS. The fidelity of CHAMPS as a schoolwide PBS program was 95%. Implications of PBS program implementation will be discussed. |
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| 130. The Effect of Behavioral Momentum and Functional Communication Fading on Non-Compliance and Disruption in the Classroom |
| Area: EDC; Domain: Applied Research |
| CRAIG N. NUSSBAUM (Bancroft NeuroHealth), Dawn M. Smith (Bancroft NeuroHealth), Patti Tilton (Bancroft NeuroHealth), Elizabeth Kaighn (Bancroft NeuroHealth), Kelli Quaile (Bancroft NeuroHealth), Ruth Torres (Bancroft NeuroHealth) |
| Abstract: Previous functional communication training on an F1 schedule resulted in an initial decrease in the disruptive behavior of an 8 year old student with autism. These results were not however maintained. This project focused on fading the reinforcement schedule as well as combining behavioral momentum to reduce disruption and increase compliance. Systematic fading was conducted by handing the student a "wait" card when he manded for an item and then fading the amount of time he needed to wait before he received the item. Waiting often resulted in disruptive behavior, so the student was then given high probability demands to complete while waiting. The data show an increase in appropriate waiting as well as a significant decrease in disruptive behavior. Inter-observer reliability measures resulted in 89% reliability. |
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| 131. The Effects of Peer-Mediated Positive Behavior Supports On An Elementary School Student Exhibiting Internalizing Behavior |
| Area: EDC; Domain: Applied Research |
| LYNNETTE CHRISTENSEN (Brigham Young University), K. Richard Young (Brigham Young University), Michelle Marchant (Brigham Young University) |
| Abstract: This presentation will explore the results of using a peer as a mediator of a positive behavior support plan designed for a male third grade student referred for internalizing behaviors who was at-risk for social and academic failure. The intervention process included functional behavioral assessment (FBA) from which the function of behavior was hypothesized to be escape/avoidance. FBA results were then linked to an individualized positive behavior support plan (PBSP). A self-management procedure and social skills instruction designed to meet specific student needs served as the foundation of the PBSP. A single subject ABAB design was used to evaluate the intervention. During all intervention phases, the student’s socially appropriate classroom behavior exceeded the mean of comparison students from his classroom with his work completion rate exceeding that required by the teacher. This marked improvement maintained through systematic fading of reinforcement. Interobserver agreement was assessed for 25% of the sessions and averaged 90% with a range of 84% to 98%. The procedure was also found to be socially valid by the teacher, student, and peer who participated. |
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| 132. Rewards and Intrinsic Motivation: A Test of Cognitive Mediators |
| Area: EDC; Domain: Applied Research |
| JUDY CAMERON (University of Alberta), W. David Pierce (University of Alberta) |
| Abstract: The present study was designed to investigate the effects of rewards on intrinsic motivation when participants were rewarded for achievement in a learning phase, a test phase, or both. The study was also designed to assess the presumed cognitive mediators of reward effects. In terms of mediators, cognitive evaluation theory (Deci, Koestner, & Ryan, 1999) predicts that people who are rewarded for doing activities will perceive themselves as controlled by the reward, their perceptions of competence and self-determination will decrease, and they will be less interested in the activity. As a result, they will spend less time on an activity in a free-choice period once the rewards are no longer available (that is, intrinsic motivation will be reduced). Using a 2 X 2 factorial design with two levels of reward in a learning phase (reward, no reward) and two levels of reward during a testing phase (reward, no reward), we found that rewards increased time on task in the free-choice period and ratings of task interest and competence. There was no evidence that rewards altered perceptions of self-determination and participants did not rate the rewards as controlling. Overall, the findings are contrary to predictions of cognitive evaluation theory. |
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| 133. A Behavior Analytic Evaluation of the Overjustification Effect: Stated and Unstated Contingencies |
| Area: EDC; Domain: Applied Research |
| CHARNA MINTZ (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), Erin Faye (University of Nevada, Reno), Danny Aldis (University of Nevada, Reno) |
| Abstract: Two studies were conducted to evaluate the effects of extrinsic, tangible reinforcement on intrinsically reinforced behaviors in relation to the overjustification effect. This effect has been demonstrated, through group methodology, that the delivery of extrinisic rewards may decrease intrinsic motivation following its subsequent removal. The purpose of this research was to evaluate this effect through single subject methodology, utlizing rewards that have been demonstrated to function as reinforcers. Experiment 1 evaluated the effects of stated and unstated contingencies on play during reinforcement and extinction conditions, while experiment 2 evaluated these same effects on academic responding. Results extend the existing literature on the overjustification effect by providing individual level analyses utilizing time series methodology to evaluate trend, variability, and behavioral processes. |
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| #194 Poster Session – TBA |
| Sunday, May 30, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 135. Basic Behavioral Processes for Undergraduates with Invertebrates |
| Area: TBA; Domain: Applied Research |
| BRADY J. PHELPS (South Dakota State University), Douglas D. Boe (South Dakota State University), Jessica Lambert (South Dakota State University) |
| Abstract: Demonstrations of basic operant such as acquisition of an escape response and control by an antecedent and acquisition of a respondent with the use of invertebrates were conducted with undergraduate students as research assistants and videotaped for use in teaching a basic behavior analysis course. |
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| 136. The Luchins Jar Problem: An Alternative to the Operant Animal Laboratory |
| Area: TBA; Domain: Applied Research |
| SERGIO CIRINO (Faculdade de Educação - UFMG) |
| Abstract: Operant Animal Labs are very often viewed as an aversive place (Cirino, 1999). Barber (1994) proposes a program to reduce the aversiveness of Animal Labs. Catania, Mathews & Shimoff (1990) recommends a virtual rat to substitute a real one. Karp (1995) turns the Animal Lab into a competition place with his “Rat Olympic Games”. This poster presents an experience of teaching behavioral principles without using Animal Labs. Undergraduate psychology students were submitted to the Luchins jar problem in the very first week. The results of the experiment were then exposed to them in the following week. After that, the principles were presented as soon as they were needed to explain what was occurring. The Luchins jar problem allowed the undergraduates to investigate, for example, the following themes: reinforcement, stimulus control, rule governed behavior and variability. A more controlled exposition should be made in order to determine the efficacy of this procedure. Nevertheless, the experience suggests it is possible to use alternative strategies to teach behavioral principles without employing Animal Labs. |
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| 137. A Single-Subject Examination of Self-Management |
| Area: TBA; Domain: Applied Research |
| HOLLY C. HARRISON (Western Michigan University) |
| Abstract: Research on the complex procedures involved in self-management (SM) is somewhat difficult due to the nature of these procedures. In SM, individuals select the behavior they want to change; determine goals for the behavior; and design, implement, evaluate, and recycle the intervention as necessary. The individual enlists the help of a performance manager. This performance manager helps ensure that the new contingencies are enforced and is the only person, other than the individual, involved in the intervention. The key feature of self-management, placing the behavioral control with the individual, is what makes it so difficult to study. Though many of the SM projects completed by students at Western Michigan University appear to be successful, the data are self-recorded and adherence to the contingency is determined, largely, by the individual. Therefore, we cannot tell if the projects were actually successful, or if they were completely fictional. This poster will present a single-subject study that assessed the reliability of the self-recorded data and treatment integrity of the SM interventions completed by students at Western Michigan University. |
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| 138. Chlamydia is NOT a flower: Increasing testing for STDs |
| Area: TBA; Domain: Applied Research |
| JENNIFER MCDONALD (Washington State University), Thomas A. Brigham (Washington State University), Ryan Sain (Washington State University), Raymond Sacchi (Washington State University) |
| Abstract: Approximately 115 students in an undergraduate, peer-instructed course participated in a behavioral intervention to increase testing for sexually transmitted diseases (STDs). Two experimental groups and one control group received a coupon redeemable for a free test for Chlamydia at the student health center. This coupon was valid the entire semester. All groups participated in a unit addressing STDs (what they are, prevalence, testing, and prevention). Both experimental groups designed individual presentations addressing the importance of STD testing. One group participated in videotaping their presentation, while the second turned in a written version. Both groups were led to believe this presentation may be shown to high school students as part of a broader intervention study. The dependent variable was measured on site at the clinic where students redeemed coupons for testing. Results will be presented illustrating differences in testing rates for each group based on the level of intervention. |
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| 139. Quantitative Appraisal of Research Using Comparative Single-Subject Experimental Designs |
| Area: TBA; Domain: Applied Research |
| RALF SCHLOSSER (Northeastern University), Jeffrey S. Sigafoos (University of Texas at Austin), Phillip J. Belfiore (Mercyhurst College) |
| Abstract: Evidence-based practice (EBP) and the implementation of systematic reviews require an appraisal of research evidence. In clinical research, single-subject experimental designs figure prominently as a method for evaluating the effectiveness of interventions. Studies using comparative designs, in particular, are very informative for decision-making as they contrast two or more treatments and illuminate the relative effectiveness and efficiency of the compared treatments. To harness this EBP potential, however, it is critical that practitioners have the tools to quantitatively appraise the evidence generated from these studies. Similarly, meta-analysts need to have tools to appraise the internal validity of an experiment in order to place “effect sizes” into context. In this poster, the development of the Quantitative Appraisal Form – Comparative Single-Subject Experimental Designs is described along with its instructions manual. These were designed to aid the appraisal of comparative designs. The 13-item form contains items pertaining to (a) participant selection, (b) design, (c) procedural safeguards, (d) measurement, and the (e) use of apriori learning and teaching criteria to demonstrate effectiveness and/or efficiency. In addition to describing the form and instruction manual itself, the poster will offer two illustrations of how the form is applied to two studies, resulting in differential scoring. |
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| 140. Student Research at Gonzaga University |
| Area: TBA; Domain: Applied Research |
| THOMAS FORD MCLAUGHLIN (Gonzaga University), Kimberly P. Weber (Gonzaga University), K. Mark Derby (Gonzaga University), Randy Lee Williams (Gonzaga University), Anjali Barretto (Gonzaga University) |
| Abstract: Starting in 1978, Gonzaga University's behaviorally-based Special Education Program offered a Bachelor and Master of Education in special education. The basic data presented are the publication and presentation data authored by undergraduate and graduate students from 1978 to the present. These data were blocked from 3 to 5-year periods (e. g. 1978-1980, 1981-1985, 1986-1990, 1991-1995, 1996-2000, 2001-present). The overall outcomes indicated that publication rates in the peer reviewed literature were the highest from 1996-2000 (number of publications 37). Student publications ranged from 1 to 25 for the other four designated time periods. Gonzaga University Special Education Program undergraduate student's published in journals such as Child & Family Behavior Therapy, Journal of Positive Behavior Interventions, Journal of Applied Behavior Analysis, Corrective and Social Psychiatry, International Journal of Special Education, Education and Treatment of Children, Journal of Precision Teaching and Celeration, Remedial & Special Education, Journal of Educational Research, Journal of Developmental and Physical Disabilities, and Educational Research Quarterly. Presentations were made at the Northwest Association for Behavior Analysis and the Association for Behavior Analysis. |
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| 141. Advanced Behavior Analysis: A Supplement to an Undergraduate Course in the Principles of
Behavior |
| Area: TBA; Domain: Applied Research |
| EMILY HELT (Western Michigan University), Amie Heagle (Western Michigan University), Stephanie Soloko (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Richard W. Malott supervises three undergraduate courses: Psychology 360, Psychology 100 Honors, and Psychology 460. Students in these Psychology 360 sections may concurrently enroll in Psychology 597 (Advanced Behavior Analysis). This section of Psychology 597 is designed to give the students additional opportunities to learn about the principles of behavior analysis and their applications, through self-management projects, student presentations, goal management and accomplishment recording, additional laboratories, tutoring students during study sessions, participating in research, and attending departmental functions. As part of our regular continuous-quality-improvement effort, we collect and evaluate student performance, accomplishment, and anonymous opinion data. We evaluate these features both in absolute terms and also in comparison to comparable data collected from students in Psychology 360 who are not concurrently participating in Psychology 597; we do this to estimate the value that Psychology 597 adds to taking only the Psychology 360 course. In addition to Richard W. Malott, an MA student Emily Helt, and two BA students, Amie Heagle and Stephanie Soloko, are collecting and analyzing these data during this academic year. |
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| 142. Measurement and Training of a Professional Speaking Repertoire |
| Area: TBA; Domain: Applied Research |
| MICHELLE J. VANWAGNER (Western Michigan University), Tami L. McDowell (Association for Behavior Analysis), Maria E. Malott (Association for Behavior Analysis) |
| Abstract: Although effective professional speaking involves a multitude of observable behaviors, very few published professional speaking training programs have been based on the concepts of behavior analysis. A behavior-based checklist and related training program was developed for various aspects of a professional speaking repertoire including: speech organization, content, presenter appearance, use of audience involvement, vocal dynamics/rate, gestures, eye contact, visual aids and answering questions. The checklist identifies and measures specific behaviors to target during training which involved concurrent feedback, modeling and reinforcement to improve the overall professional speaking repertoire. |
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| #256 Poster Session – AUT |
| Sunday, May 30, 2004 |
| 4:30 PM–5:20 PM |
| Exhibit Hall D (Hynes) |
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| 1. Effects of Embedded Instruction versus Discrete-Trial Training on Self-injury, Correct Responding, and Mood in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| CHIA-HUI MA (University of Texas at Austin), Mark O'Reilly (University of Texas at Austin), Jeffrey S. Sigafoos (University of Texas at Austin), Helen I. Cannella-Malone (University of Texas at Austin), Chaturi Edrisinha (University of Texas at Austin), Catrina Margues (University of Texas at Austin), Seung-Hyun Son (University of Texas at Austin), Shipra Gupta (University of Texas at Austin) |
| Abstract: We compared embedded instruction with discrete-trial training for a 12-year-old boy with autism. A functional analysis indicated that his self-injury was escape-maintained. Instructional sessions to teach adaptive behaviors were conducted under two conditions: During embedded instruction, learning trials were inserted into ongoing activities at a rate of approximately 1.5/min. During discrete-trial training, trials occurred at a rate of 4/min. In both conditions, the system of least prompts was used to teach relevant target responses. Conditions were arranged in ABABA design. All sessions were videotaped and later scored by two observers for percentage of 30 s intervals with self-injury and correct (unprompted) responses. The child’s overall mood during each interval was rated using a 1 (bad) to 3 (good) scale. Inter-observer agreement on self-injury, correct responses, and mood was above 90%. The results showed higher rates of self-injury and fewer correct responses during discrete-trial training. Mood ratings were lower during discrete-trial training. The results suggest that self-injury, correct responding, and mood may be sensitive to type of instructional format. Although discrete-trial training is often recommended for children with autism, those with escape-maintained self-injury may benefit initially from embedded instruction. |
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| 2. Facilitating Appropriate Peer Interaction Through Mand Training and Response Discrimination Training in Children with Autism |
| Area: AUT; Domain: Applied Research |
| NICOLE ADAMS (Special School District of St. Louis County), Traci M. Cihon (Special School District of St. Louis County), Guy M. Bedient (Special School District of St. Louis County) |
| Abstract: Children with autism often learn to seek out preferred items from adults more often than from peers in their environment. Given that the educational setting lends itself to more frequent student-teacher interactions than student-student interactions, peer interactions are important to target directly for children with autism. This protocol facilitated peer interactions by programmatically establishing peers as sources from which to obtain positive reinforcement. Mand training focused on the behavior of the speaker and response discrimination training focused on the behavior of the listener. These training opportunities occurred in both contrived and natural contexts. |
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| 3. Teaching Improvisation with Selection-based Communication Systems |
| Area: AUT; Domain: Applied Research |
| JULIE M. MARCKEL (The Ohio State University), Nancy A. Neef (The Ohio State University), Summer Ferreri (The Ohio State University), Jacqueline Wynn (Columbus Children's Hospital) |
| Abstract: Augmentative and alternative communication (AAC) such as the Picture Exchange Communication System (PECS) provide an effective means of enabling children with autism or severely limited communication skills to exercise control over their environments by requesting reinforcers. Importantly, because the number of relevant stimuli in the child’s environment exceeds the number of corresponding graphic symbols that are likely to be available or that can be accommodated with such a communication system, the child may not have a means to communicate particular wants efficiently. One potential means of addressing these problems is to provide a minimum number of communicative stimuli that would enable the greatest range of responses. This study examined the effects of teaching children with autism who use AAC an improvisation strategy of using descriptors (including shapes, colors and functions) to request desired items and their generalized use of that strategy to request additional items for which picture representations of the specific items are not available. Children were taught to make requests using pictorial descriptors such as eat brown, square for crackers. Probes with novel preferred items were conducted to assess generalization to untrained requests. The effectiveness of the procedures was evaluated using a changing criterion design with increasing numbers of descriptors. |
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| 4. Visual Aids Elicit Vocal Language In An Autistic Child With Oral Motor Apraxia: A Case Study |
| Area: AUT; Domain: Applied Research |
| TARA MILLS (Bridges Behavioral Language Systems, Inc.), Stacy Waite-Ocampo (Bridges Behavioral Language Systems, Inc.), Audrey Gifford (Bridges Behavioral Language Systems, Inc.) |
| Abstract: In an effort to provide a young boy with the dual diagnosis of autism and oral motor apraxia an alternate mode of communication a reading and writing program was implemented. The child had been in an intensive early intervention program of 40 hours per week for approximately two years. In addition, the child also received speech therapy for two hours per week, also for two years. It was determined that while expressive language would continue to be a focus of the home program, an alternative form of communication should begin due to the child's limited repertoire of vocal speech. Sight words were presented to the child to read and then match to various pictures in the field, to demonstrate an understanding of reading comprehension. At the same time, handwriting skills and phonetic spelling were being taught. It was our goal to have the child use these combined skills in a form of written communication. As a result of these programs, the child has begun to communicate, but not as originally intended. Rather, the child has used the sight words as phonetic prompts to vocalize, and has begun to systematically fade the words and begin to communicate effectively with emergent vocal speech. |
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| 5. Teaching the Identification of Features, Functions, and Categories to Non-Vocal Children with Autism |
| Area: AUT; Domain: Applied Research |
| KELLY J. FERRIS (Northwest Behavioral Associates), Wendy Knowles (Northwest Behavioral Associates), Stacey L. Shook (Northwest Behavioral Associates) |
| Abstract: There has been a recent surge in the attention focused upon the identification of salient features, functions, and categories of common objects in the educational programs for children with autism. While much attention has been paid to providing traditional instruction in this area, these authors have been frustrated with the lack of programming strategies for non-vocal children with autism. This poster will address innovative individualized programs for at least 3 children on the autistic spectrum who use augmentative communication systems as their primary means of expressive language. Descriptions of and comparisons between sight word responses, the picture exchange communication system, and a commercially available voice output device will be discussed. Data from each of the three program categories and children will be summarized on a case by case basis and interobserver reliability as well as social validity measures will be reported. Results will be discussed in terms of each program category's implication for future use with non-vocal children with autism. |
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| 6. The Systematic Use of "Thought Bubbles" and Role Playing to Teach Complex Perspective Taking in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| AMY L. BARNHILL (Northwest Behavioral Associates), Stacey L. Shook (Northwest Behavioral Associates), Audra Jensen (Northwest Behavioral Associates), Stacy Barton (Northwest Behavioral Associates) |
| Abstract: Behavior analytic instruction has been highly efficient for many children on the autistic spectrum, however complex social skills such as higher level perspective taking have not received the same attention as standard language and cognitive domains. This poster will discuss the instructional procedure, data collection system, and general outcomes of a systematic perspective taking curriulum used with a seven year old child with autism. The focus of the instructional program includes demonstrating an undertanding of complex mental states and engaging in verbal reasoning skills about such private events as "thought", "feeling", and "belief". Data will be visually summarized and both interobserver reliability and social validity measures will be reported. Results will be discussed in terms of future directions for curriculum development for children with autism. |
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| 7. Teaching Young Children with Autism to Read |
| Area: AUT; Domain: Applied Research |
| RINAMARIE S. LEON-GUERRERO (University of Washington) |
| Abstract: There exists a wealth of research examining reading instruction for children with mental retardation and other cognitive disabilities. However, there has been relatively little research addressing effective reading instruction for children with autism. A pre-post design examined the effects of direct instruction using the Reading Mastery curriculum on reading outcomes for two preschool children with autism and one typically developing preschool child. Students’ phonological awareness skills were measured pre and post intervention with a mid treatment probe with the use of DIBELS (Dynamic Indicators of Basic Early Literacy Skills, 5th Edition), Kindergarten version, (2001). Early literacy skills included letter naming fluency, initial sound fluency, phoneme segmentation, and nonsense word fluency. Data presented show that direct instruction has benefits for some of the early literacy skills. Discussion is also given as to what components of reading instruction are beneficial for effective teaching of reading. |
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| 8. Teaching Children with Autism Three Different Questions |
| Area: AUT; Domain: Applied Research |
| HEATHER EILEEN CRAMER (University of North Texas) |
| Abstract: Teaching Children with Autism Three Different Questions38 Pages, 14 ReferencesChildren with autism often exhibit deficits in question-asking. This study replicated and extended Williams, Donley, and Keller’s (2000) training package: a modeling and reinforcement procedure to teach the use of 3 different questions about hidden objects. Two boys, aged 13 and 12, with primary diagnoses of autism, participated. A multiple baseline design across questions was used. Both children learned to ask all three questions: “What’s that?” “Can I see (item name)?” and “Can I have (item name)?” Question-asking generalized to novel locations, people, and stimulus materials with minimal additional training. These results support the efficacy of this training package as an efficient way to teach children with autism to ask questions about objects.
