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| #338 Poster Session - AUT |
| Monday, May 30, 2005 |
| 12:00 PM–1:30 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 1. Effects of Behavioral Checklist on Student’s Learn Unit Rate and Aberrant Behaviors |
| Area: AUT; Domain: Applied Research |
| KARI SASADA (Teachers College, Columbia University), JoAnn Pereira Delgado (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: Two 5-year-old students who were diagnosed with autism participated in this study. Those two students were identical twins and attended a special education kindergarten classroom in the suburb of a metropolitan area. During baseline, the students emitted high rates of aberrant behaviors including throwing objects, assaulting teachers, and climbing on tables. Non-compliance usually co-occurred with those aberrant behaviors and both of the student’s rate of instruction (on-task behavior) was low due to non-compliance, usually emitting socially inappropriate behaviors at the same time. Behavioral checklist was implemented to gain compliance and to provide visualized sheet working towards reinforcement as a consequence of completing instructions for both students. As the result of the intervention, both of the students showed great increase in rate of the total learn units (academic task) completed and decrease in socially inappropriate behaviors. |
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| 2. Using Fluency-Based Instruction to Improve the Bilateral Coordination and Functional Play Skills of a Child with Autism |
| Area: AUT; Domain: Applied Research |
| HEIDI CALVERLY (Fabrizio/Moors Consulting), Krista Zambolin (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: Children with autism often have difficulty completing tasks that require fine motor dexterity, such as snapping snaps, doing up buttons, stringing beads, and playing with a wide range of toys. This poster shows the progress a young child with autism made in improving his fine motor abilities, specifically bilateral coordination, and the effect that this improvement in motor skills had on his functional play skills. Data were collected on all intervention sessions and showed an increase in rate and accuracy across skills. |
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| 3. Using Direct Instruction to Teach a Non-Vocal Student with Autism to Read Through Discrimination Training |
| Area: AUT; Domain: Service Delivery |
| KELLY J. FERRIS (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Celeste Marion (Fabrizio/Moors Consulting) |
| Abstract: This poster will present data on teaching a non-vocal 8-year-old boy with severe autism to read using direct instruction curricula and scripts modified so that they required no vocal output on the student’s part. We will present sample scripts, cumulative data demonstrating his progress through the curriculum, and a list of component skills he needed to benefit from the modified instruction. |
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| 4. Implementing an Attending Program to Decrease Learn Units to Criterion |
| Area: AUT; Domain: Applied Research |
| SHIRA EISENBERG (Teachers College, Columbia University), Dolleen-Day Keohane (Teachers College, Columbia University), Jennifer Longano (Teachers College, Columbia University) |
| Abstract: This study measured the effects of implementing an attending program on the number of learn units to criterion for the identification programs of two autistic students in a CABAS® run classroom for students with disabilities. Both students emitted high numbers of learn units to criterion on there identification programs. The instructor used a pre and post design to measure the number of learn units to criterion prior to the implementation of the attending program and compared them to the number of learn units to criterion post attending program. Baseline was measured for two weeks prior to the introduction of the intervention and two weeks post. The identification programs for the first participant were discontinued during the attending procedure but were not discontinued for the second student, to determine whether this caused an effect on the attending procedures effects on the learn units to criterion. Following the attending program the students number of learn units to criterion decreased for both students from the initial pre-intervention measurement. |
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| 5. Assessing the Differential Outcomes Procedure with Children Diagnosed with Autism |
| Area: AUT; Domain: Applied Research |
| IVY M. CHONG CRANE (Western Michigan University), James E. Carr (Western Michigan University) |
| Abstract: The differential outcomes effect (DOE) refers to the phenomenon whereby discrimination learning is enhanced when a correct response to a specific sample stimulus is followed by its own unique reward (Savage, 2001). According to some researchers, the DOE is a consistent and powerful effect that enhances the acquisition and retention of conditional discriminations (e.g., Urcuioli, 1990). This series of experiments sought to extend research on the DOE. In Experiment 1, we examined the differential outcomes procedure (DOP) with four children diagnosed with autism across various task types commonly used in early intervention. In Experiment 2, we examined the DOP with three-choice conditional discrimination tasks. Based on phase means, in 7 out of 14 phases (3 in Experiment 1, 4 in Experiment 2), exemplars were acquired more quickly under the DOP. Although the aggregate data appear to be somewhat consistent with previous findings on the DOE, the question remains whether the current findings serve any practical value in the treatment of children with autism. The results are discussed in the context of the differences between the experiments and previous research that might have contributed to the discrepant findings. |
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| 6. Fluency Training and Skill Maintenance for Children with Autism |
| Area: AUT; Domain: Applied Research |
| AMY SISLO (Summit Educational Resources), Amy L. Jablonski (Summit Educational Resources) |
| Abstract: This poster examines the effect of fluency training versus traditional maintenance programming on skill retention/acquisition for preschool children with Autism. Two groups of preschool students with autism, matched on key variables (including age, diagnosis, developmental level, and service length) will be examined. One group received fluency training once skills had been acquired in a traditional discrete-trial program, and the second group continued with discrete-trial maintenance procedures. Fluency training is a form of Applied Behavior Analysis that focuses on arranging instructional contingencies to promote high rates or responding. Discrete Trial Training emphasizes accuracy of responses that the student makes, where fluency training emphasizes rate of responding that the student exhibits. Data will be presented to show the durability of skill retention for each group. |
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| 7. Building Reading Comprehension Component Skills in Child with a Autism |
| Area: AUT; Domain: Service Delivery |
| AMINATA DIAKITE (Fabrizio/Moors Consulting), Holly C. Almon-Morris (Fabrizio/Moors Consulting), Kristin N. Schirmer (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: Once a child with autism has mastered basic reading skills such as segmenting, blending, and letter-word identification, comprehension skills usually lag quite far behind most often because of the impoverished verbal repertoires of children with autism This poster outlines multiple methods of building comprehension component skills in a child with autism through precision teaching and fluency based instruction; skills targeted for development included word imaging, text reconstruction, and sentence translation. Along with data from each skill targeted, the poster will present the results of curriculum-based assessment measures used to document skill progress. |
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| 8. Reinforcing Appropriate Attending to Task Stimuli to Increase Correct Responding During Instruction Involving Visual Stimuli |
| Area: AUT; Domain: Applied Research |
| TAMAR FRANKEL (Teachers College, Columbia University), Dolleen-Day Keohane (Teachers College, Columbia University), Claire S. Cahill (Teachers College, Columbia University) |
| Abstract: This study examined the effects of implementing a treatment program to reinforce looking at antecedent stimuli and responding to the salient part of the stimuli on 3 students’ Personalized System on Instruction programs using a multiple baseline design across participants. The participants, a 7-year-old boy at the pre-speaker/prelistener repertoire level and two 7-year-old girls functioning at the emergent-speaker/emergent-listener levels, were all diagnosed with autism and attending a self-contained classroom employing the CABAS® educational model. The students’ weekly mean number of learn units-to-criteria before, during, and after the implementation of a program were calculated to measure the effects on their academic programs involving visual stimuli. The program, designed to reinforce attending to task stimuli, had several phases. Students were required to visually track an object under one of multiple identical cups and lift the correct cup to reveal the item. Cups with varying pictures were later presented, which required the students to find the hidden object by selecting the picture described by the instructors to increase vocal antecedent control. Results showed an educationally significant decrease in the numbers of learn units-to-criteria, as well as a relationship between reinforcing attention to the salient portion of the stimuli and the students’ learn units-to-criteria. |
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| 9. The Use of Antecedent Manipulations and Monitoring Using the Standard Celeration Chart to Reduce Problem Behavior in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| KRISTA ZAMBOLIN (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: This paper documents the effect antecedent manipulations had on reducing escape/avoidance behavior in a child with autism. The antecedent manipulations were monitored using the Standard celeration chart. Data shows the elimination of aggressive behavior and improved staff performance |
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| 10. Assessment of Discrimination Skills in Children with Autism: Basic Skills of "Eye Directions" |
| Area: AUT; Domain: Applied Research |
| KENJI OKUDA (Kibi International University) |
| Abstract: This study assessed the discrimination skills of others "Eye directions" in Children with Autism. First, the basic assessment tasks were prepared. Second, some participants were tested their performance. Third, teaching was conducted for the participants who had low performance in the tasks. And then, effectiveness of teaching procedures and generalization are assessed. Finally, the basic discrimination skills of "Eye directions" in relation to "theory of mind" are discussed. |
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| 11. Encoding Words: Part:Whole Relations and Curriculum for Children with Autism |
| Area: AUT; Domain: Service Delivery |
| DONALD E. EISENHART (Bancroft NeuroHealth), Helen C. Sykes (Bancroft NeuroHealth) |
| Abstract: The language of many autistic children lacks the dymanic quality of typical peers including impaired gestalt perception (part:whole reations), limited conditional discrimination, and inability to utilize phonemes in encoding novel words.The following procedure has been utilized to teach word encoding and sight word reading in two learners aged five who had received early intensive behavioral intervention (EIBI) for approximately eighteen months. Despite several curricular strategies (object:word correspondence, phonics, sight words)each learner presented distinct overselectivity in sight word reading and impaired encoding of novel words.The procedure utilizes letter blend cards (e.g., sn) of prefixes and suffixes which were taught expressively in isolation. Subsequently, cards were presented together to produce correct word reading based upon phonetic composition. Performance based breaks were utilized during the shaping (teaching) phase. Results indicated the acquisition of over 200 words and the demonstation of encoding of novel words with identical prefixes and suffixes.The authors propose that over exposure to whole word sight reading in curriculum for children with autism could compromise word encoding at later stages. Addtionally, part:whole perception may serve as a prerequiste to word encoding indicating the need for increaded training at the foundational stage of skill building. |
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| 12. The Use Of Written Language to Promote Academic Performance |
| Area: AUT; Domain: Applied Research |
| ALICIA MEDEIROS (Crossroads Center for Children), Rachel Frederick (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children) |
| Abstract: Written language as an instructional support was evaluated as an intervention for promoting academic performance in two children with a diagnosis within the pervasive developmental disorder spectrum. Both children attended Crossroads Center for Children in New York, a school incorporating techniques of applied behavior analysis. One child was enrolled in the school-age program; the other child was enrolled in the preschool program. The results will reflect the effectiveness of the relationship between written language support and academic performance. |
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| 13. Assessing Children's Progress in an ABA-Educational Program: Results from the ABLLS and the Vineland |
| Area: AUT; Domain: Applied Research |
| ROBIN P. GOIN-KOCHEL (Virginia Institute for Psychiatric & Behavioral Genetics), Dawn Hendricks (VCU Autism Center), Staci Carr (VCU Autism Center), Shirley Wiley (VCU Autism Center) |
| Abstract: Archival data from a private-day school for preschoolers with autism (n = 18; mean age at program entry = 44 months; 94% male) were analyzed to understand (a) how children’s skills, as measured with the Assessment of Basic Language and Learning Skills (ABLLS), developed longitudinally as a result of their participation in an ABA-based educational program and (b) how the ABLLS compared to the Vineland Adaptive Behavior Scales, Classroom Edition (VABS). Program coordinators had completed the ABLLS on children at baseline and subsequent 6-month intervals and the VABS at 2 time points that coincided with 2 ABLLS administrations. Items on the ABLLS were organized into 5 domains: language, social/play, academics, self-help skills, and motor skills. Pairwise t-tests revealed significant improvements between all contiguous ABLLS assessments across each of these 5 domains except for self-help and motor skills, for which significant improvements were not evidenced from the ABLLS third assessment to the fourth. Pearson correlations were used to assess the relationships between comparable domains on the ABLLS and VABS. Significant relationships were noted between all like-domain pairs (r = .757, p = .003) except between the ABLLS self-help domain and the VABS daily-living skills domain. Implications of these findings are discussed. |
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| 14. Generalized Negatively Reinforced Manding in Children with Autism |
| Area: AUT; Domain: Applied Research |
| JANET YI (California State University, Los Angeles) |
| Abstract: Individuals with developmental disabilities are often unable to communicate in traditional ways (i.e., vocal language) and frequently rely on challenging behaviors (e.g., aggression and self-injury) to express their needs for positive and negative reinforcement. While the area of positive reinforcement manding has been well documented and empirically validated, there is a paucity of research to support the area of negatively reinforced manding. Using a multiple baseline across participants design, this study sought to teach three children with Autism Spectrum Disorders (ASD) to replace their challenging/pre-vocal behaviors with more socially appropriate ways to request the removal of nonpreferred items. Results showed that all participants were able to learn the negatively reinforced mand response and generalized this response to other untrained items. In addition to extending the research in the area, the study empirically defined a procedure for teaching negatively reinforced manding. Moreover, teaching the mand response resulted in quality of life improvements for all the participants and their families. |
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| 15. The Effects of Timed Readings on Comprehension in a Child with Asperger’s Syndrome |
| Area: AUT; Domain: Applied Research |
| CHRISTINA A. YOUNG (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: Many children with Asperger’s Syndrome read well but have difficulty with comprehension or recall. This study examined the effects of the amount of time a child read on the amount of related material remembered immediately afterwards. A multiple baseline with a reversal design was employed in this study. The baseline condition consisted of timing the child for two minutes of reading followed immediately by a 20 second timing in which the child “recalled” out loud what she just read for two separate books. The next condition in Book 1 consisted of shortening the reading time to one minute and continuing with a 20 second recall-time. The preliminary results show that shortening the time required to read increases the number of relevant facts recalled by the participant. |
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| 16. Video Modeling to Increase the Verbal Behavior of an Adolescent with Autism |
| Area: AUT; Domain: Service Delivery |
| D. REED BECHTEL (Bechtel Behavioral Services), Susan J. Heatter (Sue Heatter & Associates), Tereasa Stuckey (Springhill College) |
| Abstract: The poster presents the use of video modeling to increase the conversational skills of an adolescent with autism. A combination sequential and multiple baseline design was used to teach the boy how to initiate varied topics of conversation with other people at the dining table during mealtimes. Generalization probes for school and community settings also are presented. |
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| 17. The Effects of Video Feedback on Mand Training in Young Children with Autism |
| Area: AUT; Domain: Applied Research |
| BOBBI KAEPPLER (Bancroft NeuroHealth), Noelle M. Green (Bancroft NeuroHealth) |
| Abstract: Mand training involves capturing and/or contriving establishing operations (EO). Specifically, this entails the identification of "relevant" EO's in effect and can often be a challenge. A goal in the treatment of children with Autism is to establish and maintain multiple mands. The authors propose that teacher improvement in EO identification leads to an increase in student mands. A multiple baseline across three teachers is presented to illustrate the effects of video feedback on mand training. |
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| 18. Performance of Children Diagnosed with Autism on Progressive Ratio and Conditioned Position Response Tasks |
| Area: AUT; Domain: Basic Research |
| LENELL E. KELLEY (The Matthew Reardon Center), John J. Chelonis (University of Arkansas, Little Rock), Merle G. Paule (National Center for Toxicological Research), Eldon Schulz (University of Arkansas for Medical Sciences) |
| Abstract: This study compared motivation and simple visual discrimination in children ages 5 to 12 years diagnosed with autism (n=12) and control children (n=9). Motivation was measured using a Progressive Ratio (PR) task that required children to press a response lever to earn candy. The first lever press was reinforced and the number of lever presses required for each additional reinforcer was incremented by 10. Visual discrimination was measured using a Conditioned Position Response (CPR) task. For this task, the center of three press-plates was illuminated with one of four colors. The child pressed the center press-plate and then pressed the left press-plate to earn candy if the original color was red or yellow, and the right press-plate if it was blue or green. Results indicated that for the PR task children with autism tend to be slower to respond, make fewer responses, and tend to complete less of the task than controls. Results indicated that for the CPR task, children with autism were significantly less accurate, significantly slower to respond, and completed significantly less of the task than controls. These results indicate that motivation may be effected and tasks that involve complex behaviors are significantly affected in individuals with autism. |
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| 19. Verbal Intelligence and Adaptive Communication in Children with Autism |
| Area: AUT; Domain: Applied Research |
| ALLISON SERRA TETREAULT (University of Houston, Texas Young Autism Project), Courtney Ferguson (University of Houston, Texas Young Autism Project), Ehsan Bayat (University of Houston, Texas Young Autism Project), Gerald E. Harris (University of Houston, Texas Young Autism Project) |
| Abstract: While research has demonstrated a relationship between adaptive behavior and intelligence in children with autism, it has not been examined specifically within the language domain. In addition, very little research has explored the relationship between subjective and objective accounts of language ability. Among 42 children with autism, the current study looked at the correlation between parent reports of child communication ability (Communication Domain on the Vineland Adaptive Behavior Scales) and an objective measure of verbal intelligence (Verbal Subtest on the Wechsler Preschool and Primary Scale of Intelligence – Third Edition) across a one-year time interval in which each child received discrete trial ABA. At initial testing, it was found that the two scores correlated significantly. In addition to offering evidence of convergent validity for the two measures of language ability, it was found that when the sample was analyzed longitudinally, the strength of the correlation increased, indicating that child treatment may lead to greater accuracy for parent’s perception of child language ability. Implications for the diagnosis and treatment of autism are discussed. |
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| 20. Establishing Mands Using a Physical Prompt Procedure with Fading on a Child with Autism |
| Area: AUT; Domain: Applied Research |
| KRISTINA WILLIAMS-MASIBO (Gonzaga University), Piaget G. Pauli (Gonzaga University), Kimberly P. Weber (Gonzaga University) |
| Abstract: A multi-probe design across behavior was used to increase the usage of signed mands with a child diagnosed with Autism. The researchers selected the participant based on her limited vocal responses, moderate aberrant behavior, and ability to imitate motor movements. The procedure used to develop the mand responses included fading physical prompting from a full to no prompting. Inter observer agreement data were recorded on every session with agreement of 100%. Results for increased independent sign usage in a mand condition were obtained for all of the signs taught. During the study aberrant behavior was also studied and the results showed a significant decrease as child acquired mands. |
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| 21. Teaching Elementary Abstract Concepts and How to Construct Basic Sentences to Children with Autism Using the Reading and Writing Program |
| Area: AUT; Domain: Applied Research |
| MARI SASAKI (Sophia University), Yoshiaki Nakano (Sophia University), Maiko Miyazaki (Nakayoshi Kids Station), Akiko Kato (Nakayoshi Kids Station), Takahiro Yamamoto (Sophia University) |
| Abstract: We developed the Japanese Reading and Writing Program based on the original R&W Program developed at UCLA to help developmentally disabled children improve functional communication skills using solely visual stimuli (Lovaas & Lovaas, 1999). “Reading” means responding to written instructions by selecting pictures, objects, persons etc., and “writing” means responding vice versa. Sasaki, Nakano, Kato & Yamamoto (2003) reported that a 4-year-old child with autism acquired 20 items of “reading” and “writing” labels within 3 months. We expanded the R&W Program to further teach such tasks as elementary abstract concepts, how to construct basic sentences, etc. In this study, we applied the expanded R&W Program to two 4-year-old children with autism who had difficulties in using vocal language, as a part of an early intensive behavioral intervention. We analyzed outcomes of 80 weeks intervention by numbers of tasks and items the children mastered. We also analyzed rates of stimulus generalizations from 2D to 3D objects, from actions in pictures to actions in vivo, etc. Social validity questionnaires were administered to parents and therapists who taught them. We discussed how to expand their “reading” and “writing” skills acquired in treatment settings to their natural environment. |
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| 22. Using a Textual Prompt to Establish Sequellic Responding with a Child with Autism |
| Area: AUT; Domain: Service Delivery |
| SARA J. PAHL (Fabrizio/Moors Consulting), Lesley Lucas-Pahl (Fabrizio/Moors Consulting) |
| Abstract: This poster will show that despite after a series of interventions that created little or no change, the implementation of a texutal prompt increased the effects of high rates of responding for answering personal questions with a school-aged boy with severe autism. Textual prompts included partial to full answers to personal questions. The use of textual prompts decreased the number of instructional sessions to aim and displayed little drop in rate of performance when the prompt was removed. |
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| 23. The Use of Marionets for the Generalization of Skills in Children with Autism |
| Area: AUT; Domain: Applied Research |
| ANA PASTOR SANZ (Centro Al-Mudaris), José Julio Camerero (Centro Al-Mudaris), Teresa Lara (Centro Al-Mudaris), Rosa Cuesta (Centro Al-Mudaris), Sandra Roman Cerezo (Centro Al-Mudaris), Vanesa Soldado (Centro Al-Mudaris) |
| Abstract: The generalization of skills is one of the specific objectives that we take into consideration when we design programs for children with autism. The use of marionets presents the opportunity to teach under natural contingencies that facilitate the generalization of skills. We taught five children with autism to follow a series of tasks presented by a marionet. Through a structured story narrated by the marionet, the children had to respond to motor imitation, following instructions, matching identical objects, and to social questions. |
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| 24. The Effects of an Auditory Trainer on the Speech Sound Acquisition of Children with Autism |
| Area: AUT; Domain: Applied Research |
| LAURA M. HUTT (New England Center for Children), Beth O. Bellone (New England Center for Children), Jaime Cohen (New England Center for Children) |
| Abstract: Seven children with autism and moderate to profound phonological disorders received speech intervention, with and without an auditory trainer, a wireless system with a microphone to amplify the speech signal and headphones to receive the signal and reduce background noise. Target isolated sounds or sounds-in-words were derived from assessment, counterbalanced across participants, and trained using an alternating treatment design. Only one of seven participants met criteria for words trained in the auditory trainer condition with no improvement demonstrated in the condition without the auditory trainer. One child initially achieved rapid improvement in the target sound trained with the auditory trainer, however a marked decline in performance was noted and mastery criteria were not achieved in either condition. The remaining five children showed no significant difference in acquisition with or without the auditory trainer. Interobserver agreement was collected for 35% of sessions with an average agreement of 82% (range, 50 – 100%). Results suggest that most children with autism would not benefit from use of an auditory trainer during speech acquisition training, however further research is needed to replicate these results with a greater number of participants. |
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| 25. From Secluded to Included: Teaching a Child with Autism to Use a Time-Out Chair |
| Area: AUT; Domain: Service Delivery |
| MELISSA A. FOTI HOFF (Cincinnati Children's Hospital Medical Center), Rena Sorensen-Burnworth (Cincinnati Children's Hospital Medical Center), Jamie M. Lentz (Cincinnati Children's Hospital Medical Center) |
| Abstract: Intensive outpatient treatment was conducted with an 11-year-old female diagnosed with autism. Patient entered treatment after being removed from her educational placement due to significant aggressive behavior. Functional assessment of behaviors indicated multiply maintained behavior with escape and tangible as the primary functions. However, a secondary attention function (primarily physical attention) precluded the use of block and redirection strategies and dense reinforcement schedules were not effective in consistently reducing problem behavior. Effective treatment strategies included the use of a padded room time-out and a dense reinforcement schedule which were successfully faded to the independent use of a time-out chair and intermittent and token reinforcement over the course of 7 months. Behaviors were reduced from a baseline rate of 11 aggressions per hour to zero for more than 3 months. |
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| 26. Promoting Independence in School Settings for Children with Autism Using Tactile Prompting |
| Area: AUT; Domain: Applied Research |
| HEATHER M. ANSON (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: Verbal responses, gestures and other physical stimuli are often used to prompt attention to the teacher, group responding, and engagement by children in independent activities in the classroom. However, these stimuli are often intrusive. In the current study, unobtrusive vibrating pagers were used to discretely alert children that they were misbehaving or acting in an improper way, thus reducing the amount of disruptions the children and their teachers created in their classrooms. The children were then able to learn more naturally with less interference from more overt prompts. Specifically, five male children, between 4 and 7 years old, who attended a regular education preschool or regular education first grade classroom, participated. All participants were selected from Central Valley Autism Project, INC (CVAP, INC). An ABAB design was used in which periods of traditional prompting were alternated with periods of tactile and traditional prompting. The data showed that tactile prompting was successful in replacing traditional prompting for attention to teacher and independent activities. However, tactile prompting was not successful in replacing traditional prompting during group responding activities. |
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| 27. Comparison of Teaching Procedures when Assessing Rate of Acquisition of Discrimination Skills in Children with Autism |
| Area: AUT; Domain: Applied Research |
| JENNIFER MUSOLFF (Barber National Institute), Robert Gulick (Barber National Institute), Thomas P. Kitchen (Barber National Institute), Phillip J. Belfiore (Mercyhurst College) |
| Abstract: The purpose of this study was to compare two teaching procedures, No-No-Prompt and Errorless Learning in the discrete trial format. Although much research has been conducted to test the effectiveness of the Errorless Learning procedure, there has been little done on No-No-Prompt and also on a comparison of the two procedures. Using a withdrawal design (ABCACB), the study tested the rate of acquisition of receptive discrimination skills with 3 children with autism. Each session was conducted at the Barber National Institute, where all 3 children attended school. Data collected showed that criterion was met at a faster rate using the Errorless Learning procedure than the No-No-Prompt procedure. |
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| 28. Multiple-Cue Discrimination in Children with ASD: Examining the Relationship between Adaptive Behavior and Deficits in Discrimination |
| Area: AUT; Domain: Applied Research |
| DEREK D. REED (Syracuse University), Florence D. DiGennaro Reed (Syracuse University), Laura Lee McIntyre (Syracuse University) |