A second observer collected data on questions asked during 63% of baseline sessions, 43% of “What’s that?” training sessions, 36% of “Can I see?” training sessions, and 38% of “Can I have?” training sessions. A second observer also collected data during 42% of generalization probes. The average reliability score was 100% during baseline, 97% during “What’s that?” training sessions (range 93% to 100%), 100% during “Can I see?” training sessions, 100% during “Can I have?” training sessions, and 99% during generalization probes (range 67% to 100%). |
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| 9. Teaching Children with Autism to Respond to Unfamiliar Stimuli and Mand for Additional Information |
| Area: AUT; Domain: Applied Research |
| HOLLY ALMON (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Sara J. Pahl (Fabrizio/Moors Consulting), Krista Zambolin (Fabrizio/Moors Consulting) |
| Abstract: Although children with autism can be taught to respond under multiple stimulus conditions, they often have difficulty responding when presented with unknown or difficult stimuli. This presentation with difficult stimuli often produces guessing, frustration, or both. This poster addresses several responses such as “I don’t know,” “I don’t understand,” and the discrimination between the two that were taught to children with autism through fluency-based instruction. Additionally, the poster describes various ways of teaching children to mand for additional necessary information or clarification when presented with unfamiliar questions or statements, and some implications of teaching these responses such as overgeneralizion and possible changes in the function of the newly required responses. |
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| 10. Teaching Children with Autism Prepositions Using Fluency-Based Instruction across Multiple Learning Channels |
| Area: AUT; Domain: Applied Research |
| KRISTIN N. SCHIRMER (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: This poster will present data on the performance of a range of children with autism, ages three to eight, as they learned preposition identification and usage. The focus of the poster will be the explication of a procedure in which multiple learning channels are used both sequentially and concurrently to establish fluent preposition usage. Frequency data on correct and incorrect movements were collected across all instructional sessions for each child with autism. The data showed increases in rates of correct responding and decreases in rates of incorrect responding under DRH schedules across the Hear/Do, Hear/Touch, and See/Say learning channels. Reliability of the data was assessed through weekly direct observation and bounce analysis on the children’s Standard Celeration Charts. |
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| 11. An Analysis of the Effects of Response Repetition on Teaching Language to Children with Autism |
| Area: AUT; Domain: Applied Research |
| KATIE ENDICOTT (Utah State University), Kara A. Reagon (Utah State University), Thomas S. Higbee (Utah State University) |
| Abstract: An integral part of teaching students with autism is implementing corrective procedures when errors occur in responding. Research has been conducted to examine and prove the effectiveness of behavior change procedures through the use of particular consequences, but little is known about most effective error-correction procedures in teaching children with autism. This study examined the effect of different error correction procedures on general receptive and expressive language acquisition and maintenance in preschool students with autism in a multi-element design with a multiple baseline across subjects. Two error correction procedures were compared: in one procedure, an incorrect response was followed by five repetitions of the correct response. This was compared to a procedure in which an incorrect response was followed by a single repetition of the correct response. Effectiveness was assessed through number of cumulative mastered responses and maintenance of skills. |
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| 12. Evaluating the Picture Exchange Communication System at Croyden Avenue School |
| Area: AUT; Domain: Applied Research |
| MITCH FRYLING (Western Michigan University), Carmen May Jonaitis (Croyden Avenue School) |
| Abstract: The Picture Exchange Communication System (PECS) was developed by Frost and Bondy. PECS is a method of teaching individuals to request preferred items, label/identify objects in their environment, etc. Croyden Avenue School utilizes PECS as a method of training young children with autism to communicate with undergraduate student therapists. The system is implemented in a disctrete-trial format, and layed out in a series of phases. Many children develop language as a result of PECS, and others don't. This poster will display an evaluation of where children typically begin to have problems with the PECS procedures, what some of the common reasons for discontinuing PECS are, and what type of student may or may not be likely to benefit from the PECS intervention. |
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| 13. Developing Generative Auditory Discriminations by Shaping a Recall Interval after Visual Prompting |
| Area: AUT; Domain: Applied Research |
| BRITT WINTER (Minnesota Autism Center), Julie A. Waldoch (Minnesota Autism Center), Jodi Dooling-Litfin (Minnesota Autism Center) |
| Abstract: In implementing intensive early intervention for the treatment of autism, a substantial number of children fail to develop auditory discriminations. In this study, a systematic replication of a previous study (Waldoch and Larsson, 1998), two children failed to develop auditory discriminations. The children were five and six years old and receiving approximately 30 hours of therapy per week. In a multiple-baseline-across-children design, both children failed to develop auditory discriminations through standard methods. A picture prompt was then introduced to establish correct responding to auditory stimuli. Instead of fading the picture prompt, a different technique, Shaping the Recall Interval, was used to establish independent auditory responses as follows. Initially, the identical auditory stimulus was again immediately presented after the visually prompted response. Then the duration of the recall interval was gradually increased until the same auditory response could be correctly produced after one minute without the visual prompt. After the children could succeed with the series of five auditory stimuli separated by a minute each, the children could then generalize to auditory stimuli presented six hours later. Finally, the children could make novel auditory responses without ever receiving a visual stimulus. |
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| 14. Transformation of Stimulus Function to Novel Stimuli for Mands and Tacts |
| Area: AUT; Domain: Applied Research |
| DANA VISALLI-GOLD (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: This paper reports on 1 experiment to test for the emergence of untaught relationships between stimuli. This experiment is based on the 1996 unpublished dissertation by Janet S. Twyman. It tests for the emergence of untaught functions using the same stimuli. Specifically, this experiment used a multiple probe design to test for the emergence of mands and/or tacts of non-mainstream animals. The procedure utilized an interrupted chain procedure, echoic to tact training procedure (Greer, 1992), and multiple exemplar experience to teach mands and tacts to 4 students. Two of the students were typically developing and two were classified as disabled. This experiment had 6 steps and they are as follows: 1) baseline probe of all students for all animals for mands and tacts; 2) students A and B were taught to mand for the animals in set 1 using an interrupted chain procedure and students C and D were taught to tact the animals of set 1 using echoic to tact training procedures; 3) a probe was conducted to test for the emergence of the untaught function from step 2; 4) multiple exemplar training (match, point, tact, and intraverbal identification) was used to teach all 4 students set 2 animals to criterion; 5) a probe was conducted to test for the emergence of the untaught function of set 1 animals; 6) students A and B were taught to tact the animals in set 3 using an echoic to tact training procedures and students C and D were taught to mand for the animals of set 1 using interrupted chain procedure; 7) a final probe was conducted to test for the emergence of the untaught function from step 6. The results showed that all of the students did transfer stimulus control between functions as evidenced by higher numbers of correct responses after the initial probe. However, the most significant gain was established after teaching using a multiple exemplar training sequence. |
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| 15. Acquisition of Intraverbal Behavior by a 4 year-old boy with Autism: A systematic Replication |
| Area: AUT; Domain: Applied Research |
| LAURA MEUNIER (Beacon ABA Services), Kristin Cabral (Beacon ABA Services), Robert K. Ross (Beacon ABA Services) |
| Abstract: This study compared the effects of echoic prompts and textual prompts on acquisition of question answering for a 4-year-old boy with Autism. The authors taught the responses to n questions (e.g., what is an apple?) using each method. For example in the echoic prompt condition, the teacher said “it’s a fruit”, the child then imitated the statement. In the textual prompt condition, the typewritten words it’s a fruit were presented concurrently with the echoic prompt, then a progressive delay procedure was used to transfer control to the textual prompt. The data are discussed in terms of rate of acquisition and occurrence of spontaneous productions. Preliminary data suggest that more rapid acquisition and spontaneous production were seen in the textual prompt condition consistent with previous studies. |
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| 16. Reducing Echolalia by Teaching Appropriate Vocal Responses to Social Questions |
| Area: AUT; Domain: Applied Research |
| VIVIAN PIAZZA (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center), Catherine Trapani (Marcus Autism Center), Robert LaRue (Marcus Autism Center), Tammy A. Carroll (Marcus Autism Center) |
| Abstract: Echolalia is the repetition of another individual’s speech in an inappropriate context that is often displayed by children with autism. Some research has indicated that echolalia (a) increases when children with autism are asked questions that require vocal responses that are not in their verbal repertoires, and (b) decreases when the children are taught the appropriate vocal responses to those questions. In the current study, we asked 5-year-old boy with autism a series of social questions from 4 topic areas with 3 specific questions in each topic. During a baseline session, each of the 3 questions from a topic was presented 5 times in random order and we measured whether the child emitted the correct answer, immediate echolalia, or delayed echolalia in each trial. During treatment, a therapist was positioned next to the child and whispered the correct answer immediately after a question was asked. Over time, prompting was faded. This treatment was introduced according to a multiple-baseline-across groups design. Results indicated that treatment resulted in an increase in correct answers and a concomitant decrease in immediate and delayed echolalia. These results are discussed in terms of operant mechanisms that may reinforce echolalia and correct vocal answers to questions. |
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| 17. The Effect of Self-management on Noncontextual Speech and Academic Performance for a Child with Autism |
| Area: AUT; Domain: Applied Research |
| PAULETTE BURDICK (Pathways Strategic Teaching Center), Erik A. Mayville (Pathways Strategic Teaching Center), Allyson Gauthier (Pathways Strategic Teaching Center) |
| Abstract: Self-management of behavior has been identified as an important concept in achieving widespread intervention gains for individuals with autism. Research has demonstrated effectiveness of self-monitoring in achieving a number of desired outcomes for children with autism, including increased prosocial behavior, academic performance, as well as decreased problem behavior. Using a reversal design, we evaluated the effect of a self-management intervention on non-contextual speech and collateral academic performance for an 8-year-old girl with autism. Results for initial baseline and treatment phases indicate that while self-monitoring appeared to significantly reduce non-contextual speech during academic instruction, academic performance as measured by rate of skill acquisition and percent correct responding appeared unaffected. These findings highlight the need for targeting specific desired outcomes in designing self-management based interventions for children with autism. |
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| 18. Effects of Video Modeling on Verbal Behavior During Interactive Play |
| Area: AUT; Domain: Applied Research |
| ERICA Q. SMITH (The Institute of Professional Practice, Inc.), Zbigniew Golonka (The Institute of Professional Practice, Inc.) |
| Abstract: Effects of video modeling on occurrence of scripted and unscripted vocal responses during play will be assessed for four boys with autism using a multiple probe design across participants. During baseline, a target participant and a typically developing peer played ball for 5 min. The percent occurrence of scripted and unscripted vocal responses was calculated. During baseline, percent occurrence was 0% for scripted vocal responses and less than 33% for unscripted vocal responses for all four participants. Reliability was scored for 45% of baseline sessions. Agreement ranged from 67% to 100% for total agreement, occurrence agreement, and non-occurrence agreement for unscripted vocal responses with a mean of 95% for total agreement, 79% for occurrence, and 95% for non-occurrence. Agreement was 100% for unscripted vocal responses. During video modeling the target participant will watch a video depicting a child playing ball and modeling statements related to the play activity, after which he will play ball with the peer. The percent occurrence of scripted and unscripted vocal responses will be calculated and reliability will be scored for at least 30% of sessions. If scripted vocal responses increase, maintenance and generalization to a novel toy and to a classroom setting will be assessed. |
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| 19. Increasing the Number and Variety of Verbal Responses to Peer Initiations using a Written-prompt Procedure |
| Area: AUT; Domain: Applied Research |
| NIDAL K. NAJJAR DAOU (The Graduate Center, City University of New York), Susan M. Vener (New York Child Learning Institute), Heather T. Byne (New York Child Learning Institute), Jill M. Young (New York Child Learning Institute) |
| Abstract: Scripts and script-fading procedures increase verbal interactions among individuals with autism. This study assessed whether keywords, rather than scripts, could increase the number and variety of responses emitted by a child with autism to peer initiations. A child with autism participated. A peer emitted 15 initiations about three topics to the learner. During baseline, a card with three topic words was presented to the learner. During treatment, five word pairs were added under each topic. Each pair included the object of the initiation and a keyword. The learner was instructed to use the object and keyword in a sentence following initiations. A multiple-baseline experimental design across topics was used to evaluate the effect of a written-prompt procedure on the number and variety of responses emitted. Interobserver agreement data were obtained during 33% of all sessions, and had a range of 75 to 100% (mean of 98% agreement). The results showed that the prompt procedure produced a systematic increase in responding to peer initiations. The mean number of responses emitted increased from 0 during baseline, to 5 during treatment. The variety of responses increased from an average of 1 novel response in baseline to 8 novel responses in treatment. |
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| 20. Increasing Verbal Responses by Children with Autism to Adult Initiations Using Scripts and Script Fading |
| Area: AUT; Domain: Applied Research |
| NIDAL K. NAJJAR DAOU (The Graduate Center, City University of New York), Susan M. Vener (New York Child Learning Institute), Donna M. Cornelius (New York Child Learning Institute), Marta Perez (New York Child Learning Institute), Jill M. Young (New York Child Learning Institute) |
| Abstract: Scripts and script-fading procedures successfully increase verbal interactions among individuals with autism. This study investigated the effects of script fading on child responses to adult initiations. A multiple-baseline design across topics was conducted with two children with autism. Three sets of cards were presented to each child throughout the study. The topic of the initiation was written on each card. During baseline, the number of unscripted responses to initiations was measured. During treatment, written scripts were embedded onto each card within each set. The number of scripted and unscripted responses was measured. Reliability data were obtained during 33% of all sessions, and had a range of 79 to 100% (mean of 96% agreement) and a range of 0 to 100% (mean of 91% agreement) for Steve and Debbie, respectively. The results showed that prior to the introduction of scripts and script fading, learners did not engage in responding following initiations. Following the introduction of treatment, there was a systematic increase in such responding. The number of unscripted responses increased from 5 during 53 baseline sessions to 54 during 41 treatment sessions for Steve, and it increased from 0 during 29 baseline sessions to 101 during 48 treatment sessions for Debbie. |
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| 21. Impact of Augmentative and Alternative Communication on Natural Speech Production in Autism: Critically Appraised Topic |
| Area: AUT; Domain: Applied Research |
| RALF SCHLOSSER (Northeastern University), Doreen Blischak (University of Florida) |
| Abstract: Practitioners and families are faced with difficult choices concerning the selection of appropriate augmentative and alternative communication (AAC) approaches for learners with autism. AAC approaches may be aided (i.e., selection-based) or unaided (topography-based). Various arguments have been presented pros and cons concerning these approaches, one of which relates to the impact of these approaches on natural speech production. To better meet the challenge of selecting an appropriate AAC approach, practitioners may benefit from a process known as evidence-based practice (EBP). EBP has been defined as the integration of best and current research evidence with clinical/educational expertise and relevant stakeholder perspectives to facilitate decisions about assessment and intervention that are deemed effective and efficient for a given direct stakeholder (Schlosser, 2003). In this poster it is illustrated how EBP may be used, given the question of the impact of AAC on natural speech, in selecting appropriate AAC approaches for learners with autism. This process will be subsequently documented in the form of a Critically Appraised Topic (CAT) (Sauve et al., 1995). CATs are preferred categorization formats for quick studies in EBP, and defined as brief summaries of a search and critical appraisal of the literature related to a focused clinical question. |
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| 22. Treatment of Perseverative Speech and Collateral Problem Behaviors in a Child with Asperger’s Syndrome |
| Area: AUT; Domain: Applied Research |
| A. JOHN DAVIS (Kennedy Krieger Institute), Amy L. Christensen (Kennedy Krieger Institute), Iser Guillermo DeLeon (Kennedy Krieger Institute) |
| Abstract: Perseverative or echolalic speech and problem behavior sometimes coincide in individuals diagnosed along the autism spectrum. However, little is known about how these topographies may be functionally related. In the present study, we explored the relationship between perseverative speech (questions about past or upcoming activities) and problem behavior in an 8-year-old male diagnosed with Asperger’s syndrome. During the baseline phases, the therapist changed the conversation topic contingent on perseveration, while problem behaviors were ignored. This situation was arranged to mimic what might be typical in the natural environment. High levels of both perseverative speech and problem behavior were observed. In the second phase, the therapist simply answered all the patient’s questions, resulting in persistence of perseverative speech, but near-zero levels of problem behavior. In a third condition, the participant was presented with a card, a written statement regarding the perseveration topic, for each occurrence of perseveration and was told that the conversation topic was no longer available for discussion. This resulted in low levels of both problem behavior and perseverative speech. Our analyses suggested that problem behavior functioned to increase the probability that caregivers would respond to perseverative questions. Two observers collected data for at least 33% of sessions and maintained greater than 80% reliability. |
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| 23. Video Instruction with and without Embedded Text to Teach Tacts to Children with Autism |
| Area: AUT; Domain: Applied Research |
| KARA A. REAGON (Utah State University), Katie Endicott (Utah State University), Thomas S. Higbee (Utah State University) |
| Abstract: Children with autism often have difficulty expressing their wants and needs, commenting on things within their environment, and initiating conversation. Literature in the field of applied behavior analysis has documented numerous studies that have been successful in teaching expressive language skills to children with autism. Video modeling is a technique used to teach individuals a behavioral sequence and the contextual language that corresponds with the behaviors, such as play sequences, having a tea party or shopping. Another technique used in teaching is video instruction. Video instruction differs from video modeling in that it is interactive, the student responds to the discriminative stimulus presented by the video, whereas with video modeling the student imitates the model presented by the video. A procedure used to teach children to engage in conversation has been the use of script and script fading procedures with text in which textual prompts are used to help teach language and then are systematically faded back to front. The purpose of this study is to investigate the effectiveness of video instruction with embedded text to teach tacts. |
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| 24. Teaching Decoding and Comprehension Skills to a Teenager with Autism |
| Area: AUT; Domain: Applied Research |
| STEPHANIE N. WATERS (Marcus Autism Center), Rasheeda Oliver (Marcus Autism Center), Catherine Trapani (Marcus Autism Center) |
| Abstract: The acquisition of literacy skills is critical to students with disabilities. Basic decoding and comprehension skills afford access to information from the environment pertaining to work and leisure time activities. In this study, a teenaged male with autism was taught to read 20 sight words (nouns and adjectives) using multisensory instruction and a constant time delay prompting strategy. During baseline, each of the 10 nouns and adjectives were taught pairing the oral reading of the written word with the manipulative objects. The student was required to initiate the written action to demonstrate comprehension. The second phase of the study included a posttest of the initial 20 words and a pretest of 20 additional word equivalents. Results indicate that the instructional sequence is effective for teaching decoding and comprehension. |
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| 25. A Comparison of Teaching Procedures Thay May Evoke Vocal Responding in Children with Autism |
| Area: AUT; Domain: Applied Research |
| SUSAN QUINN (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno), Rachel S. F. Tarbox (University of Nevada, Reno) |
| Abstract: Sundberg (1993) used the concepts from Skinner’s (1957) analysis of verbal behavior to examine the different response form options for a non-verbal person. It was argued that for many non-verbal individuals, sign language is a better alternative response form, and has a better chance for improving speech. It has been suggested that the first type of language to teach a nonverbal child should be a mand (Sundberg & Partington, 1998). A study was conducted to determine the effects of teaching manding using manual signing paired with vocal training versus vocal alone training. Two children with autism, a 3 year 4 month old girl and a 3 year 2 month old boy participated in the study. An alternating treatment design embedded in a multiple baseline across participants design was utilized. The number of trials to acquisition across the two treatment conditions was evaluated. Results are discussed in terms of effective teaching strategies for clinicians. |
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| 26. Non-directive Mands Remove Disruptive Verbal Behavior While Maintaining Compliance in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| ROBERT T. PEYTON (University of Kansas), Steve Lindauer (University of Kansas), David M. Richman (University of Kansas) |
| Abstract: An autistic child brought in to an outpatient clinic for treatment of her disruptive verbal behavior was given a brief functional analysis. Initial results appeared to indicate an escape from demand function for the behavior. Further investigation revealed that providing and denying escape did not effect the occurence of disruptive verbal behavior. Changing from directive to non-directive demands resulted in the elimination of disruptive verbal behavior while maintaining compliance. |
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| 27. Assessing Vocational Preferences: The Use of a Percentage Agreement Measure to Compare Parent and Child Preference |
| Area: AUT; Domain: Applied Research |
| ERIN SPARACIO (Eden II Programs/ The Genesis School), Nicole Weidenbaum (Nassau-Suffolk Services for Autism), Mary Ellen McDonald (Eden II Programs/ The Genesis School) |
| Abstract: A textual forced choice preference was conducted with four adolescents with autism. In addition, each adolescent participated in an in-vivo choice assessment to ensure validity of their choices during the written preference assessment. The same forced-choice assessment was completed by each of the participants' parents. Many forced-choice sets were repeated throughout the assessment to ensure consistency in responding. The assessment was completed by the participant and his/her parents on 3 occassions to assess reliability of the preference measure over time. Parent preference was directly compared to their childs preference on the same set of forced choice set of tasks. Results were obtained for each assessment and a measure of agreement between the parent and participant rating was obtained. Correlations between preference assessment outcomes and task performance measures and levels of problem behavior were examined. Results are discussed in terms of selection of job sites based on child preference rather than based on parental reports alone. |
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| 28. Examination of an Alternative Method for Teaching Receptive Language |
| Area: AUT; Domain: Applied Research |
| MAUREEN CHILDS (Texas Young Autism Project), John Salinas (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: Typically developing children acquire much speech through social imitation. Children with autism have deficits with social interactions and independent imitation. For this reason, imitative skills are initially targeted when implementing an intensive ABA program. To help foster language acquisition within a program setting, children are frequently taught receptive language skills first. Learning simple labels and actions helps the child interact with their environment, promoting use of these labels expressively. Traditionally, receptive object labeling is the initial program of choice and is usually taught through discrete trial training. However, if the child fails to acquire labels through these techniques there are few alternatives. The present study describes an alternate method of teaching receptive skills to two non-verbal children with autism participating in an intensive ABA treatment program. The systematic procedure begins with an established ability of gross motor imitation, followed by the systematic fading of model prompting. The ultimate goal is to acquire the ability to identify an object in response to an auditory instruction. Data on correct responses and item mastery shows that both children were successful in acquiring labels through this procedure. The children have also begun to generalize these abilities in attaining several receptive instructions. |
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| 29. A Comparison of Two Match-to-Sample Procedures in the Development of Tacting and Receptive Discrimination Skills |
| Area: AUT; Domain: Applied Research |
| JAMES W. PARTINGTON (Behavior Analysts, Inc.) |
| Abstract: Many educational interventions for children with a diagnosis of autism include programs designed to teach students to match identical items or pictures of items to a sample of items. Although the matching-to-sample programs could be taught to the learner using only the nonverbal stimuli and physical or gestural prompts, most teaching programs also include an instruction such as “put with same” or “match” (verbal stimulus) at the start of each matching trial. However, an instruction to “match” or “put with same” doesn’t appear to facilitate the development of tact nor receptive discrimination skills involving the items being utilized in the matching task. The purpose of the current study was to assess the effects of utilizing the name of the items in the matching-to-sample procedure would result in the development of tacting and receptive discrimination skills. A 4-year, 10-month old boy who had previously been diagnosed with autism spectrum disorder years old participated in the study. A multiple baseline across behavior design was used to evaluate the effects of the teaching interventions. Probes to assess the subject’s ability to receptively identify and tact the pictures were conducted prior to and during the course of the study. Ten pictures of items for which the subject could give an echoic response, but was unable to tact and unable to receptively identify were randomly assigned to one of two groups of stimuli; one group for each of the two task presentation conditions: “Put with Same,” or “name of item, put with name of item” (i.e. “tent, put with tent”) was paired with the giving of the card to the learner. The data indicate that the MTS procedure in which the instructor tacted the item as the picture was given to the child resulted in a rather rapid increase in both the child’s ability to tact and receptively identify some of the items, and that such acquisition was not observed in the “put with same” condition. |
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| 30. Enhancing the Autoclitic Repertoire of a Child with Autism through Fluency-Based Instruction |
| Area: AUT; Domain: Applied Research |
| SHANE D. ISLEY (University of North Texas), Holly Almon (University of North Texas), Sara J. Pahl (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: Once children have acquired basic language skills through intensive early intervention, they are often still lacking more advanced language skills that allow them to benefit maximally from further instruction. This poster focuses on using fluency-based instruction to teach intermediate language skills to a child with autism. Derived through a verbal behavior analysis of language, these skills are exemplified across three standard celeration charts. It was found that the use of Fluency-Based Instruction promoted the acquisition of autoclitics for an eight-year old boy with autism. |
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| 31. Teaching Functional Communication to a Child with Autism Using PECS |
| Area: AUT; Domain: Applied Research |
| ANGELIKA ANDERSON (The University of Auckland, New Zealand), Dennis W. Moore (The University of Auckland, New Zealand), Therese Bourne (The University of Auckland, New Zealand) |
| Abstract: The Picture Exchange Communication System (PECS) is widely used to teach children with language delays, including those with Autism, functional language. To date there are few studies that document its efficacy. A feature of PECS is that it incorporates principles deemed by some to be pivotal (such as addressing motivational issues, and encouraging initiations of social interactions) and are therefore expected to lead to broader behaviour change. In this study a 6 year old non-verbal child with Autism was taught functional language using PECS. Along with measures of language gains concomitant changes in non-targeted behaviours (play and stereotypic behaviour) were observed, both in the treatment setting and during free play periods. Results show increases in manding, initiations and cumulative word counts, as well as changes in non-targeted behaviours: some undesired behaviours (watching television) decreased and appropriate behaviours (play) increased.