| Abstract: Teaching discrimination skills to individuals with autism spectrum disorders (ASD) may have widespread impact to other learning environments. As such, these skills are often referred to as “pivotal behaviors” (Koegel et al., 1989). Evidence suggests that individuals on the autism spectrum often have difficulties discriminating multiple component stimuli and may exhibit stimulus overselectivity (Matthews, Shute, & Rees, 2001). More specifically, it is observed that as the complexity of a stimulus increases from one component to two, three, and four components, the frequency of response errors also increases when participants are asked to discriminate between items (Burke & Cerniglia, 1990). The present study assessed the salience and prevalence of multiple-cue discriminatory deficits in children with ASD. Six preschool children were asked to select an object from an array of 16 items when given the instruction, “Give me the (name of object)”. The participants were presented with a variety of multiple component tasks (e.g., stimuli varying in color, size, shape, and texture). Results of the discrimination tasks will be described as they relate to the children’s adaptive functioning on the Vineland Adaptive Behavior Scales. Discussion will focus on implications for teaching multiple-cue discrimination to children with ASD. |
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| 29. The Relationship Between Allotted Response Time and Compliance in a Girl with Rett’s Syndrome |
| Area: AUT; Domain: Applied Research |
| MELISSA SCOGGINS (Munroe-Meyer Institute), Susan Wilczynski (Munroe-Meyer Institute), Keery Wolf (Munroe-Meyer Institute), Joshua Needelman (Munroe-Meyer Institute) |
| Abstract: Rett’s Disorder is a pervasive developmental disorder characterized by early normal development followed by a loss of specific skills (e.g., hand skills, interest in social interactions). A common characteristic of Rett’s Disorder is stereotypic hand movements such as hand-wringing or hand-clapping. Severe impairment in both expressive and receptive language development, psychomotor delays, and severe or profound mental retardation are also frequently present. In the present investigation, the participant was a 5-year-old girl diagnosed with Rett’s Disorder who exhibited apraxia, psychomotor delay, and frequent hand-clapping. The goal of the investigation was to determine the appropriate response time allowed for independent compliance during teaching sessions that utilized a discrete trial format. An alternating treatments design was used to assess compliance with 4 s, 7 s, and 10 s latency periods allowed for independent compliance before prompting by the experimenter. Independent compliance was defined as initiation of the required task without prompting by the experimenter within the designated time period. Conditions were 5 min in length with one task presented every 30 s. Tasks included tacts, motor imitation, intraverbals, one-step directions, and receptive identification. The 10 s condition resulted in the highest level of independent compliance. Implications of the results will be discussed. |
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| 30. Effects of Video Self-Monitoring on Teaching Performance: Enhancing Staff Discrete Trial Instruction (DTI) in Autistic Support Classrooms |
| Area: AUT; Domain: Applied Research |
| KEVIN M. FRITTS (Barber National Institute), Brian Herman (Barber National Institute), Phillip J. Belfiore (Mercyhurst College) |
| Abstract: The purpose of this study was to examine the effects of staff video self-monitoring training on the accuracy of delivering Discrete Trial Instruction (DTI) to students in an autistic support classroom. Following baseline, staff were trained to criteria in scoring, from videotapes, their DTI delivery. Specifically, staff were trained to self-monitor their (a) delivery of discriminative stimulus, (b) wait time for student response, (c) immediacy of feedback, (d) delivery of specific feedback, and (e) latency before delivery of next discriminative stimulus. The dependent measure was the accuracy of completing the total DTI trial, using a multiple baseline design across staff. In addition to accuracy of the complete DTI trial, data was also collected on each individual step of the DTI trial. Results showed that video self-monitoring increased the accuracy of DTI for staff when working in an autistic support classroom. |
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| 31. Increasing Learn Unit Presentations |
| Area: AUT; Domain: Applied Research |
| TATIANA P. OCHOA (Teachers College, Columbia University) |
| Abstract: This study was conducted to test the effects of increasing the numbers of learn unit presentations during instruction on aberrant behavior (self-injurious behavior during instruction). The dependent variable was the number of occurrences of aberrant behaviors emitted for the entire session of instruction. The independent variable was increasing the number of learn unit presentations during instruction. The participants of this study were two 7-year old females who functioned at the pre-listener and pre-speaker level of verbal behavior. A multiple baseline across subjects design was employed for self-injurious behaviors and showed a functional relation between the numbers of learn unit presentations and the number of aberrant behaviors emitted during instruction. During baseline sessions, participant A emitted relatively high rates of aberrant behaviors. Participant B emitted lower occurrences of aberrant behavior, however, it interfered during the entire time of instruction. The learn unit presentations were then increased due to the student emitted high number of occurrences of self-injurious behavior which interfered with instruction. The results showed that increasing learn units decreased aberrant behaviors during instruction and it also decreased the participant's learn units to criterion. After we increased the learn unit presentations during the entire session, student A and student B emitted relatively lower occurrences of aberrant behaviors. During baseline, the learn unit presentations were decreased to the same number of learn unit presentations that were implemented in the previous baseline phase for both students. The results suggested that increasing the learn unit presentations was an effective teaching tactic for treating aberrant behaviors in a school setting for both students. |
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| 32. Efficacy of a Social Story as a Primary Intervention in Teaching Appropriate Social Behavior |
| Area: AUT; Domain: Service Delivery |
| VICTORIA A. GALLANT (Pathways Strategic Teaching Center), John C. Briggs (Pathways Strategic Teaching Center), Erik A. Mayville (Pathways Strategic Teaching Center) |
| Abstract: Social skill development is an essential part of the programming for children with autism. One method of teaching social skills is to use social stories (Gray, 2003). Using a multiple treatment design we evaluated the effectiveness of social stories to teach appropriate greetings to an eleven year old boy diagnosed with autism. The dependent variables were appropriate greetings paired with sustained eye contact throughout a social interaction. The independent variables were: 1.The use of social stories alone, 2. The use of social stories paired with edible reinforcers and 3.The use of social stories with systematic fading of edible reinforcer. The social story alone was not effective as an intervention, however when combined with the use of edible reinforcement the student’s social interaction skills showed marked improvement. |
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| 33. Teaching Independent Classroom Routines to Children with Autistic Spectrum Disorder |
| Area: AUT; Domain: Applied Research |
| DANA SALINGER (Northwest Behavioral Associates), Amy L. Barnhill (Northwest Behavioral Associates), Melissa Liotti (Northwest Behavioral Associates) |
| Abstract: Children with Autistic Spectrum Disorder (ASD) often struggle following multi-step independent classroom routines, a skill critical for success in inclusive educational environments. For the purposes of this study, the investigators plan to teach approximately 8 students with ASD to independently follow multi-step independent classroom routines in small group settings with increasing complexity using a changing criterion experimental design. Acquisition data will be visually summarized from the small group setting and generalization data from their general education classrooms will be shared as well. |
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| #339 Poster Session - OBM |
| Monday, May 30, 2005 |
| 12:00 PM–1:30 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 34. An Application of Behavioral Economic Principles to the Treatment of Food Selectivity |
| Area: CBM; Domain: Applied Research |
| ALLISON L. MARTIN (Marcus Autism Center), Cathleen C. Piazza (Marcus Autism Center), Gregory K. Reed (Marcus Autism Center), Melanie H. Bachmeyer (Marcus Autism Center), Stephanie Bethke (Marcus Autism Center) |
| Abstract: Behavioral economic theories evaluate the interaction between reinforcer schedules (price) and response allocation. In the current case study, behavioral economic principles were applied to the treatment of a young male who exhibited food selectivity by type and texture. Initially, the child could choose either to consume or expel a bite of table-textured target food. The price of expelling was increased by requiring the child consume a bite of the same food prepared at a lower texture contingent on expels. The cost of expelling continued to increase, both in terms of texture and number of bites required, while the price associated with target bites remained the same. Independent observers achieved over 80% agreement for over 26% of treatment sessions. Results suggested that increasing the price of expels altered the child’s response allocation toward consumption of target bites. However, the price (texture and number of bites required) at which the child changed his response allocation differed across food types. These data are discussed in relation to economic theory, operant conditioning, and the treatment of pediatric feeding disorders. |
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| 35. Increasing Chewing Skills in Children with Feeding Problems |
| Area: CBM; Domain: Applied Research |
| KAREN RADER (Marcus Autism Center), Cathleen C. Piazza (Marcus Autism Center), Gregory K. Reed (Marcus Autism Center), Melanie H. Bachmeyer (Marcus Autism Center), Stephanie Bethke (Marcus Autism Center), Amanda Bosch (Marcus Autism Center) |
| Abstract: Children with feeding disorders often display deficits in oral motor skills. These deficits may result in the inability to chew or insufficient chewing skills for safely swallowing higher textures. The purpose of the current study was to systematically evaluate several treatment components designed to increase chewing behavior for two children with feeding problems. In order to increase the number of chews per bite, each child was systematically trained to exhibit a chew response using a non-nutritive implement (chew tube). Following successful non-nutritive chew training, each child was trained to chew on a cutout plastic tube containing a small portion of food. Two independent observers achieved over 90% agreement on over 25% of sessions. Post training chewing increased to acceptable levels for both children. Results showed that once chewing reached acceptable levels for one food on a tube, treatment effects generalized to three novel foods in the absence of tube training. These data are discussed in relation to oral motor skill development and treatment of texture selectivity. |
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| 36. A Comparison of the Effects of Behavioral and Sensory-Integrative Treatments on the Food Consumption of Children with Pediatric Feeding Disorders |
| Area: CBM; Domain: Applied Research |
| HEATHER KADEY (Marcus Autism Center), Cathleen C. Piazza (Marcus Autism Center), Allison Martin (Marcus Autism Center), Michele Walker (Marcus Autism Center), Stephanie Bethke (Marcus Autism Center), Melanie H. Bachmeyer (Marcus Autism Center) |
| Abstract: A treatment comparison was conducted to evaluate the effects of sensory integration therapy versus a behavioral treatment for increasing food acceptance in two children with pediatric feeding disorders. Effects were evaluated using a reversal design. Prior to treatment, an occupational therapist evaluated each child and designed individualized sensory integration-based treatment packages. In addition, behavioral-based treatment packages were designed based on functional analysis results that suggested that each child’s inappropriate mealtime behavior was maintained by negative reinforcement. Two independent observers achieved over 80% agreement on over 21% of sessions. Results for both subjects indicated that the children’s food acceptance during the sensory integration-based treatment remained at low baseline levels; however, the children’s food acceptance significantly increased during the behavioral-based treatment. Implications for the treatment of pediatric feeding disorders and areas of future research will be discussed. |
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| 37. An Analysis of the Combined and Isolated Effects of Differential Reinforcement and Extinction on the Treatment of Multiply Maintained Food Refusal Behavior |
| Area: CBM; Domain: Applied Research |
| KRISTI MURPHY (Marcus Autism Center), Gregory K. Reed (Marcus Autism Center), Cathleen C. Piazza (Marcus Autism Center), Melanie H. Bachmeyer (Marcus Autism Center), Heather Kadey (Marcus Autism Center) |
| Abstract: Prior research on the functional analysis of feeding problems has suggested that negative reinforcement is primarily responsible for maintaining inappropriate mealtime behavior. However, this research also suggests that feeding problems may be multiply maintained (i.e., sensitive to multiple sources of reinforcement). In terms of treatment, this brings to question the relative importance of each maintaining function for increasing food consumption. Yet to date, no studies have systematically examined this question. The current study examined the efficacy of function-based treatments for multiply maintained feeding problems, particularly with regard to the relative contribution of each maintaining variable during treatment. In addition, given that few studies have examined the effectiveness of negative reinforcement-based alternatives to escape extinction (e.g., differential negative reinforcement), a second purpose was to evaluate the effects of a negative reinforcement contingency (both with and without positive reinforcement) for increasing food consumption in the absence of escape extinction. Two independent observers achieved over 80% agreement on over 25% of sessions. Results will be discussed in terms of functional-based feeding treatments for multiply maintained food refusal, and the role of positive and negative reinforcement contingencies in the treatment of feeding problems. |
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| 38. The Examination of Constipation as an Establishing Operation for Pediatric Feeding Disorders |
| Area: CBM; Domain: Applied Research |
| PEGGY S. EICHER (St. Joseph's Children's Hospital), Merrill J. Berkowitz (St. Joseph's Children's Hospital), Paul Tokar (St. Joseph's Children's Hospital), Tara McDonough (St. Joseph's Children's Hospital) |
| Abstract: An establishing operation is any event that alters the effects of a reinforcer. The etiology of pediatric feeding disorders have been classified as organic, non-organic or a combination of the two (Budd et al., 1992). One common organic cause of feeding difficulties in infants and toddlers is gastroesophageal reflux (GER). Medical management of GER has been found to improve these children’s food consumption (Hyman, 1994). Many children referred to an outpatient clinic for the assessment and treatment of pediatric feeding disorders also present with constipation. There is some anecdotal support suggesting that increasing the frequency and consistency of the bowel movements of children exhibiting feeding difficulties may improve their food consumption and mealtime behaviors. The current study examines 1) the effects that medication has on the frequency and consistency of bowel movements in children exhibiting feeding difficulties and 2) the relationship between the frequency and consistency of bowel movements and children’s food consumption and mealtime behaviors under treatment conditions. Four children admitted to an intensive day treatment program for feeding difficulties with a history of constipation participated in the study. Results of the study and their implications will be provided. Directions for future research will be offered. |