This poster presents data of direct observations of language (initiations, manding, cumulative word count), play, and inappropriate behaviour (TV watching and stereotypic behaviour) in a teaching and a free-play situation. Inter-rater reliability data was obtained for at least 20 % of each phase with a mean reliability rating of 96 % (range 67-100%). |
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| 32. Joint Attention as a Precursor to Early Language Development and Social Skills: Implications for Research |
| Area: AUT; Domain: Applied Research |
| MELANIE PEREZ (Elwyn, Inc.), Megan DePalma-Riley (Elwyn, Inc.), Lillian V. Pelios (Elwyn, Inc.) |
| Abstract: Joint attention is the ability to use eye contact and pointing for the social purpose of sharing experiences with others. Previous research has repeatedly identified deficits in children with autism in both responding to and initiating joint attention. Furthermore, such deficits have been correlated with delays in early receptive and expressive language acquisition as well as impairments in socialization. These findings establish the need to teach the skills required for joint attention in early intervention to increase success in language development and socialization in children with autism. The majority of research is largely focused on teaching children to respond to joint attention via gaze training. However, research is still needed to teach children with autism to initiate joint attention. The purpose of this paper is to outline specific curricular sequences that may be used by practitioners to address joint attention deficits during initial, intermediate, and advanced programming for children with autism. The sequences are offered as an impetus to further investigate the question of how to teach initiations of this sort with the hope to generate more data in this area as opposed to offering a validated curricular sequence. |
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| 33. Using Visual Prompts to Increase Generalized Mand by Elementary Students with Autism |
| Area: AUT; Domain: Applied Research |
| NICHOLE BLUVER (Hawthorne Country Day School), Sayaka Endo (Hawthorne Country Day School) |
| Abstract: Effects of visual prompts on the generalization of mand skills were investigated. Two elementary students with autism participated in this study. They could mand items that they preferred, using sentences (e.g. “I want ___, please.”) or phrases (e.g. “____, please.”) when their teachers asked them “what do you want?” in a highly structured 1:1 training setting. However, their spontaneous speech was limited; they did not use their mand skill in other settings than the training setting. Visual prompts (pictures of items that they preferred, which were posted on a wall in a classroom and on the students’ desks) were introduced to increase the number of generalized mand in class. As a result, the number of generalized mand increased and the visual prompts successfully faded out. |
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| 34. Generalization of Imitation and Social Skills among Children with Autism: A Follow-up Study |
| Area: AUT; Domain: Applied Research |
| AMBER C. WALKER (The Institute of Professional Practice, Inc.), Tracey Uzanas (The Institute of Professional Practice, Inc.), Jennifer Napp (The Institute of Professional Practice, Inc.), Maria V. Lamoutte (The Institute of Professional Practice, Inc.), Marcia G. Gregory (The Institute of Professional Practice, Inc.), Jessica Forge (The Institute of Professional Practice, Inc.), Christine M. Accardo (The Institute of Professional Practice, Inc.) |
| Abstract: This study is a follow-up to a previous study which examined the generalization of skills of three children with autism who participated in Early Intensive Behavioral Treatment Program (Lovaas, 1987) during their first three months of treatment. Results indicated that all three children acquired varying levels of imitation skills during treatment. The three children demonstrated generalized imitation, by increased imitative play during structured play sessions, which were conducted in a natural setting. This study followed the same three children at 6 months and one year of treatment. Maintenance of skills over time will be assessed. |
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| 35. A Comparison Study on the Treatment Effects of EIBI Maintenance Sessions in a Natural Environment |
| Area: AUT; Domain: Applied Research |
| JESSICA FORGE (The Institute of Professional Practice, Inc.), Marcia G. Gregory (The Institute of Professional Practice, Inc.), Maria V. Lamoutte (The Institute of Professional Practice, Inc.), Jennifer Napp (The Institute of Professional Practice, Inc.), Tracey Uzanas (The Institute of Professional Practice, Inc.), Amber C. Walker (The Institute of Professional Practice, Inc.), Christine M. Accardo (The Institute of Professional Practice, Inc.) |
| Abstract: The purpose of the current study is to compare treatment effects of a strictly school-based program versus a school-based program including weekly sessions conducted at home. This study is a follow-up to a study examined the generalization of skills of three children with autism who participated in Early Intensive Behavioral Treatment Program (EIBI) (Lovaas, 1987) during their first three months of treatment. Results of the previous study indicated that there was an increase in generalized imitation skills during the first three months of treatment. This study will examine whether EIBI treatment alone can produce the same results or that participation in weekly play sessions in addition to and EIBI program is an essential component of the program. |
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| #257 Poster Session – CBM |
| Sunday, May 30, 2004 |
| 4:30 PM–5:20 PM |
| Exhibit Hall D (Hynes) |
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| 36. The Use of Behavioral Techniques to Re-establish Walking of an Adult with Moderate Mental Retardation |
| Area: CBM; Domain: Applied Research |
| ELIZABETH DELPIZZO-CHENG (Devereux Whitlock Center), Tracy Holden (Devereux Whitlock Center) |
| Abstract: The poster presents a functional assessment and behavioral intervention plan for an adult with Moderate Mental Retardation who could walk but refused, and instead crawled on the floor on hands and knees. Descriptive assessment information and direct observational data were collected using review of records, descriptive interviews, an Antecedent-Behavior-Consequence (A-B-C) sequence analysis, a Scatterplot Analysis, and direct observational data. An intervention plan based on assessment that consisted of a behavioral chaining strategy which included direct instruction, prompting strategies, and edible reinforcement was used, along with extinction to facilitate appropriate ambulation within the natural environment. Direct observational data in the form of percentage of distance for appropriate walking for baseline, intervention, and maintenance phases for two routes are presented. Results indicate walking behavior was re-established, and maintained at follow-up. Reliability observations were conducted using trained observers. Participants of this poster session will view the methodology and results of the assessment and behavioral intervention procedures. Additionally, data concerning social validity of the behavioral intervention will be presented. The discussion section will focus on the practical aspects of the assessment and intervention in a campus-based residential treatment program for adults with mental retardation and other developmental disabilities. |
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| 37. Nutrition Education for Persons With Disabilities |
| Area: CBM; Domain: Applied Research |
| JADA A. MILLER (Western Michigan University), R. Wayne Fuqua (Western Michigan University) |
| Abstract: This study employed a Pre post-test with a delayed intervention control group quasi-experimental design to assess the effects of a modified nutrition education curriculum in persons with disabilities. Young adults with disabilities ranging from Emotional Impairment, Autism Spectrum Disorder, Prater Willy, Down Syndrome, etc. participated in a study that targeted food selection and food consumption behaviors related to health and nutrition. The study also measured participant knowledge of important nutritional information. Pre and post measures consisted of participants completing a written test assessing nutritional knowledge; two menu simulations and daily food log completions. Menu selections were given a rating from a scale of 0-2, 0 being unhealthy, 1 moderately healthy and 2 healthy. Food consumption documented by daily food log data was measured using a composite scoring system developed by Dennison and Dennison (2001.Experimental participants took part in a 3-week long modified nutrition education curriculum. The curriculum used overhead lectures, guided notes and both group and independent applied daily activities to teach participants important nutritional information needed to engage in healthy eating practices, including food selection and consumption, utilizing the USDA Food Guide Pyramid as a basis for the curriculum. |
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| 38. Errorless Procedure for Teaching T-Ball Batting |
| Area: CBM; Domain: Applied Research |
| CHRISSY R. PELIKOSKI (St. Cloud State University), Eric Rudrud (St. Cloud State University) |
| Abstract: Children with autism need to acquire appropriate skills to participate in community recreation/leisure activities. A child with autism was taught to correctly hit a T-Ball using an errorless learning paradigm that incorporated the systematic fading of size of the ball to be hit. During baseline the subject was unable to hit the T-Ball from the tee. The subject was then provided with a large beach ball and achieved 100% accuracy in hitting. The size of the ball was gradually faded and the subject was able to successfully hit a regular size T-Ball from the tee. |
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| 39. Outcome Measures of Children Diagnosed with Autism Receiving Intensive Behavioral Treatment for Feeding Disorders |
| Area: CBM; Domain: Applied Research |
| JAMES H. BOSCOE (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Jennifer E. Dawson (Kennedy Krieger Institute), Ping Wang (Kennedy Krieger Institute) |
| Abstract: The Kennedy Krieger Institute's Pediatric Feeding Disorders Program has offered inpatient, day treatment, and outpatient services for over 15 years. The medical and behavioral diagnoses of these children have varied widely, from children with mealtime behavior resulting from behavioral mismanagement, to children whose food refusal is associated with multiple physiological disorders. Children diagnosed with autism often present fewer medical complication but higher rates / intensity of refusal behavior. Admission goals for behavioral interventions have included (but not limited to) increasing food consumption, decreasing food selectivity by texture or type, decreasing liquid dependence, and decreasing mealtime inappropriate behaviors. In addition, admission goals often include targeting the collateral effects of behavioral interventions such as weight gain and decreased gastrostomy tube. The purpose of this study is to describe the outcomes of a four-year sample (N=14) of children diagnosed with autism receiving intensive behavioral treatment for feeding disorders. Outcomes examined include, goals met, mealtime behavior, parent training, parent satisfaction ratings, and follow-up. Implications for the treatment of food refusal with children with autism and overall quality of life issues are also discussed. |
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| 40. Differential Reinforcement of Incompatible Behavior as Treatment for Trichotillomania |
| Area: CBM; Domain: Applied Research |
| PHILIP L. CONCORS (Devereux Foundation), Karen Ciasca (Devereux Foundation) |
| Abstract: The effect of differential reinforcement of incompatible behavior (DRI) on the occurrence of hair-pulling by a thirteen-year old student diagnosed with Trichotillomania and Asperger's Disorder was evaluated. Functional behavioral assessment results (conducted in the public school setting) suggested that hair-pulling was sensitive to automatic reinforcement (sensory-stimulation). Six incompatible behaviors (e.g. squeezing a ball, rolling marbles in-hand) were identified as appropriate for use in a classroom setting (minimizing distraction from learning and social stigmatization) through interviewing the participant, classroom teachers, and instructional assistant. Daily preference assessments identified one incompatible response to be targeted each day for the DRI using a variable interval schedule of reinforcer delivery. Reliability measures were collected for 30% of direct observations. Initial results of a multiple baseline design across settings (classes) indicate a data trend in the desired direction. Implications for practitioners in the areas of school-based consultation and clinical psychology are discussed. |
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| 41. Behavior Analysis Intervention during the Rehabilitation of an Adolescent with Prader-Willi Syndrome and Life-Threatening Obesity |
| Area: CBM; Domain: Applied Research |
| NATALIE VONA-MESSERSMITH (Kennedy Krieger Institute), Keith J. Slifer (Kennedy Krieger Institute), Jo Anne B. Gorski (Blythedale Children's Hospital), Rebecca O. Currier (Alfred I. DuPont Hospital for Children), Valerie Pulbrook (Kennedy Krieger Institute) |
| Abstract: Prader-Willi Syndrome is a disorder characterized by hyperphagia typically leading to obesity and related health problems. Individuals with Prader-Willi often exhibit severe tantrums making them difficult to manage in the home. To control their food intake and weight, many individuals with Prader-Willi are placed in specialized treatment centers, but often fail to show generalization to untreated settings. Data will be presented on the 15-year-old female with Prader-Willi Syndrome hospitalized for rehabilitation from life-threatening obesity and associated medical problems. She had a history of obstructive sleep apnea severe tantrums, non-compliance with caregiver instructions and dietary restrictions. Behavioral interventions were implemented to increase compliance with rehabilitation and weight-loss protocols. Antecedent management included a carefully controlled diet, use of a daily schedule and systematic presentation of demands. Differential reinforcement of appropriate behavior and social extinction of disruptive behavior were implemented by interdisciplinary staff. Compliance with respiratory assistance for sleep apnea was increased using task analysis and systematic desensitization. Caregivers were trained using verbal and written instruction, modeling, role-play, behavioral rehearsal and collective feedback. Results show clinically important medical and behavioral improvements including weight loss, decreased frequency of tantrums and increased compliance. The medical and behavioral improvements were maintained after discharge to the home. |
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| 42. The Development of a Pediatric Behavioral Adjustment Scale for General Use in Pediatric Rehabilitation |
| Area: CBM; Domain: Applied Research |
| ADRIANNA M. AMARI (Kennedy Krieger Institute), Keith J. Slifer (Kennedy Krieger Institute), Melissa H. Beck (Kennedy Krieger Institute), Ethan Benore (Kennedy Krieger Institute), Gina Wertalik (Kennedy Krieger Institute) |
| Abstract: In pediatric rehabilitation settings, patients with a wide range of medical conditions, mental health diagnoses, and presenting problems are seen by behavioral consultants. The Pediatric Behavioral Adjustment Scale (PBARS) is a new scale developed to objectively measure child affect and behavior during rehabilitation demands and therapies and to evaluate the effect of behavioral and medical interventions. Operationally defined responses combine to provide total positive and total negative scores. Illustrative data are presented on the application of the PBARS to evaluate the efficacy of various treatments (e.g., medication management, desensitization, antecedent management, escape extinction) among patients with diverse diagnoses and presenting problems (e.g., autism and needle phobia, traumatic brain injury and agitation, sleep apnea and noncompliance with respiratory support) .using various designs (e.g., changing criterion, AB, multiple baseline across settings). Data were collected by both trained behavioral staff and members of the interdisciplinary rehabilitation team (e.g., occupational therapists, nurse technicians) across settings (e.g., inpatient and outpatient therapies, medical procedures). These data demonstrate the utility of the PBARS as a widely applicable measure of child behavior, affect and intervention effects. Results will be discussed in regard to establishing the validity, reliability, and usefulness of this scale for clinical practice and research. |
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| 43. Treating Children With Thumb and Finger-Sucking using Habit Reversal and Parent Education Procedures |
| Area: CBM; Domain: Applied Research |
| BLAKE NUNN (San Jose State University), R. Gregory Nunn (National University and San Diego City Schools) |
| Abstract: Thumb and fingersucking (thumbsucking hereafter) are probably the first habits identified by parents of young children. These problems have been shown to cause and aggravate dental and speech problems in addition to being aesthetically unappealing. Because approximately 4o% of children have these problems, a variety of interventions have been developed to treat them. The present study of 8 children evaluated the effectiveness of parents in treating their child’s thumbsucking, at home and school, using the Habit Reversal Treatment combined with basic child development and behaviorally-oriented parenting information. Using a multiple baseline, across subjects design, parents learned to record their child’s frequency of thumbsucking, to identify their beliefs regarding their child’s “need” for thumbsucking, and then learned how to independently treat their child's thumbsucking using the Habit Reversal Procedures. The Habit Reversal Treatment reduced thumbsucking by 80% and 90% at school and home, respectively, at the end of one week, 100% at school and home at one-month, and by 100% in both environments at the 8 and 12-month follow-up periods. Reliability of data recording between parents and teachers was assessed at pretreatment and at 1-week and one month after treatment began. In all cases, agreement was above 80% of the intervals observed. |
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| 44. Reducing of Latency or Increasing Obedience Behavior: What do the Parents Prefer? |
| Area: CBM; Domain: Applied Research |
| MYRNA DIAZ GONZALEZ ROJAS (Estudios Superiores Iztacala, National Autonomous University of Mexico), Zuleidy Mungia Noriega (Estudios Superiores Iztacala, National Autonomous University of Mexico), Lizbeth Lopez Avila (Estudios Superiores Iztacala, National Autonomous University of Mexico), Diana Moreno Rodriguez (Estudios Superiores Iztacala, National Autonomous University of Mexico) |
| Abstract: The objective of present paper evaluate to effects of time out on obedience behavior. Participated two girls of 6 and 8 years that showed obedience problems. The study stared with defining of obedience behavior, experimenters and parents agreed name it as time that passed between the instruction emitted by child’s mother and to do such activity in other words the latency between instructions and to do activity, the instructions were washing teeth, take a shower and to do homework.. After the experimenters explained to parents as register the latency of such behavior for all instruction emitted for the mother or father for three days same as served of base line. Base line ended experimenters explained the techniques and concepts of time-out, reinforcement and the technique of token economy. In the second phase a tolerance time of 8 minutes was established, if the child doesn’t doing the instruction the child was took to an isolate place. The third phase introduced the techniques of token economy and time-out simultaneously, in which the tokens were contingent the number instructions followed by child, likewise the latency was decreased gradually. Finally, the fourth phase was named following because of there the time-out and the reinforcement were eliminated gradually. The result indicated that the time-out decreased latency approximately in 50% in both subjects, however when the technique of token economy was introduced the latency was reduced to 0%. This results are discussed in terms on implications for applied research. |
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| 45. Effects of Modeling of Dental Washing on Reduction of Levels of Endobacterian Plaque in Preschoolers |
| Area: CBM; Domain: Applied Research |
| LESLIE ALEXANDRA LOJERO ESPINOSA (Estudios Superiores Iztacala, National Autonomous University of Mexico), Cristina Jezabel Portillo Estrada (Estudios Superiores Iztacala, National Autonomous University of Mexico), Brenda Karina Cordero Solis (Estudios Superiores Iztacala, National Autonomous University of Mexico), Brenda Martinez (Estudios Superiores Iztacala, National Autonomous University of Mexico), Diana Moreno Rodríguez (Estudios Superiores Iztacala, National Autonomous University of Mexico) |
| Abstract: This study examined the effectiveness of modeling plus social reinforcement for reducing the levels of endobacterian plaque on teeth. Participated twelve child of kindergarten, to start the study each child was evaluated for determinate the levels of plaque in their teeth, in this case developer pills were used, which painted the child'teeth and permitted assign numeric values different (3-all the superface of teeth painted, 2-half of superface of teeth painted, 1-one third of superface painted and 0-the superface of tooth non painted), these values were used as Pretest. In the experimental condition one experimenter modeled very step of dental washing and the instructions for plaque removal (previous analysis task), and each step executed for the child was feedback and registered. In this phase all children were evaluated diary, and the low level of plaque were reinforced, although very day only some children received the modeling, this phase finished when all children showed almost the 80% of the sequence of steps correctly. In the Postest one more time the developer pills were used, and each child received a one chocolate medal. The results showed important reductions in the level of plaque in everyone of children, likewise the study demonstrated as the behavioral techniques are useful for training selfcare behaviors as the washing dental and need to have objective measures of behavior to observer, isn't sufficient to register occurrence or non occurrence of behavior, the level of plaque result a good measure. |
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| 46. Repeated Acquisition of Behavioral Chains: An Operant Method for Assessing Learning in Adults with Attention-Deficit Hyperactivity Disorder |
| Area: CBM; Domain: Applied Research |
| EMILY BRANDA (University of Wisconsin-Milwaukee), Marshall L. Dermer (University of Wisconsin-Milwaukee) |
| Abstract: This study investigated whether a repeated acquisition of behavioral chains task (CHAINS; Dermer & Dermer, 2000) was sensitive to adults diagnosed with attention-deficit hyperactivity disorder (ADHD) taking either their effective dose of Adderall or placebo. In this double-blind study, two women (aged 19 and 21) diagnosed with ADHD participated. These participants were alternately treated with Adderall or placebo 90 min before they used CHAINS. Over 19 days, participants completed CHAINS in a sound-attenuated booth. CHAINS was presented via computer and required learning sequences of numbers during two alternating components: performance and acquisition. During a performance component, the numerical keys and order remained constant throughout a session, and from session to session. During an acquisition component, the numerical keys and order remained constant throughout a session but changed from session to session. Results of this single-subject design indicate differentiation between Adderall and placebo. Both participants completed more net correct responses and had less relative errors during performance components after taking Adderall compared to placebo. These results indicate CHAINS being sensitive to adults with ADHD taking their effective dose of medication or placebo. Results are discussed in terms of using CHAINS as a method of assessing learning in people with ADHD. |
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| 47. Sleep Hygiene: An Overlooked but Powerful Establishing Operation Intervention |
| Area: CBM; Domain: Applied Research |
| JASON T. CAVIN (The Learning Tree, Inc.), Jamie M. Logan (The Learning Tree, Inc.), Jerre R. Brimer (The Learning Tree, Inc.), Robert W. Montgomery (Reinforcement Unlimited LLC) |
| Abstract: Sleep hygiene is an often overlooked establishing operation intervention. The purpose of this presentation is to illustrate the effects of poor sleep hygiene on maladaptive behavior. Research suggests excessive daytime sleepiness plays a contributing role in the rates of maladaptive behaviors exhibited by individuals with developmental disabilities, as well as individuals in the general population. An overview of sleep hygiene will be delivered, as well as our research findings, the use of sleep hygiene interventions with dually diagnosed individuals, current applications of behavioral sleep interventions, and trends in data. |
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| 48. Treating Speech Disorders in Individuals with Traumatic Brain Injury |
| Area: CBM; Domain: Applied Research |
| MICHAEL DAVID WESOLOWSKI (Department of Children and Family Services), Arnie Zencius (Devereux Cleo Wallace) |
| Abstract: The participants in these investigations both incurred traumatic brain injuries within a year of this investigation. Through casual observation and formal speech evaluations, it was noted that the first participant had severely impaired word retrieval skills (i.e. anomia). Formal speech evaluations and observations noted that participant #2 had great difficulty verbally expressing himself (i.e. expressive aphasia).