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| 39. Evaluating Food Acceptance and Occurrence of Emesis in Two Children with Feeding Problems by Systematically Manipulating Establishing Operations |
| Area: CBM; Domain: Applied Research |
| BARBARA S. WIMBERLY (Marcus Autism Center), Cathleen C. Piazza (Marcus Autism Center), Gregory K. Reed (Marcus Autism Center), Melanie H. Bachmeyer (Marcus Autism Center), Lindsay S. Hauer (Marcus Autism Center), Deshanda Dow (Marcus Autism Center), Stephanie Bethke (Marcus Autism Center) |
| Abstract: Children diagnosed with pediatric feeding disorders often require supplemental feedings in the form of daily tube feedings to sustain their growth. As oral feedings are introduced, tube feedings may continue during the day and co-occur with oral feedings. Under these conditions, the likelihood of satiation-related effects during mealtimes may increase (e.g., decreased motivation to consume foods, increased refusal, etc.). Alternatively, reducing the overall volume of tube feedings and altering the tube-feeding schedule (e.g., to overnight feeds) may minimize satiation-related effects and increase motivation for consumption (via deprivation). This study evaluated food consumption and occurrence of physiological responses (emesis and gagging) during meals while the volume and schedule of tube feedings were systematically manipulated. During deprivation phases, the total volume of daily tube feeds was reduced (15-19%). By contrast, during satiation phases, children received tube feeds during the day, even during oral feedings. Two independent observers achieved over 80% agreement on over 20% of sessions. Results indicated no differences in children’s oral consumption across deprivation and satiation phases. However, decreases in emesis and gagging were observed under deprivation conditions. Results will be discussed in terms of the role of biologic establishing operations on the treatment of pediatric feeding disorders. |
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| 40. Systematic Evaluation of Behavioral Distress in a Young-Adult Patient with Cerebral Palsy Undergoing Post-Orthopedic Rehabilitation |
| Area: CBM; Domain: Applied Research |
| DEBORAH KRUGLAK (Kennedy Krieger Institute), Adrianna M. Amari (Kennedy Krieger Institute), Kimberly D. Bellipanni (Kennedy Krieger Institute), Melissa H. Beck (Kennedy Krieger Institute), Keith J. Slifer (Kennedy Krieger Institute) |
| Abstract: Applied Behavior Analysis methods can assist medical teams in assessing pain behaviors. Distress behaviors during rehabilitation demands may be associated with medically treatable pain or be maintained by environmental contingencies. Discriminating between these behaviors in children with neurological impairments may be challenging. Behavioral idiosyncrasies and neuromuscular impairments may mask expression of pain. Signs of pain may be inconsistent and difficult to interpret. Self reported symptoms of pain may be missed or unavailable because of physical and communication disabilities. Operationally defining and systematically measuring pain behaviors then comparing measurements across environmental situations and in relation to interventions can elucidate the nature of distress behavior.This case study describes a 23-year-old with spastic quadriplegic cerebral palsy and severe mental retardation who, after post-orthopedic surgery, exhibited distress behaviors during rehabilitation therapies. Systematic data collection and analysis across conditions differentiated behaviors associated with environmental contingencies from behaviors associated with positioning and medication changes. Throughout hospitalization, differential reinforcement decreased some, but not all, distress behaviors, indicating pain requiring medication management was present. Combining differential reinforcement with appropriate medication resulted in increased tolerance for rehabilitation demands and decreased negative behaviors. Availability of behavioral data assisted the medical and rehabilitation team in making successful treatment decisions. |
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| 41. Shaping Alternative Pain Expression in a Young-Adult Male with Traumatic Brain Injury During Rehabilitation from Orthopedic Surgery |
| Area: CBM; Domain: Applied Research |
| GINA W. BASEY (Kennedy Krieger Institute), Keith J. Slifer (Kennedy Krieger Institute), Adrianna M. Amari (Kennedy Krieger Institute), Crystal Chappell (Kennedy Krieger Institute), Malorie Malloy (Kennedy Krieger Institute) |
| Abstract: Following orthopedic surgery, patients experience pain with movement and weight bearing. Crying, screaming, verbal complaints, and protective posturing are pain expressions that limit rehabilitation and may be exacerbated by cognitive deficits.Data will be presented on a 21-year-old male with cognitive deficits from a brain injury at age 19. These deficits appeared to intensify expression of pain and anxiety, which interfered with medical care and physical therapy. Intervention included antecedent management (systematic presentation of demands, a structured therapy schedule, rehearsal of coping strategies, distraction during painful therapies), placing yelling and verbal avoidance on extinction, and prompting deep breathing, growling, humming and counting as alternative pain expressions. Differential reinforcement of other behavior was implemented, and yelling resulted in a response cost (starting over on the task). Intervention decreased negative vocalizations, yelling and verbal avoidance from mean session frequencies of 31.7, 22.2 and 17.7, respectively, to means of 10.4, 2.8 and 7.8. When reinforcement was made contingent on the alternative pain expressions these means were 12.2, 1.7 and 7.0.Results will be discussed in relation to the impact of brain injury on pain and coping, and the importance of teaching alternative pain expressions to facilitate rehabilitation. |
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| 42. Behavioral Intervention to Shape Functional Independence in a Young Adult Male Following Traumatic Brain Injury |
| Area: CBM; Domain: Applied Research |
| JESSICA TISCHNER (Kennedy Krieger Institute), Ethan Benore (Kennedy Krieger Institute), Gina W. Basey (Kennedy Krieger Institute), Keith J. Slifer (Kennedy Krieger Institute), Melissa H. Beck (Kennedy Krieger Institute) |
| Abstract: Individuals who sustain traumatic brain injury (TBI) often develop chronic behavioral sequelae (inattention, impulsivity, poor emotional regulation, etc.). Health care providers typically advise increased supervision by family caregivers to promote safe behavior and avoid further injury. Over time, as improved ability to make safe decisions and avoid dangerous choices is demonstrated by the patient, the degree of supervision is gradually weaned to allow for more age appropriate functional independence.Data will be presented on an 18-year-old male who was referred for outpatient behavioral intervention two years post severe TBI for treatment of aggression. Behavioral assessment identified parental hypervigilance, and excessive supervision as antecedents of aggression. Treatment consisted of developing a hierarchy of increasingly independent activities. Compliance with safety rules was differentially reinforced with advancement toward greater independence and unsafe behavior was punished with temporary loss of independence. The intervention was implemented using a behavioral contract and resulted in decreased aggression as well as greater functional independence. Patient and caregiver training will be discussed along with challenges to generalization and maintenance of behavioral gains in post TBI young adults. |
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| 43. Assessing the Impact of Behavioral and Pharmacological Interventions on the Disruptive Behavior of a Child with Pre-Morbid Attention Deficits Undergoing Rehabilitation for Traumatic Brain Injury |
| Area: CBM; Domain: Applied Research |
| KIMBERLY D. BELLIPANNI (Kennedy Krieger Institute), Keith J. Slifer (Kennedy Krieger Institute), Melissa H. Beck (Kennedy Krieger Institute), Jessica Tischner (Kennedy Krieger Institute), Shannon L. McIntyre (Kennedy Krieger Institute) |
| Abstract: Children with Traumatic Brain Injury (TBI) present challenges in rehabilitative settings. Pediatric patients often exhibit aggressive and disruptive behavior after a TBI in response to therapeutic demands and/or other environmental contingencies. Behavior Analysis can assist medical teams in identifying environmental contingencies maintaining problem behaviors and making data-based treatment decisions.Data will be presented on the disruptive behavior and compliance with rehabilitation therapy of an 11-year-old male diagnosed with TBI, microcephaly, plumbism, and ADHD-Combined type. Systematic data collection and analysis across treatment phases were used to evaluate the effectiveness of differential positive reinforcement of compliance with and without medication (i.e., Concerta). Although differential reinforcement alone decreased some but not all of the problem behaviors during rehabilitation the addition of medication resulted in further decreases in disruptive behaviors and increases in compliance across all therapies. Results will be discussed in relation to the impact of premorbid behavior problems on the probability of sustaining a TBI, developing disruptive behavioral sequalae during rehabilitation and importance of using systematic behavioral data to make treatment decisions and evaluate treatment effectiveness. |
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| 44. Measuring Outcomes of Anger Management Treatments in an Acquired Brain Injury Outreach Program Using Goal Attainment Scaling |
| Area: CBM; Domain: Applied Research |
| KELLEY D. ANSTEY (ABI Behaviour Services, West Park Healthcare Centre), Gary J. Gerber (ABI Behaviour Services, West Park Healthcare Centre), Andrew W. McNamara (George Brown College), Judy Gargaro (ABI Behaviour Services, West Park Healthcare Centre) |
| Abstract: Brain injury rehabilitation has undergone tremendous growth and development in recent years. Applied behaviour analysis is a treatment option that has increased in prominence for this client group (Ducharme, 1999; Davis & Goldstein, 1994). Applied behaviour analysis has been used to increase adaptive skills that are part of an individual’s rehabilitative goals (Grinspun, 1993; Test, Spooner, Kuel & Grossi, 1990). Such procedures have also been used to decrease maladaptive behaviours that are seen as barriers to rehabilitation (Wroblewski, Joseph, Kupfer & Kalliel, 1997; Eames & Wood 1985; Zahara & Cuvo, 1984). Difficulties with controlling and managing anger are not uncommon following moderate/severe brain injury.The authors will present data on a cohort of 31 individuals who received treatment for anger excesses. The efficacy of treatment will be examined using outcome scores on goal attainment scaling. These data will be presented to illustrate the effectiveness of ABA treatment strategies across a broad group of individuals with acquired brain injury and anger excesses. The authors will present select examples of goals and treatment strategies. The authors will discuss the implications of the data by examining commonalities among those individuals and treatments that illustrate the effectiveness of applied behaviour analysis. Additionally, the authors will present information on those individuals who left treatment to determine if they shared any common factors. |
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| 45. Behaviour Disorder and Acquired Brain Injury: An Applied Behaviour Analytic Approach Using Lag Sequential Analysis |
| Area: CBM; Domain: Applied Research |
| BARZAN RAHMAN (University of Birmingham, UK), Christopher Oliver (University of Birmingham, UK), Nick Alderman (St. Andrew's Hospital) |
| Abstract: Victims of acquired brain injured may present with severe behavioral difficulties, which can hinder effective rehabilitation. The notion that challenging behaviors may serve a functional purpose has been clearly articulated within the field of intellectually disabilities. Given the similarities in behavioral disorders exhibited by some with developmental disabilities and brain injury, it was proposed that methods of descriptive functional analysis would be applicable in the field of acquired brain injury. The aims of the study were to decipher the behavioral functions of verbal and physical aggression of three severely brain-injured patients during post-acute rehabilitative treatment. Staff members completed questionnaires and were interviewed to provide preliminary analyses of participants' behavioral repertoires. Eight hours of live observational data were collected for each participant using a handheld computer, which facilitated the recording of continuous behavior streams in real time. Time-based lag sequential analysis was conducted on the behaviors. For each participant behavioral function was evident and the streams of behavior evidenced a high degree of organization. Implications for future research and the clinical utility of the approach to inform and individualize intervention strategies are discussed. |
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| 46. Behavioral Treatment of Severe Behavior Problems of a Young Adult Male with Down Syndrome and Obsessive Compulsive Disorder Receiving Medical Care for Sleep Apnea |
| Area: CBM; Domain: Applied Research |
| SHREYA P. HESSLER (Kennedy Krieger Institute), Kristin T. Avis (Kennedy Krieger Institute), Keith J. Slifer (Kennedy Krieger Institute), Leanna J. Herman (Kennedy Krieger Institute) |
| Abstract: Down Syndrome is a disorder characterized by chromosomal abnormalities that affect physical and mental development. Individuals with Down Syndrome often have co-morbid cardiac, respiratory, and/or intestinal problems, requiring frequent medical care. Because of their limitations and behavior problems medical procedures may be difficult for these patients.Data will be presented on a 20-year-old male with Down Syndrome and Obsessive-Compulsive Disorder who was treated in a Pediatric Psychology Outpatient clinic. He had a history of obstructive sleep apnea, severe tantrums, and non-compliance with caregiver instructions. Initial intervention focused on compliance with respiratory assistance for sleep apnea. The behavior necessary for wearing a positive airway pressure device was task analyzed into its component steps. Compliance with sequential steps in the task analysis was increased using differential positive reinforcement for each step completed. DRO programs were subsequently implemented to reduce several longstanding ritualistic and compulsive behaviors. Caregivers were trained using verbal instruction, modeling, behavioral rehearsal and corrective feedback.Results show clinically important medical and behavioral improvements including increased compliance, reductions in respiratory distress, tantrums, and ritualistic behavior. Behavioral gains maintained over the course of one year are documented and will be discussed in relation to parents’ skills at generalizing applications of behavior principles. |
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| #340 International Poster Session - CSE |
| Monday, May 30, 2005 |
| 12:00 PM–1:30 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 47. Evaluation of Family Perception of Turkish Children's Pictures Who Live in Germany and Participated in the Joining (Integration) and Normal Instruction |
| Area: CSE; Domain: Theory |
| S. SUNAY YILDIRIM-DOGRU (Selcuk University), Cengiz Celik (Selcuk University), Suleyman Dogru (Ministry of National Education) |