Investigation #1 evaluated the effects of systematic response prompting on the frequency of correct verbal responses. Systematic response prompting consisted of providing phonic prompts and forced choice options while pairing these prompts with flashcards. Pictures of foods, places, and objects appeared on flashcards and were shown to the participant one at a time. A multiple basline design across verbal responses was used to demonstrate experimental control. Results demonstrated that systematic response prompting resulted in a great increase in correct verbal responding.
Investigation #2 evaluated the effects of stimulus flashcards on the frequency correct verbal responses. Orientation questions were presented verbally and in written format to the participant. Following this presentation, the primary trainer presented an additional 3 flashcards with 3 different responses to the orientation question. A multiple baseline design across verbal response was used to demonstrate experimental control. Results of this investigation demonstrated that the use of flashcards was effective in increasing the frequency of correct verbal responses to daily orientation questions. |
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| 49. Relations Between Analogue Parent Observations and Parent Ratings of Child Behavior |
| Area: CBM; Domain: Applied Research |
| STEPHEN D. A. HUPP (Southern Illinois University Edwardsville), David Reitman (Nova Southeastern University), Briana Lubin (Nova Southeastern University), Manuela Villa (Nova Southeastern University), Beth Zeldis (Nova Southeastern University) |
| Abstract: Roberts (2001) has suggested that existing direct observations are psychometrically underdeveloped and that most direct observation methods have limited or no data regarding convergent validity with questionnaires, test-retest reliability, normative information, and clinical utility. The Parent Instruction-Giving Game with Youngsters (PIGGY) was developed to provide a structured observations of parent-child interactions. Every 35 seconds, a tape-recorded voice instructs parents to give an instruction to the child using a picture of the task to be completed, so that parents are more likely to speak commands as they normally would. Data collected from 28 parent-child pairs in a Head Start population (children ages 3 to 5) indicated that the PIGGY is reliable (86 to 96% agreement), but also revealed that the PIGGY codes (r=.45) were more highly related to parent ratings of child behavior problems than observations derived from a clean-up task alone (r=.36). Moreover, in both tasks, observational variables concerned with overreactive parenting seemed to be most highly related to parent ratings of child behavior. Also related to ratings of child behavior problems were positively valenced affective codes such as parent laughter (-.37) and the praise (r=-.38). Child "smart talk" (r=.36) was also significantly related to parent ratings of child behavior. |
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| #258 Poster Session – DDA |
| Sunday, May 30, 2004 |
| 4:30 PM–5:20 PM |
| Exhibit Hall D (Hynes) |
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| 50. Increasing Appropriate Behaviors in an 8 year-old Female Diagnosed with Angelman's Syndrome |
| Area: DDA; Domain: Applied Research |
| STEPHANIE L. MILES (University of Nebraska Medical Center), Torri Smith Tejral (University of Nebraska Medical Center) |
| Abstract: Angelman's Syndrome is a genetic disorder associated with a deletion on Chromosome 15. There are several behavioral excesses and deficits that occur in individuals with Angelman's Syndrome (Summers, Lynch, Harris, and Burke, 1992). In this particular study, an 8 year-old female with Angleman's Syndrome was exhibiting severe aggressive and noncompliant behaviors to the point where they were interfering with her occupational, physical, and speech therapy sessions, as well as her school performance. Training all of the professionals involved with this case on how to implement appropriate behavioral strategies such as applying positive reinforcement contingent upon appropriate behaviors, and applying extinction or time-out procedures contingent upon inappropriate behaviors was found to be significantly effective in increasing compliant and non-aggressive behaviors in all settings. |
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| 51. Teaching Postpositional Particle in Written Japanese to a Child with Down syndrome |
| Area: DDA; Domain: Applied Research |
| NAOHIRO KANEKO (Shiraume Gakuen College, Japan) |
| Abstract: The child with Down syndrome has diffculty in use of postpositional particle in written Japanese but not in oral communication. Trainer used word cards and postpositional particle cards to match the spearch sound and the written sentence. The child has been able to use postpositional particle in written Japanese. |
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| 52. Unit Price Analysis of Responding during a Self-control Paradigm |
| Area: DDA; Domain: Applied Research |
| TRACY L. KETTERING (Marcus Autism Center), Henry S. Roane (Marcus Autism Center), Terry S. Falcomata (Marcus Autism Center), Nathan Call (Marcus Autism Center) |
| Abstract: Several recent studies have examined the methods necessary to increase tolerance to long reinforcement delays (i.e., self-control). Much of this research has been conducted with concurrent operants arrangements in which a choice is presented between a small, immediate reinforcer (e.g., 2-s delay for 1 M&Ms; impulsive option) and a larger, delayed reinforcer (e.g., 5-s delay for 2 M&Ms; self-control option). Results have generally shown the tendency for individuals to engage in impulsive behavior. However, responding toward the impulsive option may represent a more “economical” choice in response allocation. That is, in most investigations, the ratio of delay to amount of reinforcement earned (i.e., the unit price) generally favors impulsive responding (e.g., 2:1 vs 2.5:1 in the above example). In the current investigation, we used concurrent arrangements in which the unit price of the response alternatives was systematically altered to favor either impulsive responding, self control responding, or to be equivalent for both options. Results showed that responding was influenced by unit price, such that the participant would engage in “self control” responding without being specifically taught to do so. Results are discussed in terms of the relative effects of unit price and reinforcer magnitude on responding during self-control arrangements. |
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| 53. Automatic Reinforcement as a Maintaining Variable for Aggression |
| Area: DDA; Domain: Applied Research |
| JAYME MEWS (The University of Iowa), Joel Eric Ringdahl (The University of Iowa), Eric Boelter (The University of Iowa), Nathan Call (Marcus Autism Center), Tory J. Christensen (The University of Iowa) |
| Abstract: Previous studies have suggested that aggressive behavior is typically maintained by variables in the social environment (e.g., attention from care providers or escape from nonpreferred tasks). In our study, a functional analysis was conducted for several individuals to identify reinforcers maintaining severe aggression. Results of the initial functional analysis indicated that participants were likely to engage in aggression during both social and non-social conditions within the functional analysis. That is, the results were inconclusive with respect to identifying a social function. Following the initial functional analysis, subsequent assessment for each participant was conducted using varying designs including: extended ignore analysis and pairwise analysis. Results suggested that, for some individuals, aggressive behavior may be maintained by automatic reinforcement. Interobserver agreement was collected for at least twenty percent of the sessions for each participant with no less than ninety percent agreement. |
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| 54. An Evaluation of Two Methods for Presenting New Foods to Children Exhibiting Food Selectivity |
| Area: DDA; Domain: Applied Research |
| ANNMARIE MARANDO (St. Joseph's Children's Hospital), Merrill J. Berkowitz (St. Joseph's Children's Hospital), Paula Tokar (St. Joseph's Children's Hospital), Ines Huggle (St. Joseph's Children's Hospital), Manuel Aguda (St. Joseph's Children's Hospital) |
| Abstract: Research has examined the rate of acquisition of unknown items when varying ratios of known to unknown items are presented. This research has indicated that when a higher percentage of unknown items are presented, acquisition to these items will occur at a higher rate (Roberts and Shapiro, 1996). The current study examines the rate of acquisition towards the consumption of new or unknown food items when two ratios (i.e., 50:50 and 100:0) of unknown to known food items are presented to children exhibiting food selectivity. Two children admitted to an intensive day treatment program for the assessment and treatment of food selectivity participated in the current study. A food preference assessment (Fisher et al., 1992) was conducted at the beginning of the admission to determine each participant’s preferred or known food items and non-preferred or unknown items. Using a multielement design, the rates of acquisition with acceptance and consumption of new items were evaluated. Escape extinction and differential reinforcement were required with each participant. Preliminary results indicate that acquisition was faster under the higher ratio of unknown to known food items. Implications of the study’s results are discussed. |
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| 55. A Functional Analysis of Disrobing |
| Area: DDA; Domain: Applied Research |
| AIMEE E. HOLSTE (Bancroft NeuroHealth), April S. Worsdell (Bancroft NeuroHealth) |
| Abstract: Functional analyses often are conducted to identify the variables maintaining problem behavior. During the majority of functional analyses, there are unlimited opportunities for an individual to engage in the targeted problem behavior. In the case of disrobing, the opportunity to engage in the behavior is restricted after one occurrence (i.e., disrobing cannot continue to occur if all clothing has been removed). The present study was conducted to determine the function of disrobing in a twelve-year old child with autism. No interaction, attention, toy play, and demand conditions were assessed. In order to provide multiple opportunities to disrobe, the therapist replaced an article of clothing on a fixed-time schedule across all conditions. During 20% of sessions, interobserver agreement data were collected. The mean agreement for all behaviors was 100%. Results of the functional analysis showed that disrobing was maintained by negative reinforcement (escape from demands). |
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| 56. An Assessment of Treatment Components Across Home, Clinic, and Community Settings using Brief Functional Analysis Methodology |
| Area: DDA; Domain: Applied Research |
| ANDREW W. GARDNER (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute), Rebeca Grinstead (Kennedy Krieger Institute) |
| Abstract: Many professionals are time limited in clinic, home, and school settings therefore finding brief functional analyses (BFA) appropriate, useful, and effective. BFA methodology provides the means to use modified and tightly controlled experimental procedures to meet the pragmatic limitations of an outpatient clinic setting (Wacker & Steege, 1993). Previous investigations have demonstrated that it is possible to use BFA’s in order to evaluate antecedents and consequences maintaining appropriate and aberrant behavior (Wacker, et al., 1990; Cooper et al. 1992; Harding et al., 1994). The current study evaluated the effectiveness of the treatment components for aggressive behavior with an 11 year-old Hispanic boy diagnosed with a seizure disorder and moderate mental retardation. The child had a previous inpatient hospitalization with follow up services provided through an outpatient clinic. A functional assessment of aggression and a treatment component analysis were conducted across an outpatient clinic and home settings using brief functional analysis methodology. The treatments were probed individually and new components compared. Those components which provided the lowest percentages of aggression were practiced and generalized across clinic, home and community settings. The child’s mother acted as therapist across all conditions. Reliability data were collected for 86% of the sessions averaging 70%. |
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| 57. A Parent Implemented Behavior Program to Decrease Disruptive Behaviors |
| Area: DDA; Domain: Applied Research |
| DANIEL W. SMITH (Capitol Region Education Council) |
| Abstract: A habit reversal procedure similar to Woods, et al (1996) was applied to four disruptive behaviors with an adolescent with developmental disabilities in a home setting. Four intervention phases were applied sequentially by the participant’s mother over 10 mos. The frequency of disruptive behaviors was recorded. Phase one consisted of awareness training in which the target behaviors were labeled as they occurred. Phase two consisted of awareness training plus self-monitoring. In phase three, a DRL with a changing criterion was used. Phase four consisted of maintenance of the previous procedures plus response cost. During baseline, the combined mean rate of insults complaining invading personal space and non-compliance was 20.4 responses per day. During Phase one the combined mean rate was 24.6 responses per day. The combined mean rate during phase two was 18.2 responses per day. During phase 3 the combined mean rate was 4.5 responses per day. In the final phase, the combined mean rate was 1.6 responses per day. |
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| 58. Increasing the Effectiveness of Goal Setting Using Performance Management |
| Area: DDA; Domain: Applied Research |
| ASHTON J. ROBINSON (Southern Illinois University), Kenneth W. Wilson (Southern Illinois University), Susan A. Parker-Singler (Southern Illinois University), James L. Soldner (Southern Illinois University), Stacey L. Small (Southern Illinois University), John M. Guercio (Center for Comprehensive Services), Mark R. Dixon (Southern Illinois University) |
| Abstract: This study utilized a behavioral skills training approach to increase staff and participant’s knowledge and completion of objective goal setting. In the present study, individuals with acquired brain injury participated in a weekly team meeting in which they set goals, and a second weekly meeting where they received feedback on their performance on those goals. During baseline participants received limited instruction and reinforcement for attending groups, setting objective goals, or meeting those goals. Results during baseline showed low attendance at group contracting sessions and poor performance on setting and attaining objective goals. The treatment protocol increased the quality and completion of goals for many of the participants involved. These data suggest that a relatively easy to implement goal setting program can improve the frequency of attendance in clinical sessions and also improve rehabilitation for persons with traumatic brain injury. |
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| 59. Impact of Environmental Factors on Children with Developmental Disability-Testing Transaction Model |
| Area: DDA; Domain: Applied Research |
| YOUNG SOOK CHUNG (Daegu University, South Korea), In Soo Cho (Daegu University, South Korea), Chi Youn Yoon (Choon Hae University), Heung Shin Jin (Daegu University, South Korea) |
| Abstract: The purpose of this study was to identify potential risk dimensions for children with developmental delay or at-risk children and to test transactional model, taking the role of environment in affecting the development of children into account. This study assumes that children's developmental outcomes are a product of the combination of an individual and his or her experience. Also, the development of children is regarded as a product of the continuous interactions of the children and the experience provided the family and social context. Data were factor analyzed, and the results revealed four different risk dimension types : impulse-aggressive, physical-immature, cognitive-immature, social- immature dimension. Applying structural equations for the causes of the endogenous variables (i. e., children's developmental delay, parent's anxiety, children's difficult temperament, parent's avoidance, and children's potential risk dimensions) hypothesized transactional model in this study was proved, implying that children's developmental delay or outcome was neither a function of the initial state of the children alone nor of the initial state of the environment alone. Similarities and differences in risk dimension types are discussed, and implications for children as well as family welfare policies are provided. |
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| 60. Comparison of Three Methods of Preference Testing in People with Profound Multiple Impairments |
| Area: DDA; Domain: Applied Research |
| MURIEL D. SAUNDERS (University of Kansas), Richard R. Saunders (University of Kansas) |
| Abstract: Three methods for testing preferences of people with very limited motor movements and no formal communication skills were examined. An interface enabled operation of leisure devices via an adaptive switch. The interface also enabled two different switch-closure consequences: (a) switch closures Activated a device or (b) switch closures Deactivated a device that was already operating. Relative preference for two devices was tested in 45-min sessions in 10 adults. First, each session tested a single device, with devices alternated across 6 sessions with consequence (a): Activation by switch closure. Next, each session tested a single device, with devices alternated across 6 sessions with consequence (b): Deactivation by switch closure. Thirdly, in a Two-Choice Method, both devices were present each session. On odd numbered days, a switch closure Deactivated Device 2 and Activated Device 1; releasing the switch reversed that change. On even-numbered days, a switch closure Deactivated Device 1 and Activated Device 2. Results from the Two-Choice Method indicated that 6 individuals showed a preference for one item over the other, 1 showed a preference for controlling both devices, and 2 showed no preference. Also, the Two-Choice Method showed more preference differentiation than either of the other methods. |
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| 61. Assessment to Reduce Tics by Delivering High Rates of Conversation during High Preference and Low Preference Tasks |
| Area: DDA; Domain: Applied Research |
| CHRISTOPHER M. MASTERSON (Bancroft NeuroHealth), Christine Horvath (Bancroft NeuroHealth), Michael Jordan (Bancroft NeuroHealth), Deborah A. Napolitano (Bancroft NeuroHealth) |
| Abstract: Persons with Tourette’s syndrome often display repetitive movements such as tics. When severe, tics can interfere with a person’s ability to function independently. Therefore, identifying the operant function of a person’s tics might be beneficial to the development of an effective treatment. An initial functional analysis conducted with a 16-year-old female diagnosed with Tourette’s syndrome and mild MR suggested that her tics were maintained by automatic reinforcement. However, anecdotal observations suggested that the participant might engage in a lower rate of tics when engaged in conversations about preferred topics and a higher rate of tics when prompted to complete demands. Based on these observations, we evaluated four conditions: a) demands using high-preference activities with high social attention, b) demands using high-preference activities with low social attention, c) demands using low-preference activities with high social attention, and d) demands using low-preference activities with low social attention. We also included an alone condition for comparison. Results indicated that the participant engaged in lower rates of tics when high social attention was provided and the participant was prompted to complete either high or low preference demands. Interobserver agreement was collected for over 25 % of sessions, and averaged at least 80 %. |
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| 62. Functional Analysis of Problem Behavior in Children with Traumatic Brain Injury |
| Area: DDA; Domain: Applied Research |
| KYLIE LARSEN (Kennedy Krieger Institute), SungWoo Kahng (Johns Hopkins University School of Medicine), Susan R. Miller (Kennedy Krieger Institute), Christie Fyffe-Zawisza (Kennedy Krieger Institute) |
| Abstract: The importance of a treatment that targets behavioral function has been demonstrated in the research literature as well as applied settings (Iwata et al., 1994). Functional analyses of problem behavior have been effective in identification of variables likely to maintain problem behaviors in a variety of settings such as residential centers, outpatient clinics, hospitals, classrooms, and homes. Furthermore, this technology has been used in the evaluation of problem behavior displayed by individuals from a variety of populations such as individuals with developmental disabilities, typically developing children, and individuals with schizophrenia. The present study extends the functional analytic technology to problem behavior displayed by individuals with traumatic brain injuries (TBI). Three children participated in this study during the course of their admission to an inpatient unit for children with severe behavior disorders. Participants were admitted for the evaluation and treatment of aggressive and disruptive behaviors and all were between the ages of 9 and 11. A functional analysis (Iwata, Dorsey, Slifer, Bauman & Richman, 1982/1994) was conducted on each participant’s problem behaviors during 10-20 minute sessions using a multi-element experimental design. Differentiated rates of responding were observed for all participants, suggesting that this technology is effective in identifying the variables that maintain problem behavior displayed by individuals with TBI. |
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| 63. Comparing Moderate-to-Lean and Dense-to-Lean Schedules of Reinforcement |
| Area: DDA; Domain: Applied Research |
| TRACI M. BROWN (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Jennifer Lynne Bruzek (Kennedy Krieger Institute), Meghan Moore (Kennedy Krieger Institute) |
| Abstract: The majority of studies on behavior reduction interventions using Functional Communication Training (FCT) have not included schedule thinning for communication. In the current investigation, which utilized an ABAB reversal design, extinction plus FCT on an FR1 schedule was successful in reducing the problem behavior of a 9-year-old girl diagnosed with moderate mental retardation. Next, schedule thinning was initiated to make the treatment more feasible in the natural environment. Two alternative reinforcement schedules were compared using a multielement design; 1) a “dense-to-lean” (DTL) schedule, wherein reinforcement was initially delivered on a dense schedule followed by schedule thinning to a progressively leaner schedule, and 2) a “moderate-to-lean” (MTL) schedule, wherein progressively larger jumps were made in thinning the reinforcement schedule. Two observers collected data for 39% of sessions yielding an exact agreement co-efficient of 94%. Results demonstrated that the terminal goal was reached more rapidly using the MTL schedule, suggesting the utility of using relatively lean schedules of reinforcement at the onset of treatment. |
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| 64. Evaluating the Reductive Effects of a Discriminative Stimulus, FCT, Competing Items, and Extinction on Aggressive and Ritualistic Behavior |
| Area: DDA; Domain: Applied Research |
| JENNIFER LYNNE BRUZEK (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Kimberly Seckinger (Western Michigan University) |
| Abstract: The essential features of Obsessive-Compulsive Disorder (OCD) are recurrent obsessions or compulsions that are severe enough to be time consuming (i.e., they take more than 1 hour a day) or cause marked distress or significant impairment (DSM –IV, 1994). The ritualistic behaviors of individuals diagnosed with OCD can severely impair their ability to participate in daily life activities. In the current investigation, we evaluated the reductive effects of a discriminative stimulus, competing items, functional communication, and extinction on the ritualistic and aggressive behavior of an 11-year-old male diagnosed with OCD and Autistic Disorder. Following an assessment that indicated the participant engaged in aggressive behavior as a means of gaining access to ritualistic behavior, a treatment consisting of competing items plus extinction was introduced. However, due to clinically insignificant reductions, FCT and a discriminative stimulus, which indicated when the participant would be permitted to engage in rituals and when rituals would be blocked, were added to the treatment using an ABAB design. Results indicated that allowing the participant to request for access to rituals and indicating when that was appropriate, in addition to competing items and extinction, was successful in reducing the aggressive behavior. Reliability data were collected during 51% of sessions yielding an exact agreement coefficient of 98.9%. |
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| 65. Evaluation of Sleep Patterns Among Community-Living Adults with Mental Retardation |
| Area: DDA; Domain: Applied Research |
| CHRISTINE M. MAGEE (The May Institute), James M. Sperry (The May Institute), Shawn Parker (The May Institute), James K. Luiselli (The May Institute) |
| Abstract: This paper is a descriptive analysis of the sleep patterns of 59 adults (48 male and 11 female) all diagnosed with Mental Retardation in the mild to profound range. Data was collected in 16 community based residences using a data collection sheet that required observation of the participants at half hour intervals between the hours of 7:00 PM and 7:00 AM. Participants were recorded as asleep, awake, awake and disruptive, or up and using the bathroom. Results indicate that the participants averaged 7.91 hours of sleep per night and inter-observer agreement was at 100%. Participants were recorded an average of 3.63 hours awake, 5.97 hours awake and disruptive, and 0.51 hours up and using the bathroom. Grouped data indicates that 3.3% of participants averaged 0-4 hours of sleep per night, 15.3% averaged 5-6 hours, and 81.3% averaged 7+ hours of sleep. |
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| 66. Using a Fruit Chaser to Reduce Packing |
| Area: DDA; Domain: Applied Research |
| ROBERT-RYAN S. PABICO (Marcus Autism Center), Cathleen C. Piazza (Marcus Autism Center), Meeta R. Patel (Marcus Autism Center), Gregory K. Reed (Marcus Autism Center), James W. Moore (Marcus Autism Center), Melanie H. Bachmeyer (Marcus Autism Center), Stephanie D. Bethke (Marcus Autism Center), Stacy A. Layer (Marcus Autism Center) |
| Abstract: The current study assessed the effects of presenting a bite of pureed fruit (fruit chaser) following the occurrence of packing (pocketing and holding accepted food in the mouth) with 2 participants diagnosed with a pediatric feeding disorder. Packing was associated with insufficient caloric intake, resulting in inadequate weight gain for both participants. We used an ABAB reversal design with one participant and a multiple baseline across food items with the second participant. Two independent observers achieved over 93% agreement on approximately 25% (participant one) and 30% (participant two) of these sessions. High-levels of packing were observed in baseline. Presentation of the fruit chaser was associated with reduced levels of packing for both participants. In addition, the introduction of the fruit chaser was also associated with increased gram intake for both participants relative to baseline. The results are discussed in terms of the potential mechanism(s) by which the fruit chaser was effective in reducing packing and increasing gram intake. |
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| 67. Contingent and Background Attention for Compliance of Preterm Children with Low Birth Weight: A Descriptive Analysis |
| Area: DDA; Domain: Applied Research |
| JENNIFER R. THORSTEINSSON (University of Manitoba), Sabrina M. Berry (University of Manitoba), Dickie C. T. Yu (University of Manitoba), Kirsten M. Wirth (University of Manitoba), Kerri L. Walters (University of Manitoba), Garry L. Martin (University of Manitoba), Andrea Marchylo (University of Manitoba) |
| Abstract: This study used the descriptive analysis method proposed by Vollmer, Borrero, Wright, Camp, and Lalli (2001) to analyze parent instructions, child compliance, positive attention, and background positive attention for five 2-year-old preterm children with low birth weight. Data obtained from videotapes of parent-child interactions showed a high rate of instructions and requests (mean = 4.06/min) and a low rate of (mean = .42 per instruction/request). Parents provided significantly mo re direct instructions (mean = 2.88/min) than requests (mean = 1.18/min). As expected, compliance was more likely following direct instructions (mean = .49) than requests (mean = .42), although this difference was not statistically significant. The average probability of positive attention for compliance to all instructions and requests was .73 and was not significantly different from the background probability of positive attention of .91. The results suggest that rate of compliance was adversely affected by high rates of instructions and a lack of differential consequences for compliance. Interobserver reliability averaged 96% (range, 80%-100%) for requests, instructions, compliance, and positive attention. |
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| 68. An Evaluation of State-funded ABA Services Provided to Children Under Age Three |
| Area: DDA; Domain: Applied Research |
| JESSICA A. ROYER (Partners in Behavioral Milestones, Inc.), Enedelia A. Sanner (Partners in Behavioral Milestones, Inc.) |
| Abstract: We evaluated the model of ABA service delivery under Part C state funding in the state of Missouri. This included children ages birth to three identified by the state with various developmental disabilities such as autism, pervasive developmental disability not otherwise specified, speech delays, feeding disorders, etc. As part of an inter-disciplinary team, which included Behavior Analysts, Speech-Language Pathologists, Occupational Therapists, Special Education Teachers, and Physical therapists, we delivered ABA services to children in homes, day care, and in specialized care centers. Each child’s individualized program was solely state funded with limited hours provided in each respective discipline. A description of services as well as a sampling of data for individual clients will be presented. |
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| 69. Assessment and Treatment in a School Setting |
| Area: DDA; Domain: Applied Research |
| DEBORAH L. BORDEN-KARASACK (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute), Gregory Breznican (Kennedy Krieger Institute) |
| Abstract: Standard analogue functional analysis procedures used to assess the environmental events that maintain problem behavior (Iwata, et. al, 1994) are often completed in structured, clinical settings vs. natural settings. However, it may not always be possible to replicate naturally occurring events in the clinic (Northrup, et. al, 1994). In this study, a 6 year old boy who reportedly exhibited no problem behaviors at home, but exhibited severe aggression and property destruction in the classroom participated in an experimental functional analysis in his school. Outpatient behavior therapists completed the functional assessment during weekly visits over a 4-week period. The results of the functional assessment showed clear tangible and social attention functions. Inter-rater reliability was completed 25% of the sessions with an average agreement of 92%. These results suggest that when differential reporting of problem behaviors is evident a functional analysis in a natural setting can indicate the maintaining environmental events. Further implications of the value of completing standard functional assessments in the natural setting are discussed. |
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| 70. Concurrent Variable Interval Schedules and the Functional Analysis of Problem Behavior |
| Area: DDA; Domain: Applied Research |
| ELIZABETH GIBBONS (Bancroft NeuroHealth), Sheri A. Felice (Bancroft NeuroHealth), James J. Dunleavy (Bancroft NeuroHealth), Patrick R. Progar (Bancroft NeuroHealth), Frances A. Perrin (Bancroft NeuroHealth), Michael C. Davison (The University of Auckland, New Zealand) |
| Abstract: The present study adapted the use of a pseudorandom binary sequence (PRBS) from basic research findings to an applied setting. The study examined the influence of both proximal contingencies (i.e., those in effect today) and distal contingencies (i.e., those in effect on previous days). The participant was an 18-year old male diagnosed with Down Syndrome. Appropriate and inappropriate behavior were reinforced for 31 sessions in a pseudorandom fashion between concurrent variable interval 15-s variable interval 60-s schedules and concurrent variable interval 60-s variable interval 15-s schedules, followed by 10 sessions conducted on a concurrent variable interval 15-s variable interval 15-s schedule. Interobserver data were collected during 27 of 41 sessions with an average total agreement of 98.14%. The results indicated that proximal (i.e., current) contingencies exerted almost exclusive control over the behavior of the individual. Additionally, the participant displayed a bias toward appropriate behavior. These results suggest that if problem behavior were accidentally reinforced in the future, it would be likely that this individual would continue to engage in appropriate behavior. If a treatment fails in a less restrictive setting, it may be important to assess the degree to which reinforcing inappropriate behavior on an intermittent schedule affects appropriate behavior. |
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| 71. Treatment of Problem Behavior Using Functional Communication Training: Generalization Across Functions and Caregivers |
| Area: DDA; Domain: Applied Research |
| SCOTT BRAUD (Louisiana Center for Excellence in Autism), Patricia F. Kurtz (Kennedy Krieger Institute), Iser Guillermo DeLeon (Kennedy Krieger Institute) |
| Abstract: Research has demonstrated the effectiveness of functional communication training (FCT) in reducing problem behavior when coupled with extinction. The generalization of those effects to new individuals, settings, and behaviors has also been demonstrated (Derby et al., 1997; Durand & Carr, 1991, 1992; Hagopian et al., 1998); however, few studies have examined the parameters surrounding generalization. The purpose of the current study was to examine the generalization of (1) FCT + Extinction treatment effects and (2) functional communicative responding across caregivers and functions. The problem behavior of a 2-year-old boy was assessed using an analogue functional analysis conducted with two caregivers. Results of the functional analysis suggested that problem behavior was maintained by access to attention and tangible items with both caregivers. FCT + Extinction was implemented using a multiple baseline design across caregivers and functions. The intervention resulted in a 98% decrease in problem behavior and an increase in functional communicative responding. Reliability data were collected on 67% of sessions with a mean reliability coefficient of 94.09. During treatment, instances of stimulus and response generalization were observed. The results are discussed in terms of the strategies used to promote the generalization of treatment effects and communicative responding. |
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| 72. Improving Staff Interactions with Adults with Dual Diagnoses |
| Area: DDA; Domain: Applied Research |
| LORI L. FINN (The League Treatment Center), Alan W. Fried (The League Treatment Center), Claire L. Poulson (Queens College and The Graduate Center, City University of New York) |
| Abstract: Research has demonstrated the importance of training staff members working with individuals with developmental disabilities to interact with them frequently and to maintain high rates of positive interactions. This study used components of a training program investigated by Schepis and Reid (1994) to train paraprofessional staff who work with adults dually diagnosed with mental retardation and psychiatric disorders in a day treatment facility. The complete program used in this study included a brief in-service training, after which staff members created their own performance goals. A series of observation sessions was then conducted, followed by verbal and written feedback of staff performance. The results of this multiple-baseline-across-subjects study indicated that all staff members who participated in the complete training program increased the frequency of their interactions with consumers as well as the ratio of positive to non-positive statements made to consumers. Frequency of interactions increased from a mean of 10.6 per five-minute interval during baseline to a mean of 22.3 during treatment. Further, subjects exhibited a mean of 2.3 positive statements and 7.0 non-positive statements per five-minute observation session during baseline and a mean of 10.9 positive and 5.9 non-positive statements during treatment. |
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| #259 Poster Session – DEV |
| Sunday, May 30, 2004 |
| 4:30 PM–5:20 PM |
| Exhibit Hall D (Hynes) |
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| 73. Computer Assessment of Overselective Visual Attention in Six-Year and Nine-Year Old Boys |
| Area: DEV; Domain: Applied Research |
| NANCY H. HUGUENIN (Behavior Analysis & Technology, Inc.) |
| Abstract: Overselective attention interferes with a child’s learning and development. Although overselective attention is frequently reported in students with developmental disabilities, it has typically not been observed in children of normal development. Training compounds composed of letters and symbols and all letters were administered to see if overselective attention occurred for nondisabled children when more complex stimuli were presented. Two stimulus-control testing procedures, administered with computer touch-screen technology, assessed how the children attended to stimulus compounds when conditional-discrimination tasks requiring simultaneous attention to multiple cues were provided. In addition, four young boys and three older boys were given the same conditional discriminations to assess overselective attention in different age groups. Overselective attention occurred in the young boys and persisted despite extended training although extending training did eventually teach them to attend simultaneously to two stimulus elements. These findings indicate overselective attention is not only found in students with developmental disabilities but also occurs in children of normal development. Restricted attention in young boys appears to be temporary however, because when the same conditional discriminations were presented to older boys, overselective attention was not observed. In contracted, restricted attention in children with developmental disabilities is often chronic and doesn’t diminish as the child develops. It may not be the presence of overselective attention but how long it persists that distinguishes children with developmental disabilities. |
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| 74. 'Maternally-Provided Consequences May Determine the "Fear-of-Strangers" Phenomenon |
| Area: DEV; Domain: Applied Research |
| KERRIE L. LUM LOCK (Florida International University), Jacob L. Gewirtz (Florida International University), Martha Pelaez (Florida International University) |
| Abstract: The infant "fear-of-strangers" phenomenon was explored experimentally from a learning perspective. The notion was examined that approach to, and avoidance of, strangers may be prompted by antecedent cues and shaped and maintained (i.e., reinforced) by contingent attention provided by the parent. Six, 8- to 10-month-old infants participated in a four-phase single-subject ABAB design involving: (A1) base level; (B1) and (B2) parent attention provided contingent on each infant approach to the stranger; and (A2) parent attention provided contingent on each infant avoidance of the stranger. The base level phase assessed the infant's initial rate of approach to the stranger in the absence of parent-provided cues or contingent stimuli. Parent behavior was controlled via earphone instructions. The approach and avoidance data patterns from the fants across the four experimental phases of the design indicate that the differential responses of the caregiver function as cues and reinforcing contingencies for the infant's approach ad avoidance behavior in the presence of strangers. In life settings, such parental stimuli may be provided inadvertently, and may be one reason infants manifest a pattern of avoidance or escape behaviors denoting a "fear-of-strangers." Pearson Product Moment Correlations were computed for all infants on 50% of the total data randomly selected. The overall r value between two independent observers across all infants and phases was 0.96. |
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| 75. Children's Preference for Delayed Rewards Increases with Age |
| Area: DEV; Domain: Applied Research |
| MARGUERITE L. HOERGER (University of Wales, Bangor) |
| Abstract: Self-control is traditionally defined as a preference for larger, delayed rewards over smaller immediate rewards. The current study was designed to test if children’s self-control increases with age and if they are sensitive to reinforcer delay and amount. Children age 4-, 6-, and 8-years-old participated in the experiment. On a computerised test they chose to receive 1 reward after a 2s delay, or 3 rewards after delays of 30-, 60-, or 120s. Each child participated in 3 levels of delay. The data revealed that the older children chose the larger, delayed rewards more often than the younger children, and the children chose the larger delayed option more frequently when the delays was 30s, less at 60s, and least often when the delay was 120s. The data will be reported as both as group means and as individual data points. |
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| 76. Analysis of Mother-Child Socio-Linguistic Interaction Patterns Using a Multidimensional Observational System |
| Area: DEV; Domain: Applied Research |
| CARMEN QUINTANA (University of Guadalajara, Mexico), Emilio Ribes Inesta (University of Guadalajara, Mexico), Jazmin Carvajal (University of Guadalajara, Mexico), Laura Correa Patiño (University of Guadalajara, Mexico), Edgar Eduardo Montes Castro (University of Guadalajara, Mexico), Nora Rangel (University of Guadalajara, Mexico) |
| Abstract: Preliminary data on the observation of development of mother-child interactions are presented. A 3-month-old baby and his mother were filmed in four situations: bath, feeding, diaper change, and play. A sample of each situation was analyzed with a categorical system developed to observe patterns of linguistic interactions and their relations with specific settings. We discuss the usefulness of the system in identifying specific patterns of linguistic interactions for each situation and the relationship of those patterns with the acquisition of cognitive and social skills. |
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| 77. Delayed Matching-to-Sample Performance Across the Lifespan: Effects on Accuracy and Latency |
| Area: DEV; Domain: Applied Research |
| EUNICE G.S. GARDNER (University of Arkansas, Little Rock), John J. Chelonis (University of Arkansas, Little Rock), John Dornhoffer (University of Arkansas for Medical Sciences), Victor Henderson (University of Arkansas for Medical Sciences), John Hart (University of Arkansas for Medical Sciences), Donna J. Blake (University of Arkansas for Medical Sciences), Merle G. Paule (National Center for Toxicological Research) |
| Abstract: Previous research in children has found that accuracy on a short-term memory task increases with age while response latency decreases. The present study extends this research by comparing accuracy and response latencies on a delayed matching-to-sample (DMTS) task across the entire human lifespan. The groups used were 5-7 years of age (n=307), 10-12 years of age (n=165), 18-45 years of age (n=75), and greater than 55 years of age (n=15). For this task one of seven possible stimuli was presented on each trial, followed by a delay of 1, 2, 4, 8, 16 or 32 s. Participants had to press the initial stimulus and then, following the delay, choose the previously viewed stimulus from three different stimuli. Adults between the ages of 18-45 years exhibited the greatest accuracy and shortest response latencies. Children 5-7 years of age were least accurate and exhibited the longest response latencies. Adults greater than 55 years of age were similar to children 10-12 years of age on both accuracy and response latency. Results indicate that, on a short-term memory task, accuracy continues to increase and latency decrease until middle adulthood and return to levels resembling those in late childhood at older age. |
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| 78. Maternal and Infantile Skills Involved in the Acquisition and Development of the Language |
| Area: DEV; Domain: Applied Research |
| CECILIA MAGDALENA MOLINA LPEZ (University of Veracruz, Mexico), Coral Melgarejo Nassar (University of Veracruz, Mexico), Florente Lopez Rodriguez (National Autonomous University of Mexico) |
| Abstract: The porpuse of the present study was to identify and to analyze statistically the maternal and infantile skills which are involved in the language development of normal children and those who have language problems with or without family background. Video tape recordings were done to 11 dyad mother-child, in a cubicle at the Training and Special Education Center from the Veracruzana University in Córdoba, Veracruz. To analyze the data, an observational design with direct measuring was used (Beckeman y Gottman, 1989). Based on the results, a catalog of maternal and infantile behaviors was identified. In the group three, the mothers of children with language problems who have any familiar background, the frequencies were distributed among all the categories, indicating, thereby, a larger variability in comparison with the other groups, using more frequently, the category “Management of Contingencies”. The statistical analysis of the X2, allowed to identify that the maternal and infantile categories are not independent among them, they are associated to the group of reference. As a result, it can be stated that the structure of interaction mother-child in the groups is liable to a saturated model which indicates that each group has its own structure of interaction. |
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| 79. Programmed Teaching in Mathematics for Elementary School Students |
| Area: DEV; Domain: Applied Research |
| MARTIN ORTIZ BENO (University of Veracruz, Mexico), Marco Wilfredo Salas-Martinez (University of Veracruz, Mexico), Esperanza Ferrant Jimenez (University of Veracruz, Mexico) |
| Abstract: Learning deficiency in mathematics genders a high index of failure and has an impact in lack of interest and aversion of said subject. These difficulties are not only due to students but also to the inadequate teaching process. Thus the purpose of this investigation consisted in evaluating the effect of the following factors: a) A program of basic concepts in mathematics through a Program Instruction method. b) Lecture. c) Programmed Instruction method plus lecture. d) Lecture plus programmed material on learning basic mathematics concepts, through a counterbalanced experimental design. The subjects of the investigation included four second grade elementary groups chosen at random. Materials used: 1) Mathematics second grade text book. 2) Second grade material in the Programmed Instruction method. 3) Pre and post-examination over basic concepts in mathematics before and after the school cycle. The results obtained allowed us to achieve the study’s objectives and illustrate the effectiveness of programmed instruction for teaching mathematic concepts. |
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| 80. Language Modes: Acquisition, Translativity and Intre-Modal Transfer |
| Area: DEV; Domain: Applied Research |
| AGUSTIN DANIEL GOMEZ FUENTES (University of Veracruz, Mexico), Emilio Ribes Inesta (University of Guadalajara, Mexico) |
| Abstract: Language is an articulated system of social conventions related principally to speech though it can occur in some other dimensions. The appropriate combination of the modes of occurrence and reactive systems in which behavior takes place, gives us six language modes. The following pairs can be identified: gesturing, pointing out-observing, writing-reading and speaking-listening. The main purpose of this study is to analyze the initial acquisition, translativity and intramodal transference of problem solving behaviors in first and second-order matching to sample tasks through arbitrary matching. 48 experimentally unaware children participated in the experiment, aged 9 to 11, in the fourth grade the elementary school in the city of Xalapa, Veracruz, Mexico. A pre-test/ post-test design was applied, five training sessions and three transference tests for each language mode. The results suggest that in this experiment, the speaking mode was easier to acquire and that the translativity was greater from the speaking mode in relation to the pointing out and writing modes and also that the intramodal transference was greater in the pointing out mode when during the training the speaking and writing modes were used. |
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| 81. Organization of Social Preferences of Infants and Preschool Age Children: A Behavioral and Crossectional Study |
| Area: DEV; Domain: Applied Research |
| MARIA CELIA A. ESPINOSA (National Autonomous University of Mexico), Carlos Santoyo (National Autonomous University of Mexico) |
| Abstract: This work deals with the behavioral development of social preferences in small and preeschool age children. An observational strategy was designed to the study of social interactions in situ of mexican children (1 to 5 years old). Behavioral-social preferences of 21 children of five diferent educational levels (toddlers a & b, preschool level a, b, & c) were assessed with a behavioral whole sampling of one hour in classroom and one hour in playground divided by 6 & 12 sessions of 10 & 5 minutes in classroom and playground, respectively. An observational and behavioral system of social interactions was used. Social- behavioral maps were obtained identifying social and functional behavioral indexes (social efectiveness, social responsiveness and reciprocity) which regulates social interactions and social preferences. Data shows behavioral preferences between children of different ages. Results are discussed based on the analysis of: social episodes, number of links, functional social indexes, and time allocation to partners. Developmental Implications of behavioral and social preferences are discussed. |
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| 82. Functional Analysis and Intervention of Illogical Vocalizations by Geriatric Patients with Dementia |
| Area: DEV; Domain: Applied Research |
| JENNIFER DELANEY (Southern Illinois University), Scott Sanders (Southern Illinois University), Christine Halvey (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: Inappropriate vocalizations are commonly exhibited by dementia patients. Residents of long-term care nursing facilities are often given medication to deter such behavior, but these medications have numerous side effects. To combat the overmedication of elderly residents, a behavioral treatment involving both a functional analysis and noncontingent reinforcement could prove beneficial to long-term care facilities. The present study examined the function and treatment of inappropriate vocalizations of elderly dementia patients. The functional analysis sessions were carried out in hallways or lounge areas outside of the resident’s room. The four phases were alternated in a multi-element design. The results of a functional analysis indicated that inappropriate vocalizations are often maintained by social reinforcement reinforcement contingencies and could be managed through the implementation of a function-based treatment approach. However, vocal behaviors that were emitted at the highest frequency during “automatic/sensory” conditions appeared to also be somewhat modifiable through socially mediated functional interventions. Results indicated that noncontingent attention is often effective in reducing inappropriate vocalizations, often even for “automatically reinforced” behaviors, and can also lead to an increase in appropriate vocalizations. This study has added to the increasing literature on the use of both functional analysis and noncontingent reinforcement for the assessment and treatment of inappropriate vocalizations. The use of these assessment techniques may be beneficial to long-term care providers in treating problem behavior often thought to be a simple byproduct of dementia. |
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| #260 Int'l Poster Session - EAB |
| Sunday, May 30, 2004 |
| 4:30 PM–5:20 PM |
| Exhibit Hall D (Hynes) |
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| 83. Taste Avoidance Induced Wheel Running: Effects of Backward Pairings and Robustness of CTA |
| Area: EAB; Domain: Applied Research |
| SARAH JEANNE SALVY (University of Toronto), W. David Pierce (University of Alberta), Donald C. Heth (University of Alberta), James C. Russell (University of Alberta) |
| Abstract: Rats repeatedly exposed to a distinctive novel solution (conditioned stimulus, CS) followed by the opportunity to run in a wheel subsequently drink less of this solution. Investigations on this phenomenon indicate that wheel running is an effective unconditioned stimulus (US) for establishing conditioned taste aversion when pairings are forward (i.e., CS-taste followed by the US-wheel running). However, other studies show that wheel running produces reliable preference for a distinctive place when pairings are backward. One possibility to account for these results is that rewarding aftereffects of wheel running conditioned preference to the CS. The main objective of the present study is to assess the effects of backward pairings wheel running (the US) with consumption of a distinctive taste (the CS). In a between-groups design, two experimental groups (i.e., forward and backward conditioning) and two control groups (CS-alone and CS-US unpaired) were compared. Results from this experiment indicate that there is less suppression of drinking when a CS-taste follows a bout of wheel running. In fact, rats in the backward conditioning group drank more of the paired solution than all the other groups. |