| Abstract: In this study, it was aimed evaluation of family perception of Turkish children’s pictures who live in Germany and who benefit from care of joining (integration) and normal instruction. 371 children participated to the study as 220 girls and 151 boys with 6-12 ages. 101 of these children still continue the joining instruction. In the study, a 10 minutes pre-conversion was realised to evaluate family perception of children. The children were asked to draw a family picture.In the end of the study, girls were found more successful than boys, when the difference was looked at between drawing picture and perceiving family and also it was observed that the children who continued normal instruction were more willing and more successful than the children who continued joining instruction. |
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| 48. Diagnosis and Interventions of Educational and Social Problems Presented in a Marginal Mexican Community |
| Area: CSE; Domain: Applied Research |
| MARCO WILFREDO SALAS-MARTINEZ (University of Veracruz, Mexico), Esperanza Ferrant-Jimenez (University of Veracruz, Mexico), Ana Estela Kay Cacho (University of Veracruz, Mexico), Dinorah Leon Cordoba (University of Veracruz, Mexico), Pilar Gonzalez Flores (University of Veracruz, Mexico), Laura Oliva Zarate (University of Veracruz, Mexico), Andree Fleming-Holland (University of Veracruz, Mexico), Jose Luis Colorado Hernandez (University of Veracruz, Mexico) |
| Abstract: The objective of the present study was to do a series of diagnostic evaluations and interventions in the marginal community of “Colonia revolucion” of Xalapa, Veracruz, México. Once the principal problems had been identified a group of psychologists and researches of the Universitiy of Veracruz and the State Department of Education and Culture implemented the following programs: The identifying and treating of school children with attention deficit hyperactivity through the participation and training of the (children), parents, and teachers; training adolescents in self prevention against risk factors (in substance abuse); identifying and treating kindergarden children with behaviour problems; treating asmatic children to prevent them not attending classes or quitting school; and the prevention of environmental deterioration using an educational program given to middle school students. Results obtained from each of these investigations are presented. |
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| 49. Chewing Gum: A Hard Behavior to Swallow |
| Area: CSE; Domain: Applied Research |
| RAYMOND O. SACCHI (Washington State University), Ryan Sain (Washington State University), Thomas A. Brigham (Washington State University), Sean Greene (Washington State University) |
| Abstract: Improper disposal of gum in Washington State University’s Student Recreation Center costs the university $4,500 annually in maintenance worker wages and removal chemicals. A baseline of gum usage was obtained through trained observers who recorded the number of students using the facility and the number chewing gum. A baseline measure of number of pieces of gum removed and time spent removing the gum from the floors, equipment, and pool filters was obtained through charts distributed to the maintenance staff. Increased gum activity occurred on Mondays and Saturdays, and the intervention will be run on those days. A 3.5’ x 2’ receptacle with a sign reminding students to dispose of gum and telling them the cost of improper disposal in terms of equipment that could have been purchased will be placed in front to the turnstiles entering the center. After implementation of the intervention, observations of number of gum chewers, pieces of gum removed, and time spent removing gum will be obtained to determine if the intervention was effective in reducing gum usage and improper disposal. An additional series of interventions are planned if necessary. |
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| 50. Increasing Condom Use in College Students: A Modification to the Psychology 106 Program |
| Area: CSE; Domain: Applied Research |
| RYAN SAIN (Washington State University), Raymond O. Sacchi (Washington State University), Julie Carrier (Washington State University), Thomas A. Brigham (Washington State University) |
| Abstract: Sexually transmitted diseases continue to be a major problem in the United States. The CDC estimates that more than 830,000 people were infected with Chlamydia in 2002 alone. Research has shown that condoms are one of the most effective methods for preventing the spread of sexually transmitted diseases. However, research has shown that condoms are still rarely used, especially among the highest risk populations. This study explores the effectiveness of a 16 week peer instructed sexual decision making skills course compared to a control group. Additionally, the current study explored the effectiveness of an additional intervention imbedded in the same course. Results of the study indicate that the additional intervention did little increase the effectiveness of the 16-week intervention. Further results indicate that the 16-week intervention was successful as a whole at decreasing unsafe sex acts when compared to a control group. |
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| 51. Teach the Drivers Well: Using Positively Reinforcing Signs to Impact Motorists’ Behavioral Safety |
| Area: CSE; Domain: Applied Research |
| THOMAS G. SZABO (Imagine! Colorado) |
| Abstract: Empirical studies investigating the impact of positive reinforcement versus aversive control on behavioral safety have been conducted over the last half-century. An exciting avenue of current research interest is the use of signs to generate safe practices. Coercive signs that warn of naturally and artificially derived consequences for unsafe behaviors abound throughout modern culture, whereas fewer signs offer positive reinforcement for safe behavior. At a cultural level, little is known as to the potential benefits of signs offering positive reinforcement for accepted safe practices. Study 1 examines the role of hand-held signs that provide positive reinforcement for driving within the posted speed limit in a residential neighborhood. Study 2 contrasts the effects of signs offering positive and negative reinforcement on drivers’ speed compliance. Results suggest that speed compliance increased using signs based on positive reinforcement. Follow-up studies are indicated to compare longevity and generalization of speed compliance to both sets of conditions. |
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| 52. Programmatic Approach to Source Separation of Household Organic Residuals |
| Area: CSE; Domain: Applied Research |
| BENJAMIN VAN HANDEL (Northern Michigan University), Paul Thomas Andronis (Northern Michigan University) |
| Abstract: Over 200 million tons of garbage is produced annually in the United States. Of this, approximately 45% is recovered in some fashion, i.e. recycling, composting, or waste to energy. The remaining 100 million tons travels to landfills, where it stays to slowly decay. As the remaining capacity at existing sites diminishes, and both the costs of permitting and public outcries against more facilities grow, solutions to the waste problem are being sought elsewhere. Composting has been used for centuries to produce a usable soil amendment from biodegradable discards, but has not become economically feasible on a large scale; much of this can be attributed to the costs of separating waste into organic and inorganic streams. Source separation has been employed, and even subsidized, to shift the burden of separation from processors to generators, but mainly only on the pilot scale. Often, the supposedly separated streams received from participants in these projects still require further sorting. This poster details the developmental stages of a programmed guide targeted at the residential sector designed to educate naïve subjects how to properly separate organics from the waste stream. Data from developmental testing will be provided and discussed |
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| 53. Community-Based “Flashing” Applied to Cell Phone and Seat Belt Usage |
| Area: CSE; Domain: Applied Research |
| MICHAEL C. CLAYTON (Jacksonville State University), Jeremy M. Hof (Jacksonville State University) |
| Abstract: Automobile crashes are the leading cause of death for those aged 5 to 34, with 45,000 (123/day) Americans killed each year. Seat belt usage and refraining from using the cell phone while driving would significantly decrease fatalities. An active prompting procedure was utilized to increase seat belt usage and decrease cell phone use among drivers exiting a university parking lot. A reversal design was used to evaluate the presentation of two signs: “Please Buckle Up, I Care” and “Please Hang Up, I Care”. The proportion of drivers complying with the seat belt prompt was high and in line with previous research. The proportion of drivers that hung up their cell phones in response to the prompt was about equal to that of the seat belt prompt. The use of a cell phone while driving increases the accident rate by 400%, and leads to 2600 fatalities each year. A procedure that reduces cell phone usage among automobile drivers is a significant contribution to the behavioral safety literature. |
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| 54. Decreasing Public Smoking Among Youth |
| Area: CSE; Domain: Service Delivery |
| LEONARD A. JASON (DePaul University), Steven Pokomy (DePaul University), Paul Turner (DePaul University), Margaret Freeland (DePaul University), Sarah Corbin (DePaul University), Mark Driscoll (DePaul University) |
| Abstract: This brief poster reports the results of two observational studies examining the impact of fines for youth tobacco possession on public smoking among youth. Preliminary findings are presented that suggest that when police issued warnings and tickets to reduce underage youth possession of tobacco, in both towns the number of youth smoking in public declined. The study focused on an important health behavior; application of a potentially powerful, community-wide intervention; the use of two distinct communities; and unobtrusive assessment of adult and youth smoking rates. |
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| 55. Generational Trend of Several Psychological Issues in Adolescents of Mexico |
| Area: CSE; Domain: Service Delivery |
| NORMA COFFIN (National Autonomous University of Mexico), Arturo Silva Rodríguez (National Autonomous University of Mexico) |
| Abstract: Generational Trend of Several Psychological Issues in Adolescents of MexicoNATIONAL UNIVERSITY OF MEXICOCoffin, NormaSilva, ArturoIndustrialized countries have developed statistics in Economy for many years. Efforts have taken place in order to standardize economic measures, such as unemployment data. However, very small attention has been focused in terms of temporal trend on social and psychological issues. Therefore, the potential of these studies becomes a research methodology that rarely has been exploded by the Mexican Behavioral scientists. In contrast, broad ranges of social and economic changes have emerged. Hence, this methodology let us realize and observe toward psychological disorders in our adolescents are being directed through time. Our major goal should be to improve the efficiency and efficacy of the prevention programs in Welfare and Health areas. Time- trends studies allow us to identify the non-studied and non-answered topics, which are immersed in every problematic area, pointing out what must be changed to help and prevent common disorders during Adolescence. The present study has collected in 4 different generations (over 3000 participants), of adolescent students (Secondary level), in different cities of Mexico for the last 14 years. The psychological issues were: Study Habits, Phobias, Depression, Drug Abuse, Aggression, Family Conflicts, Anxiety, Sexual Information & Assertive Skills. The results clearly show significant differences among generations. Thus, while Study Habits and Phobias remain stable in time, trends of other areas show significant differences: some of them worsened, like Sexual Information and Drug Abuse (no matter how many resources and efforts have been improved in the last years, in order to prevent disorders). Results show the importance of analyzing, existing or new data, through this Methodology. |
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| 56. "Pick of the Litter:" Quantifying an Environmentally Harmful Behavior |
| Area: CSE; Domain: Applied Research |
| PHILIP K. LEHMAN (Virginia Polytechnic Institute and State University), Ian J. Ehrhart (Virginia Polytechnic Institute and State University), Angela Krom Fournier (Virginia Polytechnic Institute and State University), Takashi Hirota (Virginia Polytechnic Institute and State University) |
| Abstract: In order to define the nature and extent of littering behavior on the New River in Southwest Virginia, we conducted a content analysis of the litter from a .5-mile section of shoreline that is heavily used for recreation. Twenty volunteers spent two hours collecting the litter. The litter was then transported to a location where it was sorted into 10 categories, and placed in a life-size bar graph with 3-foot wide bars. This was done to measure the total surface area of shoreline covered by each category of trash, and gain a quantitative measure of its negative visual impact. In descending order, the totals for the ten categories were: 1) alcoholic beverage containers and packaging: 183 sq. ft., 2) non-alcoholic beverage containers and packaging: 96 sq. ft., 3) miscellaneous metal: 81 sq. ft., 4) food-related items: 81 sq. ft., 5) miscellaneous containers: 78 sq. ft., 6) clothing: 60 sq. ft., 7) automotive-related items: 54 sq. ft., 8) camping and sporting goods: 39 sq. ft., 9) general miscellaneous: 32 sq. ft., 10) miscellaneous paper and reading materials: 10 sq. ft. Implications of the findings will be discussed, along with potential interventions to reduce future litter. |
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| 57. Encouraging Dog Waste Disposal through Public Posting and Waste Disposal Sites |
| Area: CSE; Domain: Applied Research |
| WILLIAM J. WARZAK (University of Nebraska Medical Center), Jeff May (Westside Schools), Brad Dufrene (Mississippi State University) |
| Abstract: Dog waste in communities is host to a number of health hazards to humans including infections, parasites, and diseases. Excessive dog waste may also be aesthetically displeasing for a community. Behavioral strategies including prompting (i.e., signs), modeling (i.e., demonstration of bag usage for dog droppings), decreasing response effort, (i.e., providing bags and waste receptacles) and reward (i.e., financial remuneration) have all been used to increase pro-social community behaviors (Jason, Zolik, & Matese, 1979). The present study used a small n design to demonstrate the effectiveness of a local community effort, an Eagle Scout community service project, to reduce dog waste in an urban community park. An A-B-C (baseline – signage – receptacles) design (with follow-up) was used to assess the effectiveness of placing dog waste receptacles in an urban community park popular for walking dogs. Baseline date indicated that approximately 30% of dog walkers picked up after their dogs prior to intervention. Post-signage approximately 40% of dog walkers picked up after their dogs. The introduction of receptacles (and bags) increased the rate of pick-up to approximately 66%. At one month follow-up dog waste pick-up persisted at approximately 60%. The data suggest that providing signage, bags, and receptacles reduces the amount of dog waste in an urban community park popular for walking dogs. |
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| #341 Poster Session - DDA |
| Monday, May 30, 2005 |
| 12:00 PM–1:30 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 58. The Effects of Supervisor Feedback to Group Home Staff on the Behavior of Clients with Severe Intellectual Disabilities and Behaviour Disorders |
| Area: DDA; Domain: Applied Research |
| KAREN CHARTIER (Lake Ridge Community Support Services), Dan Fishman (Lake Ridge Community Support Services), James J. Reaume (Lake Ridge Community Support Services), Maurice Feldman (Brock University) |