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| 84. Effects of Instructional Specificity and Feedback Density on the Rule Transmission in a Conditional Discrimination Task |
| Area: EAB; Domain: Applied Research |
| GERARDO ORTIZ (University of Guadalajara, Mexico) |
| Abstract: The present study is based on the idea that even though instructions and rules are descriptions of particular contingencies, they occur on different times: instructions precede the contact with the contingency, whereas rules are generated after such contact. To evaluate the effects of instructional specificity (specific vs. generic), feedback density (none, continuous, or accumulated) and rule target knowledge on rule transmission, 30 college students were randomly assigned to one of six experimental groups in order to perform a conditional discrimination task (first-order matching to sample). The results show that when the participants follow rules elaborated by other, instructional specificity and feedback density have differential effects on the subject’s performance and specificity and pertinence of the rules elaborated (i.e. rule transmission). |
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| 85. Concurrent Wheel-Running and Sucrose Reinforcement: Effect of Sucrose Concentration Manipulation |
| Area: EAB; Domain: Applied Research |
| TERRY W. BELKE (Mount Allison University), Ian Duncan (Mount Allison University) |
| Abstract: Concurrent schedules of wheel-running and sucrose reinforcement were used to assess the relative value of an opportunity to run and the relationship between these two commodities. Ten male Wistar rats were exposed to concurrent VI30 VI30 s schedules of wheel running and sucrose reinforcement. Responding took place on response levers located at the entrance of a running wheel. One lever produced the opportunity to run for 30 s, the other produced a drop of sucrose solution. Sucrose concentration was varied across values of 2.5, 7.5, and 12.5%. Results showed that, on average, at 2.5%, response and time allocation to both alternatives was approximately the same, with equal numbers of obtained reinforcers. As concentration increased, responses and time allocated to, and reinforcers obtained from, the sucrose alternative, increased. Time and responses allocated to the wheel-running alternative decreased, although to a much lesser degree than the magnitude of the change in allocation to the sucrose alternative, however, the number of obtained wheel-running reinforcers remained unchanged. Taken together the results suggest that the value of an opportunity to run was roughly the same as 2.5% sucrose and that changes in the "price" of sucrose had no effect on "consumption" of wheel running. |
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| 86. Concurrent Operants: Choice Behavior of Pigeons in Two Different Experimental Procedures |
| Area: EAB; Domain: Applied Research |
| JOAO CLAUDIO TODOROV (Pontifical Catholic University of Goias, Brazil), Lauro Eugenio Guimaraes Nalini (Pontifical Catholic University of Goias, Brazil), Lincoln S. Gimenes (University of Brazil), Domingos Savio Coelho (University of Brazil) |
| Abstract: Seven pigeons were submitted to concurrent variable interval, variable interval schedules using two different procedures involving three response keys. In one procedure the center key was the main key, with different colors indicating the schedules of the concurrent pair; changes from schedule A to schedule B were contingent upon pecks on the left side-key, and changes from B to A happened after pecks on the right side-key. In a second procedure, the center key was the changeover key; one schedule of the concurrent pair was assigned to the left response key, the other to the right response key (only one side-key was operative at a time). Except for establishing the opportunity to respond in one schedule or the other, changeover responses had no consequences -- no changeover delay, timeout, blackout, etc. Sensitivity of behavior distribution to changes in reinforcement distribution between the schedules was high and similar to procedures used to prevent high changeover rates. |
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| 87. Verbal Control, Variation, and Sensitivity to Contingency Changes |
| Area: EAB; Domain: Applied Research |
| JOSELE ABREU-RODRIGUES (University of Brazil), Ana A. Baumann (University of Brazil) |
| Abstract: The present study compared the effects of instructions and self-instructions, variable and specific, upon behavioral sensitivity to contingency changes. In the training phase, college students were exposed to three reinforcement schedules (Variable Group) and to one schedule (Specific Group). In Experiment 1, each one of these groups was divided into three subgroups. Participants in the self-instructions groups were asked to indicate the best way to gain points by choosing among four performance descriptions. These descriptions were given to participants in the instruction groups. Participants in the control groups were only exposed to the reinforcement schedules. In Experiment 2, self-instructed participants were given an open-ended question. After the training phase, all participants were exposed to a FI schedule and to extinction. The greatest behavior sensitivity (reduction in response rate) was observed with the Variable Self-Instruction and Variable Instruction groups than with the Specific Self-Instruction and Specific Instruction groups regardless of whether a multiple-choice or an open-ended question was presented. Participants in the control groups presented inconsistent data. These results suggested that: (a) variable (specific) self-instructions are functionally equivalent to variable (specific) instructions, and (b) variable self-instructions (instructions) promote greater behavioral sensitivity than specific self-instructions (instructions). |
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| 88. A Test of Matching Theory's Interpretation of r-sub-e |
| Area: EAB; Domain: Applied Research |
| PAUL L. SOTO (Emory University) |
| Abstract: The present experiment tested a mathematical account of variable-interval (VI) responding known as Herrnstein’s hyperbola (Herrnstein, 1970). Ten rats pressed levers for food on a series of VI schedules. Seven conditions were arranged under each of which, ten VI schedules were arranged on the left lever (target alternative) and a single VI schedule (or extinction) was arranged on the right lever (second alternative). The VI values arranged on the target alternative remained the same across conditions whereas the VI value on the second alternative varied across conditions. Herrnstein’s hyperbola was fitted to the response rate versus reinforcement rate data for each condition, resulting in seven separate fits of the equation for each subject. Obtained estimates of re did not vary systematically as a function of reinforcement obtained on the second alternative as required by Herrnstein’s account. Furthermore, reinforcement on the second alternative was found to vary systematically within a condition as a function of reinforcement on the target alternative, a finding which violates an assumption of Herrnstein’s account that reinforcement extraneous to the target alternative remains constant. Overall, the failure to obtain results consistent with the predictions and assumptions of Herrnstein’s account suggests that the account is false and that applications of the theory to areas such as behavioral pharmacology may be unfounded. |
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| 89. An Experimental Analysis of Antecedents to Habit Behaviors |
| Area: EAB; Domain: Applied Research |
| SHAI M. BROSH (Western Michigan University), R. Wayne Fuqua (Western Michigan University) |
| Abstract: In this study, 10 participants were exposed to a sequence of repeated challenged conditions (passive viewing, low stimulation, and anxiety) while their heart rate was monitored, and while being covertly videotaped. The investigator and an independent rater scored each tape for the occurrence of habit behaviors in each of the experimental conditions. The overall inter-rater reliability was .92. Results showed that the level of habit behaviors was moderate to high during the low stimulation conditions, moderate during the anxiety conditions, and low during the passive viewing conditions. The implications of this research are discussed. |
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| 90. Numeric Relations Emergency Under Conditional Control in Deaf Children |
| Area: EAB; Domain: Applied Research |
| GRAUBEN ASSIS (Federal University of Para, Brazil), Ruth Daisy Carmo (Federal University of Para, Brazil), Mariana Miccione (Federal University of Para, Brazil) |
| Abstract: Studies concerned with the formation of ordinal classes have shown success in fostering the comprehension of sequential relations. The aim of this investigation was to achieve similar results with deaf children, using visual cues instead of motor chaining. Through the use of Brazilian Sign Language, the task of each participant was to sign out number names, and figures related to abstract quantities. Five profoundly deaf children, being trained in LIBRAS. The experimental sessions were conducted in a public school. We used a Notebook linked to software developed to collect data. The response chaining procedure was used with three sets of stimuli: A = printed number names, B = numbers in LIBRAS, C = figures. Three response sequences were taught forwards in the presence of a green or red stimulus. Tests were administered to assess asymmetry, transitivity, and equivalence. The results indicated that the participants responded readily, forming ordinal classes, equivalence under conditional control. This study, besides replicating previous results using the chaining procedure, points out the presence of equivalence relations out of the matching-to-sample context, as well as the development of alternative procedures for the remediation of learning difficulties related to the acquisition of mathematic concepts in deaf children. |
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| 91. Anticipatory Eating Behavior and the Development of Eating Disorders |
| Area: EAB; Domain: Applied Research |
| ANTONIO LOPEZ-ESPINOZA (University of Guadalajara, Mexico), Hector Martinez Sanchez (University of Guadalajara, Mexico), Alma Martinez (University of Guadalajara, Mexico) |
| Abstract: Six albino rats (8 months old at the start of the experiment) were exposed to two environments. The rats remained during 5, 10, or 15 days in environment A (the rats’ living quarters) with water and food freely available. Then they were moved for five days to environment B (the experimental cage). On the first day in environment B, food and water were freely available; the four later days were days of food and water deprivation. The experiment involved ten cycles of A-B alternation. Results showed that anticipatory binge eating tended to occur on the first day of environment B (before food restriction was introduced). This anticipatory behavior could be analogous to the patterns of feeding observed in migrating and hibernating species, or to the eating behaviors observed when people start a diet. These results could promote a better understanding of the development of eating disorders. |
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| 92. Sucrose Fading Decreases Responding for Ethanol at Large Ratios in Male and Female Rats |
| Area: EAB; Domain: Applied Research |
| DIANA POSADAS-SÁNCHEZ (Arizona State University), Mark P. Reilly (Central Michigan University) |
| Abstract: Male (N=6) and female (N=6) Sprague Dawley rats were trained to lick a spout or lever press under fixed-ratio schedules of reinforcement which consisted of an ethanol-sucrose (10%/10%) solution. The sucrose concentration was decreased across conditions from 10 to 5, 2 and 0%, and an ascending order of six fixed-ratio schedules was arranged at each concentration. The ratio value doubled each day starting with 4 and ending with 128. The subsequent response-rate functions were modeled with Mathematical Principles of Reinforcement (Killeen & Sitomer, 2003). As the sucrose concentration decreased, response rates were reduced at the highest ratios for both male and female rats. The parameter a in MPR, which represents specific activation (a putative measure of motivation), consequently decreased. These results were consistent across sex and response topography and suggest that ethanol has only modest reinforcing properties in rats relative to sucrose. |
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| 93. Treatment Interventions for Activity-Based Anorexia Using an Animal Model |
| Area: EAB; Domain: Applied Research |
| NICOLE J. WILLIAMS (Bryn Mawr College), Paul D. Neuman (Bryn Mawr College) |
| Abstract: These experiments examined recovery time following weight loss, the effect of a history of weight loss on subsequent weight loss, and an intervention designed to eliminate activity-based anorexia (ABA). ABA is behavior characterized by high levels of activity, low levels of food consumption, and extreme weight loss. Different groups of rats were used for each experiment. Baseline always involved free access to food, water, and a locked running wheel for 24 hours daily. In both experiments, following five days of baseline, rats had access to food for one hour per day and access to a running wheel for the remaining 23 hours of the day (the typical ABA procedure). Experiment 1 examined recovery time during a second baseline, and then a return to the ABA procedure. Experiment 2 involved an intervention phase. Following baseline and the ABA procedure access to the running wheel was contingent upon eating adequate amounts of food (average during baseline). After rats lost weight during the ABA procedures, removal from the procedure, produced recovery in 1 to 6 days. Exposure to the ABA procedure did not consistently affect subsequent weight loss when exposed to the procedure a second time. The procedure during Experiment 2 did not eliminate ABA; rats? weights remained low. |
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| 94. Behavioral Correspondence in Pigeons |
| Area: EAB; Domain: Applied Research |
| SUSUMU MATSUI (Tokiwa University, Japan), Tetsumi Moriyama (Tokiwa University, Japan) |
| Abstract: Correspondence refers to the relationship between saying and doing. Lattal and Doepke (2001) attempted to construct a homologue of human say-do correspondence with pigeons. In this study, the variable involved in correspondence between behaviors occurring at two different times was examined under a condition which pigeons were trained on a conditional discrimination procedure.In the present study, we replicated the training procedure, which was the most effective in developing correspondence in their study. We also examined the generalization of the correspondence by using the novel color stimuli. As a result, all three pigeons developed the correspondence, and two of them showed the generalized correspondence. The results suggested that the training procedure used in Lattal and Doepke (2001) might be effective in development and generalization of correspondence. |
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| 95. Have Pigeons Engaged in Symbolically Malevolent Behavior? |
| Area: EAB; Domain: Applied Research |
| CHRIS M. SCHAUB (Temple University), Claudia D. Cardinal (Temple University), Philip N. Hineline (Temple University) |
| Abstract: In 1997, Andronis, Layng, and Goldiamond reported an experiment entitled "Symbolic Aggression in the Pigeon." Their "perpetrator birds" pecked a switching key that increased the work requirements for "target birds" in an adjacent chamber, even though this resulted in no direct benefit to the perpetrators. Several control procedures supported the designation of "symbolic aggression," whereby the pecking of a key was taken as an arbitrary substitute for directly attacking the other bird. To date, no published experiments have replicated this work.The present follow-up experiment attempts to improve upon the original procedures by eliminating the use of transparent panels, interposed between the two chambers, as switching keys. Those panels may have recorded direct aggressive movements toward the neighboring bird as if they were arbitrary responses. We use conventional switching keys that can be moved around within the chamber. Preliminary results show that one cannot assume that birds will treat the switching key equivalently when its location is changed within the chamber, let alone moved to the adjacent chamber. It remains to be seen whether explicit training of interchangeability across positions will then result in a replication, with truly arbitrary responses, of the "symbolic aggression" that Andronis et al. reported finding. |
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| 96. The Effects of Same vs. Qualitatively Different Reinforcers on Rats' Response Rates |
| Area: EAB; Domain: Applied Research |
| JESSIE-SUE MILO (West Virginia University), Kennon Andy Lattal (West Virginia University) |
| Abstract: Previous studies have suggested that response rates maintained by qualitatively different reinforcers were higher than those maintained by a single reinforcer type. In Experiment I, rats' lever presses were maintained on a 3-component multiple schedule with variable-interval schedules in each component. In the first component, sweet and condensed milk was delivered. In the second component, pellets were delivered. In the third component, milk and pellets were delivered. Response rates maintained by both pellets and milk generally were lower than those maintained by milk and higher than those maintained by pellets. In Experiment II, rats' lever presses were maintained by milk delivery in one session type, by pellet delivery in a second type, and by milk and pellets in a third session type. In contrast to earlier experiments, response rates maintained by milk and pellets together generally were lower than those maintained by milk and higher than those maintained by pellets. |
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| 97. Variable Level Reinforcement Schedules on Gambling Behaviors: A Look at the Preference Paradigm |
| Area: EAB; Domain: Applied Research |
| MICHAEL F. PISNEY (University of Northern Iowa), Dustin Daugherty (University of Northern Iowa), Patience R. Niemoth (University of Northern Iowa), Otto H. Maclin (University of Northern Iowa) |
| Abstract: The purpose of this study was to determine the reinforcement properties of various schedules of reinforcement on gambling behaviors using a preference paradigm dual slot machine created by Maclin, Dixon, and Hayes (199). Participants were asked to play a simulated slot machine for approximately 50 minutes. During the first ten minutes participants were allowed to play one slot machine for five minutes while being locked out of the other one and vise versa for the second five minutes. Following the ten minute interval, participants were allowed to play either slot machine, creating a preference paradigm. When controlling for the primacy effect and preferences for left and right slots the research team determined the participants had a moderate to strong preference for the VR 10 schedule compared to a VR 50 schedule. |
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| 98. Effects of Internet Gambling on Teenagers and Young Adults |
| Area: EAB; Domain: Applied Research |
| SCOTT SHAW (University of Northern Iowa), Dustin Daugherty (University of Northern Iowa), Daniel Garcia (University of Northern Iowa), Otto H. Maclin (University of Northern Iowa) |
| Abstract: Looks at the possible consequences of internet gambling on adolescents and college aged individuals. The main focus is on future methodological studies that address four main issues; 1) what are the differences of gambling online compared to being in an actual casino environment, 2) what are the prevalence rates of people who use online casinos, specifically in regards to teenagers and young adults, 3) what types of inducers make internet gambling more likely, 4) how are internet gamblers different than other gamblers (i.e. frequency of play, bets, games played, and time of day they gamble). The poster addresses the importance of these issues and how they should be examined in the future. |
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| 99. Fine Analysis of Performance under Variable-interval and Variable-ratio Schedules of Reinforcement in Rat |
| Area: EAB; Domain: Applied Research |
| TAKAYUKI TANNO (Keio University, Japan), Takayuki Sakagami (Keio University, Japan) |
| Abstract: Fine structure of response distributions under variable-interval (VI) and variable-ratio (VR) schedules were analyzed to find out factors for response rate differences between these schedules under the same reinforcement rates. Data were collected by within subjects yoked control procedure using four rats. First analysis examined 10 inter-response-times (IRTs) before and after reinforcers, by calculated each median. This analysis showed that (1) post-reinforcement IRTs were longest and no difference between VI and VR; (2) pre-reinforcement IRTs were longer in VI; and (3) remaining IRTs were constant and little shorter in VR. Second analysis was revised cutoff-IRT analysis. We defined responses with IRT longer than 1 second as bout-initiation-responses, and the other responses as within-bout-responses, then we calculated some index of bouts such as number of responses per bout (NRB). As a result, only NRB showed a significant difference in VI and VR. These results suggest that response rate difference under these schedules reflect the difference of NRB, and this different behavior was generated by the difference of pre-reinforcement IRTs. Lastly, these results are discussed in view of the other analyses results, from log-survivor plot and point process. |
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| 100. Effects of Previous Reinforcement of Variability or Repetition on Learned Helplessness |
| Area: EAB; Domain: Applied Research |
| MARIA HELENA HUNZIKER (Federal University of Sao Paulo, Brazil), Fernando Manfre (Federal University of Sao Paulo, Brazil), Marcos Yamada (Federal University of Sao Paulo, Brazil) |
| Abstract: This experiment investigated whether positive reinforcement of behavioral variation or repetition can immunize against learned helplessness. Sixty three rats were divided into three groups. Initially, for one of the groups, positive reinforcers were contingent to behavioral variation of lever-press sequences (VAR); for the other group, reinforcers were contingent to behavioral repetition (REP), i.e, only one sequence were reinforced; the third group remained in their home cage (ING). Following this procedure, each group was subdivided into three, and each subgroup was exposed to one of the following treatments: controllable shocks (C), uncontrollable shocks (I), or no shock (N). The next day, all subjects were tested in an escape contingency, where jumping from one side to the other in a shuttlebox produced immediate interruption of the shocks. At the first phase, all VAR subjects varied their sequences and those from REP group repeated the same sequence, indicating sensitivity to the manipulated positive reinforcement. In the escape test, only the ING-I subjects didn´t learn to escape (learned helplessness effect). Conversely, all VAR and REP subgroups learned to escape equally. These results suggest an immunization process produced by previous positive reinforcement, without differential effect from variation or repetition learning. |
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| 101. Approach and Retreat: Shaping the Behavior of Llamas with Negative Reinforcement |
| Area: EAB; Domain: Applied Research |
| JENNA N. POLLARD (University of North Texas), Sarah C. McDaniel (University of North Texas), Nicole R. Dorey (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: The purpose of this research is to experimentally demonstrate the use of negative reinforcement to shape llamas to accept food from the hand of a human trainer/experimenter. Three llamas were chosen from the Frank Buck Zoo because they avoided proximity to trainers. A multiple baseline design across subjects was used to assess the effects of the training procedure. During baseline the trainer approached the llama until either the trainer was close enough to offer food to the llama or the llama moved away. During the training sessions the trainer approached a llama and put a dish of food on the ground, activated a clicker and moved away from the llama. Across trials, the distance between the trainer and the llama was reduced until the llama accepted food from the hands of the experimenter. The results of the study show that the procedure was effective with the first llama. The data are still in progress for the two remaining llamas. |
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| 102. EAHB-SIG Student Paper Award Winner: Human Group Choice: The Relation between Travel Cost and the Ideal Free Distribution |
| Area: EAB; Domain: Applied Research |
| GEORGE ANTHONY BENNERS (Armstrong Atlantic State University) |
| Abstract: Human group-choice research is an extension of the Ideal Free Distribution (IFD), a social foraging theory in behavioral ecology, to human behavior. The present study used a free operant procedure constructed as a between-groups experiment to test the relationship between the IFD and travel cost. The travel distance between resource sites was extended from 6 to 24 meters to investigate the effect on the group sensitivity measures. Although it was expected that group sensitivity would increase and overmatching would occur as the travel cost increased, sensitivity remained constant. However, when a large travel cost was employed, the orderliness of the group choices decreased. In addition, analysis of the individuals’ switching behavior revealed a slight increase in switching as travel cost increased. Individual analysis also suggested that the group choice could be reduced to individual matching. |
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| 103. Second-order Presentation of Brief, Paired Stimuli Affects Response Patterning but not Breakpoint under Progressive Ratio Schedules of Reinforcement |
| Area: EAB; Domain: Applied Research |
| JOSE L. MARTINEZ (Southern Illinois University Carbondale), Brian D. Kangas (University of North Texas), Katarzyna Grabowska (Southern Illinois University Carbondale), Eric A. Jacobs (Southern Illinois University Carbondale) |
| Abstract: In the present study, we assessed the effects of second-order brief, paired stimulus presentation on progressive ratio performance in rats. Lever pressing was maintained by a progressive-ratio schedule of milk delivery. During reinforcement, a tone and hopper light accompanied milk delivery. The progressive ratio step size was set at 3 or 10 responses, depending upon subject. Sessions terminated when 10 minutes transpired without completing the current ratio requirement. The last ratio completed was deemed the breakpoint. Under some conditions, the tone and the hopper light were presented for 0.5 s upon completion of each step size unit. For example, if the current response requirement was 30 and the step size was 10 responses, the tone and light would be presented following the 10th and 20th responses. Inclusion of the brief, paired stimuli did not sytematically affect progressive ratio breakpoints. However, the rats frequently paused following presentation of the brief, paired stimuli, particularly at relatively high ratio values. Thus, although the stimuli did not facilitate higher breakpoints, the stimuli did appear to be serving a conditioned reinforcing function. |
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| 104. MTS_DSS 1.0: Software Designed to Study Conditional and Simple Discrimination |
| Area: EAB; Domain: Applied Research |
| MARCIO MOREIRA (Pontifical Catholic University of Goias, Brazil), Cristiano Coelho (Pontifical Catholic University of Goias, Brazil) |
| Abstract: This software makes possible studies on simple and conditional discriminations, main features being the speed and easiness to set up new procedures without the need of a computer programmer's intervention. MTS_DSS 1.0 runs under protocols. Each protocol corresponds to a phase of an experiment. Experiments do not need to be interrupted to change the current protocol. Each protocol has the following configuration possibilities: 1) simple discrimination (1 to 6 choices) or conditional discrimination (1 model and 1 to 6 comparisons); 2) presentation of visual and/or auditory stimuli; 3) Inter-trial interval ; 4) correction procedure; 5) randomize trials sequence and the position of the comparisons; 6) auditory and/or visual feedback; 7) to show accounts of successes and mistakes; 08) set initial instructions/report requests; 08) ending criteria per time and/or performance; 09) modules that enable the researcher to design his own instructions and stimuli. All the objects (protocols, stimuli, messages, etc.) built by the software are stored and can be easily accessed for new experiments. Each protocol generates a result file with description of the configuration and measures of each trial like response latency, performance and statistical summaries of the session. MTS_DSS 1.0 was built under a Windows VB 5.0® platform. |
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| 105. The effects of Disruptive Events on Time-Place Learning in Rats |
| Area: EAB; Domain: Applied Research |
| JACOB NORRIS (Illinois Wesleyan University), James D. Dougan (Illinois Wesleyan University) |
| Abstract: Traditional behavior analysis has long emphasized the relationship between responding and local reinforcement effects. This is typified by testing animals in a constrained environment (the operant chamber) for during brief sessions. With some notable exceptions, relatively little research has examined reinforcement effects in larger, more open environments across longer time intervals. The present experiment examines time-place learning, in which reinforcement is available in certain locations only during certain times of the day. Rats were trained to press bars for food reinforcement in a large, open environment with four different feeding stations. At any one time, only one feeding station was operative, with time of day (relative to the light/dark cycle)the only cue signaling which station was active. During baseline, rats learned to visit the appropriate station based on the time of day. They were then exposed to several “disruption” events (handling, noise, presentation of free reinforcement) to determine how the disruptions would alter their time-place responding. The results have implications for theories of timing as well as for theories of operant behavior. The results may also have implications for howexperiments are to be properly conducted. |
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| 106. Isolating the Role of Symmetry and Transitivity in the Extension of Stimulus Functions |
| Area: EAB; Domain: Applied Research |
| MEDEA RAWLS (University of North Texas), Carrie Ann Hartman (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: Prior research in our laboratory has been concerned with the relation between stimulus equivalence and extension of stimulus function. The current experiment sought to more precisely understand the role of equivalence relations in the extension of stimulus function. Across three experiments, subjects learned six overlapping conditional relations (A1-B1, A2-B2, A3-B3, B1-C1, B2-C2, and B3-C3) during Phase 1. Also during Phase 1, subjects were taught to emit a particular response in the presence of a subset of the stimuli used in the experiment. For example, in Experiment 1, stimuli designated A1, A2, and A3 became discriminative for touching the left, middle or right part of a touchscreen, respectively. The B- and C-set of stimuli were similarly trained in Experiments 2 and 3, respectively. During Phase II, test trials assessed whether 1) the conditional relations training from Phase I had given rise to stimulus equivalence and 2) whether the simple discrimination functions directly trained in Phase I had extended to other stimuli putatively related via equivalence. A total of 12 adults (4 in each experiment) participated. Results suggest that extension of function preceded equivalence but only when the nodes (set B stimuli) were explicitly trained as a discriminative stimuli in Phase 1. |
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| 107. A Functional Analysis of Self Injurious Behavior in an Olive Baboon (Papio hamadryas anubis) |
| Area: EAB; Domain: Applied Research |
| NICOLE R. DOREY (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Richard G. Smith (University of North Texas), Bryan S. Lovelace (University of North Texas) |
| Abstract: A common problem at zoo settings is that captive animals develop forms of self-injurious behavior such as over-grooming, feather plucking, and limb-biting, or self-stimulation such as pacing and rocking. It is frequently assumed by zoo professionals that the inappropriate behaviors are due to the animal’s “boredom” or lack of stimulation (Bashaw, Tarou, Maki, and Maple, 2001). The current study used procedures adapted from functional analyses with humans to determine the antecedents and consequences related to problematic behavior in the zoo. A functional analysis was designed to assess self-injurious behavior in an Olive Baboon (Papio hamadryas anubis) to determine if the target behavior was maintained by attention, tangible items, escape from tasks, or was automatically reinforced. Results indicated that the behavior was maintained by attention from humans. A treatment was implemented based on this finding. |
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| 108. Do Retirees (Retired Breeding Male Pigeons) at a “Slot Machine” Conform to the Predictions of Unit Price? |
| Area: EAB; Domain: Applied Research |
| JULIE M. SLOWIAK (University of Wisconsin-Eau Claire), Michael Paul (University of Wisconsin-Eau Claire), Carla H. Lagorio (University of Wisconsin-Eau Claire), Gregory J. Madden (University of Wisconsin-Eau Claire) |
| Abstract: This study examined the prediction of unit price that a cost:benefit ratio determines consumption. Four pigeons earned food according to a fixed-ratio 3 schedule in a closed-economy (23-hour sessions, no supplemental food, no cap on consumption). In one condition three 45 mg pellets were delivered when the FR was completed. In the other condition, an average of 3 pellets were delivered. Unit price predicts no difference in response output or consumption per session across these conditions. No difference was observed. Further data will be collected on increasing unit prices to test the demand law. Implications of these findings for understanding gambling will be discussed. |
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| 109. Matching and Maximizing in the context of a Rock/Paper/Scissors Game |
| Area: EAB; Domain: Applied Research |
| BRIAN D. KANGAS (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: Human participants played a computer opponent in the traditional childhood game of Rock Paper Scissors (RPS). The computer's choices were governed by probability parameters that changed across blocks of 40 trials during a session. For example, in one experiment, the computer played each of the three options with equal probability in Block 1. In Block 2, the computer played Scissors on 60% of the trials and Rock and Paper on 20% each. In Block 3, the computer played Scissors on 87% of the trials and Rock and Paper on 6 and 7% of the trials, respectively. Matching was assessed by measuring the human subject’s choices under these conditions. The data suggest that our subjects were more likely to overmatch (i.e., play Rock against the computer’s Scissors) and that this dynamic was more pronounced when the computer’s probability of playing any of the three options were very different. Subsequent analyses investigated the role of zero-sum vs. non-zero sum arrangements. Preliminary data suggest that subjects were more sensitive to the programmed probabilities under the zero sum conditions. |
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| #261 Poster Session – EDC |
| Sunday, May 30, 2004 |
| 4:30 PM–5:20 PM |
| Exhibit Hall D (Hynes) |
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| 110. Treating Problem Behavior According to Functions Identified During a Functional Analysis of Precursor Behavior |
| Area: EDC; Domain: Applied Research |
| ADEL C. NAJDOWSKI (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), Carrie Ellsworth (University of Nevada, Reno), Alicia Grauvogel (University of Nevada, Reno), Jackie Cleveland (University of Nevada, Reno) |
| Abstract: Functional analyses have been demonstrated to be effective in identifying variables maintaining problem behavior; however, functional analyses of severe problem behavior are likely to be dangerous. Thus, the current study attempted to conduct functional analyses of precursor behaviors that had been identified to precede severe problem behaviors. Results of the functional analyses identified an attention function for participant 1 and a tangible function for participant 2. The validity of these results was evaluated by developing interventions based upon the function of problem behavior identified for each participant. For participant 1, functional communication training (FCT) was implemented and attention was provided on a continuous reinforcement schedule. For participant 2, FCT was implemented in combination with a stimulus control procedure to teach the participant when he could request and obtain tangivle items. Results demonstrated decreases in severe problem behavior and increases in FCT responses. These results suggest that functional analyses of precursor behaviors are a viable alternative method for identifying the function of dangerous problem behaviors. |
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| 111. A Two-year Followup of a Successfull Treatment of a Child with Asperger’s Syndrome's Aggression in a Regular Education Setting |
| Area: EDC; Domain: Applied Research |
| EDWIN DYE (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), Heidi Landaburu (University of Nevada, Reno), Jonathan J. Tarbox (University of Nevada, Reno) |
| Abstract: By conducting a brief functional analysis in the classroom, we were able to determine that aggression and disruption displayed by an 11-year old boy were maintained by escape from task demands. A multi-component treatment procedure consisting of functional communication training, differential reinforcement of alternative behavior, and escape extinction was implemented in an alalogue setting. Subsequent to treatment, the child was transitioned back into regular education classroom with a token economy. Results demonstrate elimination of aggression in both the clinical and regular education settings. In addition, two year follow up data are presented. Moreover, the participant continues to advance socially, as well as academically. |
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| 112. Comparing Results of Functional Assessment and Analysis Strategies for a Group of Children with Emotional/Behavioral Disorders |
| Area: EDC; Domain: Applied Research |
| ROBERT E. O'NEILL (University of Utah), Echo Cunningham-Miller (University of Utah) |
| Abstract: Functional assessment interviews, questionnaires, and rating scales were administered to groups of teachers working with a group of 20 students labeled as having emotional/behavioral disorders (E/BD). In addition systematic observations and experimental functional analyses were conducted in classroom settings. Interobserver agreement scores for observational data were within acceptable ranges (i.e., above 80%). Results were compared with regard to level and type of agreement across methods for identifying behavioral function. In general, agreement across both indirect and direct methods was better for identifying the main or primary function for students; agreement was much less consistent for identifying secondary functions. The results have immediate implications for school-based practice and research in this area. |
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| 113. Examining the Consistency of Functional Behavioral Assessment Procedures with Preschool Children at Risk for ADHD |
| Area: EDC; Domain: Applied Research |
| NATALIE G. SOKOL (Lehigh University), Lee Kern (Lehigh University) |
| Abstract: Recent research examining the consistency of behavioral function across a variety of functional behavior assessment (FBA) methods has resulted in mixed findings. In the current investigation, FBA methods that included interviews, parent direct observation, researcher direct observation, and functional analysis were conducted in the homes of three preschool children at-risk for ADHD. The consistency of antecedent events, behaviors, subsequent events, and perceived functions across FBA methods was examined. Across the three participants and assessment methods, the results were mixed. Specifically, the consistency of results between any two of the methods was between 33.3% and 100% for antecedent events, 20% and 100% for behaviors, 28.6% and 71.4% for subsequent events, and 33.3% and 100% for function across the three participants. A variety of reasons that contributed to the inconsistencies were identified. Parent acceptability ratings indicated that parents reported the interview to be most acceptable while the functional analysis was found to be the least acceptable. Implications and future areas of research are discussed |
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| 114. Methods of Evaluating Treatment Fidelity of Function-based Interventions in Classrooms for Children with Disabilities: Preliminary Analysis of An Intervention Checklist |
| Area: EDC; Domain: Applied Research |
| JAMES J. FOX (East Tennessee State University), Leia D. Blevins (East Tennessee State University), Scott Lamie (East Tennessee State University), Sarah E. Camp (East Tennessee State University), Neeti Mishra (East Tennessee State University) |
| Abstract: Experimental and case study reports show that functional behavior assessment (FBA) interventions effectively reduce student challenging behaviors when implemented or supervised by researchers (see, for example, Sasso, Conroy, Stichter, & Fox, 2001). Two large scale studies produced conflicting results, one finding that personnel trained in FBA reduced student behavior problems (Chandler, Dahlquist, Repp & Feltz ,1999), the other reporting few differences between FBA based- and more traditional behavior management interventions (Schill, Kratochwill, & Elliot, 1998). One factor that may have contributed to these conflicting outcomes is the failure of classroom personnel to faithfully implement FBA-based interventions. Despite a clear need for such studies (e.g., Gable, Hendrickson, & Van Acker, 2001), “treatment fidelity” studies are lacking. A treatment fidelity analysis requires assessing both the student's and teacher’s behaviors. This poster presents data from a preliminary analysis of a direct observation system for teacher and student behavior and a post-observation checklist of intervention implementation. Data were collected using inexpensive palm top computers and commercially available software. Preliminary data for the checklist indicate high interobserver agreement (100%) across different, multi-component interventions. The direct observation systems are currently being evaluated for reliability and sensitivity to teacher-student behavior change. Implications for future research are discussed. |
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| 115. Preliminary Evidence for Convergent, Social, and Treatment Validity of the FAIR-T |
| Area: EDC; Domain: Applied Research |
| BRAD DUFRENE (Munroe-Meyer Institute), Adam Weaver (Munroe-Meyer Institute), Sandy Davis Devlin (Mississippi State University) |
| Abstract: The Functional Assessment Informant Record for Teachers (FAIR-T) was developed to provide an efficient method for gathering information to develop hypotheses regarding functional relationships. Initial research suggests that information from the FAIR-T is consistent with those data from direct descriptive assessments and experimental analyses. This poster presents data from three students who exhibited disruptive behavior in general and special education classrooms. Functional behavior assessments were conducted using the FAIR-T and direct descriptive assessments for each student. Inter-rater agreement was collected for the occurrence of target behaviors, antecedents and consequences. Inter-rater agreement for all measures was well above 90%. For all three participants, information from the FAIR-T was similar to data from direct descriptive assessments. Design and implementation of positive behavioral support interventions will be presented. Results are discussed in terms of convergent, social, and treatment validity of the FAIR-T. Implications for future research and practice are presented. |
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| 116. Evaluation of Undergraduate Advising Services in a Large University Psychology Department |
| Area: EDC; Domain: Applied Research |
| KIMBERLY SECKINGER (Western Michigan University), Kent D. Smallwood (Western Michigan University), Dawn J. Dore (Western Michigan University), Linda A. LeBlanc (Western Michigan University), R. Wayne Fuqua (Western Michigan University) |
| Abstract: Large undergraduate universities are challenged with finding efficient ways to effectively advise and mentor their large cohorts of undergraduate majors and minors. At Western Michigan University undergraduate advising for approximately 900 majors and 250 minors is primarily provided by two graduate students under the supervision of the director of undergraduate training and the departmental chair. This poster presents several strategies we have developed for increasing efficiency, effectiveness, and satisfaction with undergraduate advising. Data are presented on types of contact, use of web-based services, and satisfaction with advising system. Implications for systems analyses and interventions are discussed. |
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| 117. Aversive Interventions: Trends over the Past 20 Years |
| Area: EDC; Domain: Applied Research |
| BENJAMIN J. LOVETT (Syracuse University), Florence D. DiGennaro Reed (Syracuse University) |
| Abstract: Articles on punishment and aversive interventions were reviewed from a wide variety of journals in psychology and education over the past twenty years. Trends in content, opinion, and methodology are reported. Great heterogeneity was found both within and across journals, with regard to efficacy of aversive interventions, generalization from the data reported to broad conclusions, combination of aversive with nonaversive interventions, and side effects of punishment. Over the past two decades, there was a general decline in both reports of aversive interventions and conceptual articles treating aversives favorably. However, articles from the past five years indicate renewed interest in aversives. Implications for the future of research and clinical use of aversives are discussed. |
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| 118. School-based Interventions for Depression: A Review of the Literature |
| Area: EDC; Domain: Applied Research |
| AMY CLANCY (Lehigh University), Lee Kern (Lehigh University), Alexandra Hilt (Lehigh University) |
| Abstract: Depression is a growing concern among the school age population. This presentation will describe the results of a literature review to determine the effectiveness of several school-based interventions for students with depression. A total of twelve school-based studies were assessed. Areas of effectiveness that were evaluated included: (a) age/grade (b) racial/cultural background (c) setting (d) targeted behavior (e) duration of evaluation (f) procedural integrity (g) consumer satisfaction and (h) link to assessment information. The results of the review are as follows: the participants ranged in grades from fourth grade to seniors in high school, approximately seventy-five percent of the studies reported racial/cultural backgrounds of the participants, eighty-three precent of the studies took place in a traditional school setting, approximately 92% of the studies targeted level of depression, the duration of intervention varied from three days to eight weeks, procedural integrity was assessed in 58% of the studies, two of the twelve studies reported consumer satisfaction, and zero of the twelve studies were linked to assessment information. Inter-rater reliability was assessed for 30% of the articles. Agreement exceeded 90% across all categories for all articles assessed. |
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| 119. Choice and Preferred Activities as Interventions for Students with Emotional and Behavioral Disorders: A Review of the Literature |
| Area: EDC; Domain: Applied Research |
| CHRIS SPOSATO (Lehigh University), Lee Kern (Lehigh University), Alexandra Hilt (Lehigh University) |
| Abstract: Providing choice and the opportunity to engage in preferred activities has been shown in the literature to be an effective intervention for individuals with a variety of developmental and behavioral disorders. A growing number of studies have emerged indicating the effectiveness of this intervention for children with emotional and behavioral disorders. Results of a literature synthesis examining the use of choice and preferred activities in the classroom setting as an intervention for children with emotional and behavioral disorders are discussed. Six studies were identified that met inclusionary criteria (participants of school age with an emotional and/or behavioral disorder, study conducted in a school setting, choice or preferred activities used as an intervention, mild cognitive impairment or higher functioning). From this synthesis, several themes emerged including behaviors most often targeted (e.g., task engagement, disruptive behavior) and other types of choice provided. Efficacy of the existing studies was examined through change in level, effect sizes, and non-overlapping data points. In addition, the presence of a functional analysis, gender and ethnic diversity, treatment fidelity, generalization, maintenance, social validity and treatment acceptability were also assessed. Interobserver agreement, assessed for 30% of the reviews, was 100% on all measures assessed. Implications for future research as well as practice will be discussed. |
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| 120. Acceptance of Generalized Personality Interpretations by Licensed Practising Psychologists in Mexico |
| Area: EDC; Domain: Applied Research |
| TANIA AGUIRRE (Intercontinental University, Mexico), Marco A. Pulido (Intercontinental University, Mexico), Gabriela Fernandez (Intercontinental University, Mexico), Rebeca Linares (Intercontinental University, Mexico), Julieta Mendoza (Intercontinental University, Mexico), Emma Baqueiro (Intercontinental University, Mexico), Damariz Lopez (Intercontinental University, Mexico), Lizheidi Luna (Intercontinental University, Mexico) |
| Abstract: Acceptance of generalized personality interpretations by college students is a well documented fact. The purpose of the present study was to assess interpretation acceptance by licensed, practising psychologists from Mexico City. After completing a battery of projective tests, 120 psycholgist received bogus personality interpretations. Although college students acceptance scores were slightly higher than those of licensed psychologists, both groups showed enthusiastic approval of bogus personality interpretations. Data suggest vague and ambiguos practice is positively reinforced by all members of the psychology community in Mexico. |
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| 121. Analysis of Violin Practice Techniques |
| Area: EDC; Domain: Applied Research |
| ROGER FRANK BASS (Carthage College) |
| Abstract: A changing criterion design was used to evaluate several tactics for violin practice including rate of tempo increases and the use of within-subject variability to determine practice tactics. Data indicate that slow tempo increases were superior to fast changes and that individual's data can be easily collected and used to configure effective instruction. |
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| 122. An Examination of the Generalization of Novel Block Building |
| Area: EDC; Domain: Applied Research |
| JILLIAN WHITE (University of Kansas), Gregory P. Hanley (University of Kansas) |
| Abstract: Goetz and Baer (1973) found that social reinforcement, delivered contingent on new forms built within a session, increased the number of novel forms built. The current study attempted to replicate and expand this work, by observing the direct and indirect effects of reinforcement on novel block building. Three preschool children were observed block building in five conditions. Two conditions included standard blocks (3 to 12 cm, unpainted, wooden); blocks in the other three conditions varied along the single dimension of size, color, or shape. Following stable patterns of block building across all five baselines, the direct effects of reinforcement were observed on building new forms with standard blocks, whereas the indirect effects of the contingency were evaluated by observing the number of novel forms built on the baselines in which differential reinforcement was absent. When novel forms did not emerge, new form training (modeling, time delay, reinforcement of specific forms) was initiated. Results indicated that the emergence of novel forms was, to a large extent, dependent on direct form training, and that generalization of novel block building was limited. |
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| 123. Looking Twice at Data |
| Area: EDC; Domain: Applied Research |
| RANDY L. SEEVERS (University of Houston-Clear Lake), Sylvia Martin (Monmouth University) |
| Abstract: This presentation examines two ways of looking at data. Given an emperically-based study related to students with severe disabilities, the data are compared and analyzed using both the standard celeration chart and the traditional add/subtract chart. Preliminary analysis suggests that the use of the standard celeration chart detects small changes not otherwise reflected in the traditional add/subtract chart. |