| Abstract: This poster examines the effect of supervisor feedback to 30 group home staff on the behaviour of 6 clients with severe intellectual disabilities (ID) and behavior disorders. While previous studies have shown a relationship between supervisor observations and feedback on staff behavior, oftentimes the effects on client behavior are not reported or demonstrated. In this study, supervisors observed interactions between clients and frontline staff, and provided feedback to staff on the quality of interactions observed. The supervisor and the consulting behaviour therapist, using an observation record observed client behaviour. Interobserver agreement was 92%. An ABAB reversal design was used over 25 months, in which the behavior therapist only-feedback condition alternated with behavior therapist + supervisor-feedback condition across two different supervisors (same behavior therapist, staff and clients). We found that supervisor feedback increased the number of staff-client engagements and clients’ positive client behavior, and decreased client negative behavior, as compared to feedback from the behaviour therapist. |
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| 59. Can the Vineland Communication Subscale Predict Instruction-Following for Children with Developmental Delays |
| Area: DDA; Domain: Applied Research |
| JENNIFER R. THORSTEINSSON (University of Manitoba), Lysianne D. Kolt (St. Cloud State University), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (St. Amant Research Centre), Sara M. Spevack (University of Manitoba) |
| Abstract: We examined the relationship between the Vineland communication subscales and compliance to instructions, with and without gestures, in eight 2-year-old children with developmental disabilities. The children were sorted into two groups according to high or low communication scores on the Vineland communication receptive and expressive subscales. Compliance to instructions with and without gestures was observed through videotapes of parent-child interactions in the home. It was hypothesized that children with higher communication scores would show higher rates of compliance to instructions without gestures than children with lower communication scores, but rates of compliance to instructions with gestures would not differ between groups. A strong, positive correlation was found between the Vineland communication subscales and compliance to instructions. The group with high Vineland communication subscale scores complied nearly twice as often to instructions than the group with low Vineland communication subscale scores. When instructions were provided with gestures the groups complied at an equal rate. We derive from these results a recommendation for parents of children with developmental disabilities to include gestures when giving instructions, and a recommendation that the Vineland assessment be used to identify children for whom special training for instruction following may be required. |
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| 60. Analysis of a Child´s Cognitive Achievements as a Function of the Mother’s Teaching Strategies Using a Multidimensional Observational System |
| Area: DDA; Domain: Basic Research |
| CARMEN QUINTANA (University of Guadalajara), Emilio Ribes Iñesta (University of Guadalajara), Luis Arroyo (University of Guadalajara), Laura Correa Patiño (University of Guadalajara), Eduardo Montes (University of Guadalajara), Ivette Rosa Vargas (University of Guadalajara) |
| Abstract: We present longitudinal data on the observation of the cognitive development of one child as a function of the teaching strategies applied by her mother. A 29 to 54-month-old child and her mother were filmed in a free-play situation at home. The recordings were analyzed with a categorical system developed to observe patterns of mother-child linguistic interactions and their relations with specific settings. We discuss the possible relationship of those patterns with the achievement of cognitive skills in different episodes. |
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| 61. The Effects of Repeated Readings and Prediction on the Reading Performance of Students with EBD |
| Area: DDA; Domain: Applied Research |
| SHEILA R. ALBER-MORGAN (University of Southern Mississippi), Ellen Ramp (University of Southern Mississippi), Christa Martin (University of Southern Mississippi), Lara Anderson (University of Southern Mississippi) |
| Abstract: This study examined the effects of repeated readings and repeated readings plus a prediction strategy on the reading fluency and comprehension of four middle school students with emotional/behavioral disorders. Data were collected in the students’ self-contained classroom three days each week over the course of 12 weeks. Data collectors worked individually with each student for approximately 10-15 minutes per session. Mean IOA, assessed on 23% of the experimental sessions, ranged from 98% to 100% for each student. A multiple baseline across students design demonstrated a functional relationship of repeated readings and repeated readings plus prediction on number of words read correctly and incorrectly by each student. During baseline, mean correct words per minute ranged from 38.8 to 91.6. The reading fluency of all four students substantially increased during repeated readings and continued to increase when prediction was added. The mean number of correct words per minute ranged from 95.6 to 133.7 during repeated readings, and 117.0 to 154.5 during repeated readings plus prediction. At the end of the experiment, the average gain across students was 59.4 correct words per minute. This study supports and extends the findings of repeated readings research to middle schools student with emotional and behavioral disorders. |
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| 62. Maintaining Mands Using a Graduated Multiple-Schedule Arrangement |
| Area: DDA; Domain: Applied Research |
| BECKY KELSO (Marcus Autism Center), Daniel B. Shabani (Marcus Autism Center), Henry S. Roane (Marcus Autism Center) |
| Abstract: Functional communication training (FCT) is a common treatment for aberrant behaviors exhibited by individuals with mental retardation. Following a functional analysis, the individual is taught an alternative communication response that serves the same function as the aberrant behavior. This typically involves continuous reinforcement for the alternative response and often times results in undesirably high rates of responding. Individuals may request reinforcers at rates that are not practical for caregivers to maintain. The purpose of the current investigation was to evaluate the effectiveness of a multiple schedule arrangement in maintaining rates of the alternative response at a level more practical for caregivers to maintain. Results indicated that the multiple schedule arrangement was effective in reducing responding to a low and stable rate. |
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| 63. A Multielement Treatment for Reducing Challeging Behavior in a Boy with Brain Injury: A Case Study |
| Area: DDA; Domain: Applied Research |
| LISA DUNN (Melmark New England), Heather Mercier (Melmark New England) |
| Abstract: This study assessed the effectivness of using a variety of different procedures in combination with each other to decrease challeging behavior in young boy with anoxic brain damage with autistic features. Pervasive developmental disorder and a seizure disorder. Descriptive analysis indicated that his challeging behavior was maintained by a duel function; escape from demands and access to tangibles. A multicomponent intervention including differential reinforcment extinction, punishment and functional communication. The data is displayed graphically, demonstrating the effectivness of treatment |
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| 64. The Facilitation of Reinforcement Schedule Thinning Using a Discriminative Stimulus |
| Area: DDA; Domain: Applied Research |
| JOHN DAVIS (Kennedy Krieger Institute), Kyong-Mee Chung (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Denise Kurek (Kennedy Krieger Institute), Brian Crawford (Kennedy Krieger Institute), Monica Gaines (Kennedy Krieger Institute) |
| Abstract: Functional analyses conducted on individuals with developmental disabilities often suggest problem behavior to be positively reinforced by access to preferred activities. Treatments that are effective in reducing problem behavior typically include a phase during which the reinforcement schedule is altered. In many instances, a discriminative stimulus is used to signal the availability or unavailability of reinforcement (i.e., S+ or S-) to facilitate reinforcement schedule thinning. In the present study, we examined the effectiveness of using a discriminative stimulus to signal the absence of reinforcement (e.g., a wristband) in a 15-year-old male with autism and moderate mental retardation. The treatment consisted of extinction and DRA for compliance (FR1). During reinforcement schedule thinning, the amount of time in which he had access to his preferred activities was gradually decreased. The participant wore a wristband, which was removed while he had access to his preferred activity. The results showed that problem behavior increased when he did not have the wristband during the periods in which he did not have access to his preferred activities. These data suggest that the wristband functioned as a discriminative stimulus (i.e., S-) that was integral in the thinning of the reinforcement schedule. |
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| 65. An Application of Herrnstein's Matching Law in the Failure to Eliminate Severe Behavior Disorders: The Need for Extinction |
| Area: DDA; Domain: Applied Research |
| MAUREEN LACERTE (Nashoba Learning Group), Michael F. Dorsey (Vinfen Corporation), John Stokes (Melmark New England), Michael J. Cameron (Simmons College) |
| Abstract: A review of those studies published in the Journal of Applied Behavior Analysis over the past twenty years that present treatment options for maladaptive behaviors often demonstrate a failure to eliminate the target behaviors from the repertoires of the individuals treated. The current study reviews these articles with respect to their use of an analogue functional analysis diagnostic procedure to evaluate the maladaptive behaviors and identify those reinforcers responsible for their maintenance. Results indicate that, while many behavioral treatment procedures are highly successful in significantly reducing these targeted behaviors, the critical component absent from many studies is the elimination of access to those reinforcing stimuli identified as serving as positive reinforcers for the target behaviors. As such, the procedures under investigation often do not include a treatment component of extinction in their overall treatment package. The present study discusses these issues relative to Herrnstein’s Matching Law, both with respect to positive as well as aversive treatment procedures and the effect on behavior of having those original maintaining variables available the in subject’s environment during otherwise effective behavioral interventions. |
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| 66. Destructive Behavior Maintained by Automatic Reinforcement: Hypothesis Testing and Treatment |
| Area: DDA; Domain: Applied Research |
| MANDY TRIGGS (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), April Stachelski (Kennedy Krieger Institute) |
| Abstract: Automatic reinforcement refers to a contingency where a behavior produces its’ own reinforcer. This contingency is most commonly observed with stereotypic and self-injurious behavior. Based on the results of functional analyses, clinicians may interpret results as the behavior functions to produce some form of sensory stimulation. With a few exceptions, little research has demonstrated destructive behaviors, other than SIB, to be maintained by automatic reinforcement. In the current study, high rates of disruptive behavior, in the form of toy destruction, persisted during an FCT treatment evaluation for behavior maintained by access to tangibles. Hypotheses were tested that the 8-year-old boy diagnosed with Conduct Disorder and Attention-Deficit / Hyperactivity Disorder would destroy his toys independent of social contingencies. Additional preferred toys were identified that were designed to be taken apart and reassembled (unbreakable). Subsequent analyses demonstrated that noncontingent access to breakable toys was associated with high levels of destructive behavior and minimal appropriate interaction. Conversely, noncontingent access to unbreakable toys was associated with zero levels of disruptive behavior and high levels of appropriate interaction. Unbreakable toys were introduced into the FCT treatment evaluation and treatment efficacy was demonstrated. Reliability data were collected during 67.2% of sessions and averaged over 90%. |
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| 67. Functional Communication Training |
| Area: DDA; Domain: Applied Research |
| CARRIE JO MCMILLAN (The Learning Tree, Inc.), Jackie Scott Kines (The Learning Tree, Inc.), Robert A. Babcock (Auburn University), Robert W. Montgomery (Reinforcement Unlimited), Jerre R. Brimer (The Learning Tree, Inc.) |
| Abstract: The presenters propose to teach functional communication to two children diagnosed with Mental Retardation and Autism. The two children are both seven years old, and one is female and the other is male. The ABLLS will be used to evaluate each child before teaching begins to decide which areas of language to focus on. One presenter proposes to teach spoken language/sign language to a nonverbal child. The other presenter proposes to teach spoken language to a nonverbal (with some echoics) child. Both incidental teaching and discrete trial teaching will be used in the teaching process. Both presenters will evaluate the effect of the acquisition of functional communication on maladaptive behaviors. |
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| 69. The Application of Brief Preference Assessments in a Clinic Setting |
| Area: DDA; Domain: Applied Research |
| AMANDA MARLIN (Gonzaga University), Jennifer Neyman (Gonzaga University), Anjali Barretto (Gonzaga University) |
| Abstract: We conducted a series of brief preference assessments and manipulated the presence of attention and demands when the participants had access to the item. Hypotheses regarding the function of problem behavior were developed during the brief preference assessments and tested during the brief functional analysis. Assessment and treatment data will be presented for 3 participants. Interobserver agreement data were collected for at least 33% of the sessions and averaged 90%. Results of the brief preference assessments were useful in developing hypotheses regarding the function of problem behavior and were confirmed during the functional analysis. Outcomes will be discussed in terms of the utility of brief preference assessments in developing hypotheses. |
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| 70. Assessment and Treatment of Food Selectivity in A Child Diagnosed with Autism |
| Area: DDA; Domain: Applied Research |
| DEBORAH L. BORDEN-KARASACK (Kennedy Krieger Institute), Melanie DuBard (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute) |
| Abstract: Children diagnosed with autism may display aberrant eating habits such as food refusal or texture selectivity that severely restricts their daily caloric intake (Ritvo & Freeman, 1978; Farrell, Amari, & Hagopian, 1996). A review of the behavioral literature shows little systematic evaluation and treatment of this problem behavior with caregivers of children who do not meet medical necessity criteria for admission to feeding programs. In this study, a child who participated outpatient behavioral services for the assessment and treatment of aggression was observed during school and home observations to eat a very limited diet. In subsequent interviews, his mother confirmed he exhibited an aberrant eating pattern but was not at risk for malnutrition. Baseline data were collected on food refusal defined as head turns and disruptions when foods from the four food groups were presented (Ahearn, Castine, Nault, & Green, 2001). A multiple baseline across food groups design was used to evaluate the treatment which consisted of shaping and reinforcement for compliance. At baseline, George accepted very few bites of fruit and vegetables. Initial treatment sessions resulted in an increase in acceptance. Interobserver agreement data was collected for 33% of sessions with a minimum of 80% reliability across behaviors. |