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| 124. Chartshare Comes Home from School: Implementing a Computer Based Charting System in an After School Program |
| Area: EDC; Domain: Applied Research |
| THOMAS ANATOL DA ROCHA WOELZ (University of North Texas), Richard L. Anderson (University of North Texas), Ruthie L. Bekker-Pace (University of North Texas), Yuka Koremura (University of North Texas), Tammy Lynn Cline (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: Chartshare.net is an open source computer-based system for producing, distributing, analyzing and sharing standard celeration charts. This study examines the implementation of the chartshare system in an after school program. The Phoenix apartment community is a public housing project in Denton, TX. The University of North Texas runs an after school program to help disadvantaged children academically. Precision teaching techniques and the standard celeration chart are in use in the Phoenix after school program. We implemented the chartshare.net system in Phoenix to assist the after school volunteers with their data collection and analysis tasks. This poster examines our experiences implementing chartshare.net in this setting and measures the effectiveness of the system against traditional hand and computer based charting methods. |
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| 126. Effects of Behavior-Based Exercise Adherence and Nutritional Improvement Interventions for Adult Fitness and Wellness Programs |
| Area: EDC; Domain: Applied Research |
| MATTHEW R. MARTIN (University of Nevada, Las Vegas), Daniel W. Balderson (University of Nevada, Las Vegas), Thomas L. Sharpe, Jr. (University of Nevada, Las Vegas) |
| Abstract: This study implemented one goal setting (G), public posting (PP), and awards (A) strategy in an adult university-based fitness and wellness program. Five participants were exposed to the (GPPA) instructional treatment package. An ABABA design was implemented in which participants recorded the frequency, type, and duration of exercise, and were asked to keep a nutritional log of all foods consumed during the course of the experiment. Treatment included:
1. instruction over recommended exercise amounts with specific numerical targets for aerobic, anaerobic, and flexibility activities
2. instruction over daily food intake with specific recommendations
3. public posting of self-reported daily exercise and nutritional activity
4. instructor feedback on daily posting, with external rewards in the form of a fitness and wellness adherence contest
Immediate and sustained increases in fitness activity and changes in nutritional behavior were seen in variable degree across participants as a function of exposure to the treatment package, with variability potentially a function of initial fitness and wellness levels and contextual variables such as weekend celebrations. Based on the effectiveness of the treatment package with some participants, this study recommends additional research in the area of behaviorally-based exercise and nutrition adherence strategies designed to move participants toward active and healthy lifestyles. |
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| 127. Effects of Three Interventions Designed to Generalize a Tactic from Practices to Scrimmages in Basketball |
| Area: EDC; Domain: Applied Research |
| PHILLIP WARD (The Ohio State University), Myung-Ah Lee (The Ohio State University), Dena Deglau (The Ohio State University), Carla Vidoni (The Ohio State University), Jonathan E. Holt (The Ohio State University) |
| Abstract: A multi-treatment design (A-B-C-D) assessed the effects of (a) public posting, (b) individual feedback provided by the teacher, and (c) modifying the game from 4v4 to a 3v3 had on generalizing student performance from instruction and game-like drills to daily scrimmages in 4v4 half-court basketball. The dependent variable was the percentage of times a player correctly passed to a teammate and then moved to get open. This behavior was defined as occurring when the ball carrier was blocked, and a teammate was (a) open and (b) positioned to either advance the ball to the basket or take a shot on goal. Participants were four 6th-grade students in a suburban elementary school who were part of an intact class of 24 students participating in a 14-day basketball unit. Data show that neither explicit instruction during baseline, nor public posting, nor individual feedback during the scrimmage had consistent effects on student’s ability to pass to the open and move afterwards to a position to screen or receive a pass. However, changing the characteristic of the task by reducing the team size from 4v4 to 3v3 had a substantive effect on the players performance, regardless of ability or gender. |
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| 128. The Generalization of Tactics from Drills to Game Play in Young Adult Soccer Players |
| Area: EDC; Domain: Applied Research |
| PHILLIP WARD (The Ohio State University), Jonathan E. Holt (The Ohio State University), Carla Vidoni (The Ohio State University), A-ran Chong (The Ohio State University) |
| Abstract: The effects of 2v1 and 3v2 soccer drills and instruction on the tactical performances of six young adult players were evaluated using a multi-treatment design. The purpose was to measure the generalization of performance from practice to game play, and the effect of the sequence of presentation of the practices on learning and performance. The dependent variable was the percentage of appropriate responses when in possession of the ball in an overload situation. Two coeducational soccer classes were studied. Class one participated in a progressive sequence of drills including baseline followed by 2v1 followed by 3v2 (A-B-C) and class two participated in a baseline followed by 3v2 practice and 2v1 sequence (A-C-B). Data were collected on the practices and the games. Results indicated that both interventions were successful for the most able performers, but were not successful in developing the tactical performance in lower ability players. Similarly, generalization of tactics from practice to games was a function of skill level. |
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| 129. Generalization of Tactics from Practice to Game in Secondary Physical Education |
| Area: EDC; Domain: Applied Research |
| MYUNG-AH LEE (The Ohio State University) |
| Abstract: In the physical education literature, few studies have examined the behavioral approach on teaching games. Little attention has been given to generalization in the physical education. To date no study in elementary or secondary physical education has examined generalization as an instructional strategy in the context of teaching games. This study is the first to examine generalization in terms of explicit instructional strategies to improve teaching game performance. The purpose of this present investigation is to examine differential effects of two instructional conditions: (a) technically focused instruction and (b) tactically focused instruction on student game performance and to assess generalization from practice to game. Research questions are: (a) what are differential effects of instructional conditions on students' tactical skill performance? (b) What are effects of generalization from practice to game after two differential treatments? A multiple baseline design across three classes in a middle school assessed the effects of the interventions. Four students per each class were selected as target students from two 7th grade classes and one 8th grade class. The dependent variable was the number of correct "supporting movements." Supporting movements were defined as: (a) being beside or behind the ball carrier or a potential ball carrier, and (b) keeping a distance within five yards from the ball carrier or a potential ball carrier. |
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| 130. Reducing Risky Playground Behavior Using a Group Reinforcement Contingency |
| Area: EDC; Domain: Applied Research |
| JAMES SUMMERS (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno) |
| Abstract: Playground injuries are currently the leading cause of death and injury in young children. Millions of children are affected but little research has been conducted in this area of reducing risky playground behavior, especially in the behavior analytic literature. In an effort to add to the literature as well as give parents, teachers, and school administrators a tool to decrease risky behavior with low response effort, we provide a simple technique, the results of which drastically reduced risky playground behavior. We utilized a group reinforcement contingency wherein the children could gain access to preferred stimuli contingent on a reduction in dangerous behavior relative to baseline measures. |
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| 131. Is There A Relationship Between Reading Comprehension and Reading Fluency? |
| Area: EDC; Domain: Applied Research |
| MICHELLE HARRINGTON (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), Erin Holland (Judge Rotenberg Educational Center) |
| Abstract: The Judge Rotenberg Educational Center (www.judgerc.org) operates day and residential programs for children and adults with behavior problems, including conduct disorders, emotional problems, brain injury or psychosis, autism, and developmental disabilities. The basic approach taken at JRC is the use of behavioral psychology and its various technological applications, such as behavioral education, programmed instruction, precision teaching, behavior modification, behavior therapy, behavioral counseling, self-management of behavior, and chart-sharing.
This study will explore the relationship between reading comprehension and reading fluency. Participants were chosen and separated into five groups, each containing two students with similar grade equivalences in Reading Decoding and Reading Comprehension.
Both students in each group will read the same graded reading passages. One student will read each passage one time and answer a series of comprehension questions. The other student will read the passage he/she is fluent. Fluency (a combination of speed and accuracy) is considered to be a rate of 200 words read per minute. (The average person is able to read approximately 150 -200 words per minute) These students will then answer the same comprehension questions as the first student. We hope to determine if a relationship exists between reading fluency and reading comprehension. |
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| #262 Poster Session – OBM |
| Sunday, May 30, 2004 |
| 4:30 PM–5:20 PM |
| Exhibit Hall D (Hynes) |
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| 132. The Behavioral Research Supervisory System: Helping Graduate and Undergraduate Students Prevent Procrastination |
| Area: OBM; Domain: Applied Research |
| CHRISTEN A. RAE (Western Michigan University), Kendra S. Priest (Western Michigan University), Kirrily Kennedy (Western Michigan University) |
| Abstract: The Behavioral Research Supervisory System (BRSS) was originally designed to increase the productivity and reduce procrastination of graduate as well as undergraduate students as related to various subsystems within the Behavior Analysis Training System. Through monitoring these projects the entire semester, students are more likely to produce higher quality products by the required deadlines. The BRSS is also responsible for monitoring undergraduate students working on Departmental Honors Theses. Point contingencies resulting in a final grade, for the semester, are placed on the completion of weekly goals which are either set by the student or required as described in the individual syllabus for that project. The BRSS manager(s) is responsible for tracking these weekly goals, system products and providing feedback to both the graduate and undergraduate students. Points are assigned in regards to the students completion of those tasks. In addition to tracking each student's progress on his/her project, the BRSS manager is required to run a weekly research and development (R&D) meeting. During these meetings, the manager will meet with both graduate and undergraduate students, check response products, and answer any questions. |
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| 133. Creation and Organization of Graduate Student Materials into a CD Manual |
| Area: OBM; Domain: Applied Research |
| BETH WOLF (Western Michigan University), Alicia Wargowsky-Kendall (Western Michigan University) |
| Abstract: Within the Behavior Analysis Training System at Western Michigan University is a graduate seminar which allows students to finish their thesis in a timely manner and supervise undergraduates in the Honors Seminar. The goal of the seminar is to ensure that the graduate students complete all tasks within their project, as well as timely completion of their thesis. Overall, the seminar attempts to decrease students’ procrastination on these projects.
Organization is essential to the success of the seminar. Because there are many supervision skills needed as well as instructional materials, resources must be current and easy to use. During previous semesters, materials were distributed through printouts and email. The previous method of delivering information to the students was unorganized and confusing. Through the creation of the manual materials can be easily found and accessed in one solitary location. The documents were often misplaced or unattainable through faulty email accounts. Along with organizational efforts, certain resources including assignment guides and job aids needed to be revised or completely created. Data will be recorded upon evaluation of the new CD manual through surveys completed by the graduate students. |
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| 134. Revision of Undergraduate Psychology Honors Instructional Design Materials |
| Area: OBM; Domain: Applied Research |
| AMY L. ROSENBERG (Western Michigan University), Alicia Wargowsky-Kendall (Western Michigan University) |
| Abstract: Within the Behavior Analysis Training System at Western Michigan University is an undergraduate Honors Seminar which allows students to improve their Applied Behavior Analysis skills. This seminar is entitled Behavioral Research Supervisory System (BRSS). The students enrolled in BRSS are working towards Departmental Honors and must complete an undergraduate thesis. The goal of the BRSS system is to ensure that the undergraduate students complete all tasks within their project, as well as timely completion of their thesis. Overall, BRSS attempts to decrease students’ procrastination on these projects.
Organization is key to the success of this system. Because BRSS supervises many undergraduate students, materials must be current and easy to use. During previous semesters, materials were delivered via printouts and a large CD manual. The CD manual used previously improved the system organization, although there were still challenges. The manual was too large to be effective, and thus needed more organization. The documents, assignment guides, and job aids were often hard to find. Along with organizational efforts, the job aids used to complete thesis assignments also needed to be revised and updated. Data will be recorded upon evaluation of the improved CD manual through surveys completed by the undergraduate students. |
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| 135. Behavior Analysis Training System Website |
| Area: OBM; Domain: Applied Research |
| MARIA K. BAERKIRCHER (Western Michigan University), Masayuki Shiraishi (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Behavior Analysis Training System Website is a tool by which the world can explore the graduate program designed by Dr. Richard W. Malott of Western Michigan University called the Behavior Analysis Training System (BATS). This website has been designed and maintained to describe and discuss the various components and research interests of BATS. People from all over the world, including students, faculty, and professionals, can benefit from the information that the website provides. This project exists to support the BATS program in its goal to produce high quality behavior analysts at both the graduate and undergraduate levels. The BATS website is continuously updated with current information of BATS and the BATS subsystems. Improvements to the website and to the information found on the website are continuously trying to be made. The BATS website is also a tool by which the world can explore the book, Principles of Behavior, and other work done by Dr. Richard W. Malott. |
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| 136. Creating Financial Fluency: Shaping Accurate Financial Projections in a University Setting |
| Area: OBM; Domain: Applied Research |
| CRISTIN D. HARRISON (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: The University of Nevada Reno Behavior Analysis Program runs many different businesses as part of its self-capitalized model. One such business is the Satellite Masters Programs, where Masters level education is delivered at sites all over North America in a face-to face format. This business is overseen by a Director that monitors not only educational but financial issues. Graduate Student Assistant Directors are in charge of monitoring income and spending, in coordination with the financial team and the Director, as well as projecting future net income in upcoming months throughout the fiscal year. This intervention will evaluate a monthly financial reporting system that includes feedback to increase the accuracy of the net income reporting by the Assistant Directors of the Satellite Masters Programs. |
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| 137. Implementing A Graphic Feedback System To Promote Staff Performance |
| Area: OBM; Domain: Applied Research |
| JEFFERY SMITH (Timber Ridge Ranch NeuroRestorative) |
| Abstract: This study utilized a multiply baseline design across subjects to increase work productivity/ standards (i.e., providing functional activities to clients, positive interactions, and etc...) amongst residental staff and to improve environmental living conditions/guidelines (i.e., hazard free, cleanliness, and etc...) at a facility that serves individuals with traumatic brain injuries. Baseline was conducted by training various clinicians to periodically probe staff and the residence twice daily by randomly selecting staff (using a table of random numbers and assigning staff to a particular number) to be observed for 10 minutes using a 10 second time sample during their respected shifts. The environmental observations consisted of a brief walk through of the residence. Standards for both staff interactions/expectations and environmental guidelines were scored on a checklist. Feedback was provided to staff by designating them each with a number (last four digits of social security number) and placing their scores according to their performance on graphs and posting them in the staff's office. Personal performance was listed individually, however the staff were scored as a group for the environmental checklist and therefore their scores were not listed ambiuously. A copy of both checklists were also provided to staff. Results indicate an increase in performance and professionalism of the staff and the guidelines for the residence expected to be upheld on a consistent daily basis. |
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| 138. Using Instructional Posting to Improve Compliance with the Utilization of an Automated Point-of-Use Inventory System |
| Area: OBM; Domain: Applied Research |
| ANDREA MORGAN (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno), Rachel S. F. Tarbox (University of Nevada, Reno) |
| Abstract: Compliance with the utilization of an automated point-of-use inventory system in a major local hospital was investigated. Archival reports had indicated low levels of compliance by nursing and support staff in the communication of supplies needed and stocked by materials management. Utilization of the inventory system has implemented hospital-wide as the primary source of communication between nursing staff and materials management. A modified reversal design (ABCACD) was used to measure the effects of instructional posting on the utilization of the inventory system. A treatment package, consisting of goal setting, feedback, reinforcement, and instructional posting was implemented with a return to baseline. The treatment package was removed and instructional postings were reinstated with verbal feedback to measure the maintenance of treatment gains. Performance checklist and reliability was found at 100% throughout the study. The purpose of the current study was to improve nursing and support staff compliance levels with the utilization of an automated inventory system. |
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| 139. The Effects of Immediate Feedback and a Monthly Lottery on Acquisition and Maintenance of tutoring skills in an intensive behavioral treatment facility |
| Area: OBM; Domain: Applied Research |
| KENNETH MACALEESE (University of Nevada, Reno), Ginger R. Wilson (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno), Janice K. Doney (University of Nevada, Reno) |
| Abstract: A common observation in many intensive behavioral treatment facilities is that job descriptions can be complex, and the skills required to fulfill the job are not always maintained after initial training (Reid & Whitman, 1983). Previous research has demonstrated the effects of immediate feedback (e.g., Parsons, Schepis, Reid, McCarn, & Green, 1987; Ivancic, Reid, Iwata, Faw, & Page, 1981) and lotteries (Iwata, Bailey, Brown, Foshee, & Alpern, 1976) in the maintenance of many staff behaviors. This study extends on the previous research by examining the individual effects of feedback with the additional effects of a lottery. This intervention’s simplicity and efficacy aids in the development of staff training and maintenance treatment packages. |
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| 140. Performance Management in a Long-Term Care Facility for the Elderly |
| Area: OBM; Domain: Applied Research |
| KARA M. HARTMAN (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: We investigated the behavioral data collection of direct care and nursing staff in a long term care facility for the elderly. Data collection was monitored over a period of six weeks, for sixteen residents of the nursing home. As part of their job, staff members were requested to collect data only when disruptive, aggressive, or emotional behaviors were emitted by any of the residents. After the initial three week period of baseline, a change in the data collection method and data sheets was introduced for eight of the 16 targeted residents. For this experimental group, staff were requested to collect data each shift, regardless of if the targeted problematic behaviors occurred or not. In other words, the response cost for recording data was now made equal. The alteration of procedure and data sheet for the experimental group led to a marked increase in the frequency of problematic behaviors reported. The control group frequency of recorded instances of problem behavior remained the same throughout the duration of the study. When the frequency of problematic behaviors is tied directly to external funding for staffing supports, the accurate collection of the data are critical. We have demonstrated that by a simple altering the response effort for data collection, more accurate data will be reported. |
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| 141. Driving under the influence of safety belts: Data From Primary and Secondary Enforcement Conditions |
| Area: OBM; Domain: Applied Research |
| ASHWINI BAPAT (Central Michigan University), Carl Merle Johnson (Central Michigan University) |
| Abstract: Differences in safety-belt wearing among drivers in different cohorts were examined under primary and secondary enforcement conditions. Data from seven years ago under secondary enforcement conditions ($25 fine) were collected from three different locations (downtown, campus, & freeway entrance) in a north central university town. Safety-belt wearing was observed again in these three locations with the state's primary enforcement ($50 fine for noncompliance). Further, cell phone usage while driving was monitored in this second cohort. Finally, feedback to drivers and incentives for compliance with state law was assessed. |
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| 142. A Descriptive Analysis of Bias in Observational Data Recording of Driver Safety |
| Area: OBM; Domain: Applied Research |
| ANGELA R. LEBBON (Western Michigan University), John Austin (Western Michigan University), Ron Van Houten (Mount Saint Vincent University) |
| Abstract: During the course of a study designed to evaluate a shift-interlock delay system on the safety belt use of drivers, both automatic and observational data were collected on safety belt use. Further, observational data alone were collected for the drivers’ complete stopping at stop signs and turn signal use. Detailed analyses of these data suggest there are potentially biasing factors that researchers should consider when conducting similar observational research in the area of driver safety. For example, the current analyses found that both construction and oncoming traffic substantially affected driver stopping patterns at the targeted stop sign. Data will be presented on these complete stopping results. Data will be presented for three maintenance vehicle drivers on a university campus. Data were also collected on university and civilian vehicles that were not exposed to the construction changes. Results on complete stopping during construction will be presented as an ABA design for all participants. Data were analyzed as a reversal design in the context of a two-variable factorial design (construction/no-construction, and forced/unforced stops). Therefore, the independent variables included the occurrence of construction on the targeted road, forcing vehicles to use alternative side streets; and occasions when oncoming traffic was present or absent at the time the stop was required (i.e., forced stops or unforced stops). The dependent variable was the percentage of complete stops at the target stop sign. Results for university vehicles suggest the percentage of forced stops was 83.7% during pre-construction, 93.8% during construction, and 82.8% during post-construction. The percentage of unforced safe stops was 5.8% during pre-construction, 0% during construction, and 3.0% during post-construction. Results for civilian vehicles suggest the percentage of forced stops was 80.5% during pre-construction, 100% during construction, and 80.9% during post-construction. The percentage of unforced complete stops was 3.3 % during pre-construction, 1.9% during construction, and 3.5% during post-construction. The implications of the study are that researchers must consider traffic patterns when conducting driving safety research, as traffic patterns alone seem to produce dramatically different driving patterns. That is, in driver safety research the percentage of vehicles completely stopping may be a function of traffic flow forcing the vehicles to stop or allowin... |
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