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| 71. Use of a Full-Session DRL Contingency to Decrease Problem Behavior Associated with Task Transitions |
| Area: DDA; Domain: Applied Research |
| KENNETH W. ATKINS (Marcus Autism Center), Henry S. Roane (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center) |
| Abstract: A full-session differential reinforcement of low rates (DRL) schedule is one in which reinforcement is delivered if a response rate is at or below a criterion level. In the current investigation, a full-session DRL was used to decrease the occurrence of problem behavior that was associated with transitions between academic tasks. Results of an initial assessment showed that destructive behavior (self-injury and aggression) was more likely to occur when it produced access to the participant’s high-preference activities. An extinction procedure was next implemented in which the participant did not receive contingent access to preferred activities following destructive behavior. This procedure produced large increases in the occurrence of destructive behavior. Thus, the extinction procedure was augmented to include a DRL contingency in which the participant received post-session access to preferred activities following a session in which destructive behavior did not exceed 80% of its level during extinction. Results of DRL analysis produced an overall reduction of 70% relative the extinction-only condition. Reliability data were collected with two independent observers for over 20% of sessions and averaged over 90%. Results are discussed in terms of using DRL schedules to moderate against extinction-induced behavior. |
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| 72. Conditional Probability Analyses as a Method to Identify Response-Response Relations: Implications for Assessment and Treatment |
| Area: DDA; Domain: Applied Research |
| TIA PANEET (Kennedy Krieger Institute), Stephanie A. Contrucci Kuhn (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: Interventions that target precursor behavior (behavior that has been demonstrated to precede the problem behavior) have been effective in reducing problem behavior in individuals with developmental disabilities. There are several potential advantages in targeting precursor behaviors. By targeting precursor behaviors, potentially dangerous problem behaviors could be avoided. In addition, if behaviors occur in a response chain, targeting earlier behaviors in the chain may be more effective in reducing responding in later links of the chain than directly targeting the terminal response. One method of determining the probability of an event (e.g., problem behavior) given another event (e.g., precursor behavior) is through a conditional probability analysis. In the current investigation, the conditional probability of self-injurious behavior (SIB) given the occurrence of self-talk was calculated for an individual with autism and severe mental retardation who displayed severe SIB (e.g., had sustained multiple nose and arm fractures as a result of SIB). Results indicated that the probability of SIB given the occurrence of self-talk was much higher than the probability of SIB alone, self-talk alone, and the chance co occurrence of self-talk and SIB. Next, an intervention targeting self-talk consisting of verbal interruption (i.e., counting to 10) was implemented. Results demonstrated reductions in self-talk and SIB. Reliability data were collected for at least one third of sessions and averaged above 80%. |
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| 73. Effects of DRO and Enriched Environment on Ripping |
| Area: DDA; Domain: Applied Research |
| SEAN P. MURPHY (Bancroft NeuroHealth), Frances A. Perrin (Bancroft NeuroHealth) |
| Abstract: Ringdahl, et.al. (1997) found that when problem behavior persisted in the absence of social consequences, it was necessary to analyze the underlying idiosyncratic variables within an enriched environment in order to design the most effective treatment. In the current study, the ripping behavior of a 14-year-old boy diagnosed with autism and impulse control disorder was examined. The results of an analogue functional analysis suggested that ripping was maintained by automatic reinforcement. An assessment of three enriched environment variations and an assessment of differential reinforcement of other behavior with enriched environment were conducted to design the most effective treatment. Three variations of enriched environment were tested: single item enriched environment, multiple items enriched environment, or rotating items enriched environment. Interobserver agreement data were collected during 29% of sessions. The mean agreement for all measures was 96%. Results showed that when enriched environment was implemented alone, the participant’s rate of ripping continued at a high rate, but when multiple stimulus enriched environment was implemented in addition to differential reinforcement of other behavior the participant’s rate of ripping decreased. |
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| 74. The Evaluation of Trigger Words as Possible Precursors to Problem Behavior |
| Area: DDA; Domain: Applied Research |
| CAMILLE DANIELS (Bancroft NeuroHealth), Patrick R. Progar (Caldwell College) |
| Abstract: The purpose of this study was to examine a trigger word as a possible precursor to problem behavior. The participant was a 14-year-old girl diagnosed with autism and impulse control disorder residing at a neurobehavioral stabilization unit for the assessment and treatment of aggression, self-injury and disruption. Anecdotal reports from parents indicated that use of the word “no,” resulted in high rates of problem behavior. An assessment was conducted comparing contingent use of the word “no” to a control condition. In the test condition an escape was provided contingent upon problem behavior that occurred following the therapist saying the word “no.” Inter-observer agreement data were collected for 25% of sessions with total agreement averaging 97.5%. Results indicated high rates of problem behavior occurred following the word “no” in the test condition. No problem behaviors occurred in the control condition. These findings suggest that clinicians may need to look to other variables in the environment that may elicit problem behavior. |
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| 75. A Comparison of Two Stimulus Fading Methods during Initial Acquisition of Identity Matching |
| Area: DDA; Domain: Applied Research |
| AMANDA BANISTER (Marcus Autism Center), Joslyn Cynkus (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center), Shukriti Kathuria (Marcus Autism Center), Aphrodite Foundas (Marcus Autism Center) |
| Abstract: Children diagnosed with pervasive developmental disorder (PDD) often have difficulty making discriminations between and among two-dimensional pictures or stimuli. In this investigation, we compared two stimulus-fading procedures for establishing initial identity matching. In the size condition, we faded the size of the distracter stimuli (i.e., increasing their size in each fading step by 1/10th the size of the target stimuli until the target and distracter stimuli were the same size). In the contrast condition, we faded the level of contrast of the distracters (starting with black cards as distracters and then increasing the contrast in 10 (approximately) equal steps until the contrast was equal for the target and distracter stimuli). Reinforcement (praise and later edibles) was delivered contingent on correct responding. Results indicated that the discriminations during the first several fading steps were more accurate for the stimuli in the size condition relative to the contrast condition. However, these differences disappeared as fading progressed and both procedures produced mastery level discriminations with the terminal stimuli in about the same number of sessions. Finally, reversals were conducted to demonstrate that edible reinforcement was necessary to maintain accurate responding. |
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| 76. Examining Relations Between Patient Characteristics and Functional Analysis Outcomes |
| Area: DDA; Domain: Applied Research |
| LISA M. TOOLE (Kennedy Krieger Institute), Katharine Gutshall (Kennedy Krieger Institute), David M. Richman (University of Maryland, Baltimore County), Iser Guillermo DeLeon (Johns Hopkins University) |
| Abstract: Functional analyses have revealed that the problem behavior of individuals with developmental disabilities is often sensitive to varying environmental outcomes. However, little is known about how those behavior-environment relations emerge or why certain individuals are likely to be sensitive to one sort of outcome rather than another. As a small step towards examining those questions, we reviewed nearly 800 data sets published over a 10-year period to find relations between various subject characteristics and the outcomes of functional analyses of problem behavior. Among other results, we observed that individuals with extremely limited verbal abilities had problem behavior that was almost twice as likely to be maintained by automatic reinforcement than by any other category and the likelihood of automatic reinforcement in these individuals was far more likely than in individuals with more sophisticated verbal repertoires. Related patterns were observed with regard to cognitive disability, as the proportion of individuals whose problem behavior was maintained by socially mediated reinforcers rose in direct relation to increases in cognitive abilities. These results are discussed in terms of their comparison to the general distribution of function as reported in large-scale epidemiological studies and their implications for arranging functional analyses. |
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| 77. Exploring the Utility of Biofeedback for Decreasing Inappropriate Behavior in Adolescents with Acquired Brain Injury |
| Area: DDA; Domain: Applied Research |
| PAMELA A. TIBBETTS (Southern Illinois University), Danyl M.H. Epperheimer (Center for Comprehensive Services/ The Mentor Network) |
| Abstract: This poster discusses the effects of using biofeedback to assist individuals with acquired brain injury in self-managing their behaviors during stress provoking situations. Adolescents with acquired brain injury attending a residential treatment program received weekly biofeedback sessions. Data were collected on measures of physiological responses, as well as frequency of inappropriate behaviors, including physical and verbal aggression. Results suggest biofeedback has great value in assisting individuals in self-managing their own behavior when exposed to stress eliciting stimuli. |
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| 78. The Current Status of Behavior Analysis and Special Education in Singapore |
| Area: DDA; Domain: Applied Research |
| RANGASAMY RAMASAMY (Florida Atlantic University) |
| Abstract: There are 20 Special Education Schools in Singapore that are run by ten "Voluntary Welfare Organizations" catering to over 4000 children with different disabilities. These schools come under three categories namely, Schools for Children with Intellectual Disabilities, Schools for Children with Physical and Multiple Disabilities, and Schools for Children with Sensory Disabilities. For the purpose of this study, the researcher selected all 12 Schools for Children with Intellectual Disabilities to identify the use of behavior principles in those schools to teach students with intellectual disabilities. Review of the Ministry of Education documents indicated that these schools have full time psychologists on campus all day long. These individuals conduct assessment tests and also work with students and classroom teachers during behavioral outbursts. To identify their involvement in assisting teachers, the author interviewed 20 special education teachers that teach in these schools who were also enrolled in an undergraduate Intellectual Disabilities class at National Institute of Education in Singapore. Majority of these teachers indicated that they lack training in behavior analysis approach. When specifically asked about their practice to pinpoint a target behavior, and come up with intervention techniques, they all said that they rely on their school psychologist. When asked about their psychologists training in behavior analysis, 90% of them said they are not aware of their psychologist’s training. To avoid these teachers over reliance on their psychologists and to improve these teachers’ basic knowledge in applied behavior analysis, the researcher is developing a course to teach them during the spring semester in one of these schools to apply their learnt skills with the students on a day to day basis. Data will be collected and analyzed to show how these teachers learned some basic behavior principles and their comfort level in applying these principles to work with students with intellectual disabilities. |
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| 79. Collateral Effects of Intensive Behavioral Treatment of Severe Problem Behavior in Young Children |
| Area: DDA; Domain: Applied Research |
| NICOLE B. CARMAN (Kennedy Krieger Institute), Patricia F. Kurtz (Johns Hopkins University School of Medicine), Michelle D. Chin (Kennedy Krieger Institute), John M. Huete (Kennedy Krieger Institute) |
| Abstract: While the efficacy of functional analysis-based interventions for severe problem behavior exhibited by young children with developmental disabilities has been demonstrated (e.g., Kurtz et al., 2003;Wacker et al., 1998), few studies have assessed collateral treatment effects. In the present study, function-based interventions were developed for 10 children receiving intensive outpatient services for self-injury and other problem behaviors. All children achieved a reduction in targeted problem behavior of at least 75% from baseline; reliability data were collected for all participants. To assess collateral effects of treatment, parents completed the Vineland Adaptive Behavior Scales, the Aberrant Behavior Checklist (ABC), and the Parenting Stress Index prior to treatment (pre) and at discharge (post). Paired sample t-tests were conducted to examine changes in the pre and post scores of these measures. Significant differences were found only for ABC Total Score, ABC Irritability Scale score and ABC Inappropriate Speech Scale score, although trends and means indicated improvements across all collateral measures for both parents and children. Although based on a small sample size, this preliminary analysis suggests that function-based treatments may hold additional benefits for children and parents. |
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| #342 Poster Session - EAB |
| Monday, May 30, 2005 |
| 12:00 PM–1:30 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 80. The Effects of Distraction on Performance during a Time Perception Task |
| Area: EAB; Domain: Basic Research |
| PAMELA DIAZ (University of Arkansas, Little Rock), John J. Chelonis (University of Arkansas, Little Rock), Mark C. Edwards (University of Arkansas for Medical Sciences), Eldon Schulz (University of Arkansas for Medical Sciences), Ronald L. Baldwin (University of Arkansas for Medical Sciences), Brian M. Kubacak (University of Arkansas for Medical Sciences) |
| Abstract: Previous research has found that distracters can significantly affect children’s perception of the passage of time. The current study was designed to specifically explore some possible underlying mechanisms of this effect. A sample of eight children, ages 8 to 12 years, was recruited from clinics at Arkansas Children’s Hospital. Each child participated in two sessions, lasting twenty minutes each. Time perception was measured using a differential reinforcement of low rates (DRL) procedure. The DRL procedure required children to produce inter response times (IRT) between 10 and 14 s to earn a nickel. The distracter, present for one of the tasks, consisted of an illuminated press-plate that the child could press to earn nickels on a variable-interval 15 s schedule. The mean percent correct was significantly lower with the presence of a distracter and there was also a trend towards more variability in the IRTs produced on the DRL schedule, however there was no shift in the mode for the IRTs. These data suggest that the presence of a distracter affects precision of timing responses on the DRL schedule, but does not consistently increase or decrease the perceived duration of the interval. |
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| 81. Effects of Glucose Concentration in Water on Body Weight and Water and Food Intake After Food Deprivation |
| Area: EAB; Domain: Basic Research |
| ALBA GABRIELA MARTINEZ (University of Guadalajara), Antonio Lopez-Espinoza (University of Guadalajara), Hector Martinez Sanchez (University of Guadalajara) |
| Abstract: Twenty-four albino rats (3-month-old at the beginning of the experiment) divided in four groups, were exposed to fifteen days of free access to water and food, followed by 3 days of food deprivation. On the next five days every group were exposed to one of three kinds of water concentration of glucose. The first concentration had 180 calories, the second had 120 calories, and the third had 60 calories. Caloric food concentration remained the same. Food was available at all times during free access periods. These results suggest that modification of caloric concentration in water affects the feeding behavior after food deprivation period. Key words: glucose, food deprivation, post-deprivation period, body weight, water and food consumption, rats. |
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| 82. Relative Reinforcer Value of a Species-Typical Call Compared to an Artificial Sound for Northern Bobwhite Hatchlings |
| Area: EAB; Domain: Basic Research |
| SUSAN M. SCHNEIDER (Florida International University), Robert Lickliter (Florida International University) |
| Abstract: Using both reversal single-subject and repeated-measures group designs, we demonstrated the reinforcing efficacy of both a species-typical maternal assembly call and an artifical beep in one- to four-day-old Northern bobwhite hatchlings. The control condition was exposure to a variable-time schedule of reinforcement at a rate similar to that produced in the corresponding response-dependent conditions. Comparative changes in reinforcer efficacy over time will also be examined. |
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| 83. Varying Reinforcer Ratio and Changeover Response Requirement |
| Area: EAB; Domain: Basic Research |
| JORGE ARTURO BALDERRAMA TRAPAGA (University of Guadalajara, CEIC), Carlos F. Aparicio (University of Guadalajara, CEIC) |
| Abstract: It has been shown that choice doesn't require steady state to show sensitivity to reinforcement (Davison and Baum, 2000). The present study assessed this idea with rats in a situation where seven reinforcer ratios and five changeover response requirements were manipulated within sessions. Every day a different reinforcer ratio provided 50 pellets in two levers. Within sessions five different changeover response requirements (1, 4, 8, 16 or 32 responses) were presented in random order, each lasting for 10 reinforcers. Then, the same reinforcer ratio and one changeover requirement remained in effect for 21 days; after that, a different reinforcer ratio was selected. This cycle was repeated until all ratios were tested with all changeover requirements. The last phase was a redetermination with all changeover requirements arranged to occur within the same session. The results were consistent with those of previous studies, responses distributions favored the alternative associated with the highest probability of reinforcement. Sensibility increased with increasing changeover requirement, and it was not affected by the rats’ experience in such dynamic environment. |
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| 84. Extinction of Behavior Maintained Under CRF with and without Interposed Intermittent Reinforcement |
| Area: EAB; Domain: Basic Research |
| PAUL THOMAS ANDRONIS (Northern Michigan University), Robert Belonga (Northern Michigan University), Christopher Leith (Northern Michigan University), Scott Martin (Northern Michigan University) |
| Abstract: Introductory textbooks in behavior analysis commonly state that behavior maintained by continuous reinforcement is less resistant to extinction than behavior maintained under intermittent schedules. In applied settings, this is conveyed in admonitions that intermittently reinforced behavior may be highly resistant to extinction, and may take longer to decelerate than continuously reinforced behavior. Several laboratory investigations have examined the effects of extinction on intermittently reinforced behavior brought back under control of CRF before extinction is applied. These studies suggested that CRF-maintained behavior that was previously reinforced intermittently is more resistant to extinction than behavior simply maintained under CRF with no history of intermittent reinforcement. The present poster describes experiments in which pigeons were trained to peck a key under intermittent reinforcement schedules, followed by a return to CRF for various periods, and then subjected to extinction of keypecking. The numbers of responses made under extinction, rates, celeration changes, and propensity, were related to the number of response units reinforced prior to extinction. The investigators discuss some possible implications of these findings for the effective use of extinction in applied settings. |
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| 85. Sub-optimal Preference Patterns Between Fixed and Random Schedules: A Situation of Preference for "Pure" Risk? |
| Area: EAB; Domain: Basic Research |
| MICHELLE D. ENNIS (Temple University), Claudia D. Cardinal (University of Nevada, Reno), Philip N. Hineline (Temple University) |
| Abstract: All previous theoretical accounts of the robust preference for variable over fixed schedules of reinforcement have appealed to the occasional quick payoffs within the variable schedule's distribution. We have found a situation in which variable schedules are preferred almost equally to fixed alternatives even when the smallest value obtainable on a variable schedule is never smaller, and often longer, than the fixed alternative. Four pigeons were exposed to this concurrent-chains procedure with fixed interval (FI) 30" and random interval (RI) 60" terminal links. The likelihood of the RI value equaling the FI value on any given trial was manipulated across conditions as the RI rate of reinforcement was held constant. The preference for the RI increased as the percentage of RI trials that equaled the FI value increased. More surprisingly, in a condition in which 75% of the RI trials equaled the FI value, an overall preference for the RI schedule developed. This occurred even though 25% of the RI trials were longer than the FI, and thus is a finding that no theoretical model of choice can currently account for. These data are discussed in terms of behavioral models of choice, behavioral contrast, and schedule discriminability. |
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| 86. The Effects of Click + Continuous Food Versus Click + Variable Food on Maintenance of Dog Behavior |
| Area: EAB; Domain: Basic Research |
| PAM WENNMACHER (University of North Texas), Rachel Dunham (University of North Texas), Joan M. Engel (New England Veterinary Behavior Associates), Jesus Rosales-Ruiz (University of North Texas), Ami L. Miller (University of North Texas), Chad Scott Hunter (University of North Texas) |
| Abstract: In clicker training, dog trainers often use the term “intermittent reinforcement” when a click is delivered after every correct behavior, but food is delivered only occasionally. However, when behavior analysts use intermittent reinforcement, the click and food reinforcement are always delivered together and the click never occurs without the food being delivered. Many dog trainers believe that there is no difference between the two procedures. The purpose of this study is to determine the effects of maintaining behavior with a click + continuous food reinforcement (CCF) versus a click + variable food reinforcement (CVF). Two dogs will be trained to lay-down and stand-up on hind legs until a performance criteria of 90% correct is reached during baseline. Once at criteria, one behavior (either stand-up or lay down) will continue to receive continuous food, while the other behavior will receive food delivery every other click. One dog will receive continuous food for stand-ups, while the other dog will receive continuous food for lay downs. The clicker will be used to mark every occurrence of the correct behavior for both dogs, regardless of food delivery. Results are in progress. |
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| 87. Effects of Reinforcement on Performance in the Serial Reaction Time Task |
| Area: EAB; Domain: Basic Research |
| NATASHA A. BUIST (Victoria University of Wellington, New Zealand), Maree J. Hunt (Victoria University of Wellington, New Zealand), David N. Harper (Victoria University of Wellington, New Zealand) |
| Abstract: According to the cognitive literature, the Serial Reaction Time Task (SRT) involves both implicit and explicit learning processes. The first experiment of this study examined the effects of reinforcement on these two aspects of performance. Results indicated that some aspects of performance that are said to reflect explicit learning improved with continuous reinforcement. Measures of performance said to reflect implicit learning did not. This lack of effect may have been the result of the relative simplicity of the task rather than a failure of reinforcement processes to affect implicit learning. In four subsequent conditions reinforcement schedules were employed to investigate whether the pattern of behavior could be influenced by reinforcement. |
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| 88. Behavioural Efficacy of Enironmental Enrichment in the Reduction of Stereotypy in Captive Vicugna (Vicugna Vicugna) |
| Area: EAB; Domain: Applied Research |
| MATTHEW PARKER (University of Southampton), Ed Redhead (University of Southampton), Deborah Goodwin (University of Southampton) |
| Abstract: The proliferation of stereotypies in inhabitants of zoological parks is a major consideration in the assessment of welfare, and can cause severe management problems for zoo keepers. It has been suggested that stereotypies in captive animals are indicative of an abnormal animal-environment interaction and that systematic, controlled alterations to the environment can help to decrease the rate of the behaviours through multi-stimulus enrichment (Shepherdson, Mellen, & Hutchins, 1998). The current study used an ABACA design to investigate the efficacy of increasing forage substrates and foraging opportunities in the reduction of stereotypy in captive vicugna (vicugna vicugna). When browse were added the incidence of stereotypy increased, but when the animals’ existing forage was split, stereotypy decreased. Increase during the browse condition may have been a result of over-stimulation of the DA system, owing to super-normal stimuli (Appleby, 1996). The decrease seen during the split-feed condition may have resulted from an opportunity to perform a natural response. In the wild, vicugna are reported to eat and sleep in different areas. In the present study, the vicugna were being ordinarily fed solely in their sleeping quarters. The relative reinforcing value of stereotypy may have been lower than that of performing a wild-type behaviour. |
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| 89. Effects of Coextensive Stimuli Correlated with TD and T? and Variation of T-cycle Length in Limited-Hold Temporal Schedules |
| Area: EAB; Domain: Basic Research |
| CARLOS TORRES (University of Guadalajara), Emilio Ribes Iñesta (University of Guadalajara), Edgar Montes (University of Guadalajara) |
| Abstract: An experiment was conducted to evaluate the effects of the coextensivity of the stimuli correlated with the different sub-cycles of a temporally defined schedule. In this experiment, four rats were exposed to three experimental phases and one redetermination phase with different values of the parameter T. The T values used were 60, 80 and 120 s.. The probability of water delivery was 1.0 in the tD subcycle, and 0.0 in the t? in all the experiment. The results of this study do not replicate previous findings about the effects of the absolute value of T-cycle length on response frequency. There were no differences of responding in both subcycles, and the reduction of water delivery frequency decreased responding in t? exclusively. The results are discussed in terms of stimulus control and correlation of coextensive stimuli with water deliveries. |
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| 90. The Role of Higher-Order Place Conditioning in the Appearance of Positive Induction |
| Area: EAB; Domain: Basic Research |
| JERI NURNBERGER (University of North Dakota), Brent C. Hanson (University of North Dakota), Jeffrey N. Weatherly (University of North Dakota) |
| Abstract: Our research has shown that rats increase their rate of responding for 1% sucrose reinforcement when food-pellet reinforcement will be upcoming (positive induction). We have also demonstrated that this effect likely occurs because the 1% sucrose becomes more reinforcing in that situation than when food-pellets are not upcoming. The present experiment investigated whether that increase in reinforcer value occurs through higher-order place conditioning. Rats pressed a lever for 1% sucrose reinforcement in the first half of the session and, in different conditions, for 1% sucrose or food-pellet reinforcement in the second half. In one treatment condition, the sucrose and food pellets were delivered to the same location. In another, they were delivered to different locations. A larger induction effect was observed when the reinforcers were delivered to the same location than when they were delivered to separate locations, indicating that higher-order place conditioning plays a role in the size of induction. However, induction was still present when different locations were used, indicating that other factors also contribute. |
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| 91. Open Versus Closed Economies: The Role of Post-Session Income |
| Area: EAB; Domain: Basic Research |
| RYAN R. ROWE (University of Wisconsin-Eau Claire), Kasey Stephenson (University of Wisconsin-Eau Claire) |
| Abstract: One of the distinctions between open and closed economies is the presence and absence, respectively, of response-independent (free supplemental) feeding outside the experimental chamber. Behavioral economists (e.g., Hursh, 1980) have held that these supplemental sources of income decrease motivation to work for food during the session (these findings have been likened to the effects of welfare as a variable that decreases recipients’ motivation to seek out a job). Previous research conducted by Timberlake and colleagues, however, has shown that animals discount the value of delayed response-independent feedings such that these feedings do not affect motivation to work for response-contingent food. Specifically, Timberlake et al. (1987) reported that supplemental feedings occurring 32 minutes or more after the session had no effect on progressive-ratio breakpoints. A shortcoming of the Timberlake studies is that they were not conducted in a closed economy. That is, Timberlake’s studies have, with the exception of one rat for 8 days, always included supplemental feedings (they simply varied the time to these feedings). In our study, pigeons worked under PR schedules with no supplemental feedings. Baseline consumption under the PR maintained the subjects at approximately 80% of their free-feeding weights. In subsequent conditions, the number of food pellets delivered per session was the same as that obtained in the stable baseline sessions, but any pellets not earned under the PR were delivered response independently across delays ranging from 4 to 64 minutes. Consistent with behavioral-economic predictions, PR breakpoints were consistently lower when unearned pellets were delivered response-independently. |
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| 92. Social Foraging: The Ideal Free Distribution and Differences in Competitive Ability |
| Area: EAB; Domain: Basic Research |
| JOSHUA BECKMANN (Southern Illinois University, Carbondale), Katarzyna Grabowska (Southern Illinois University, Carbondale), Eric A. Jacobs (Southern Illinois University, Carbondale) |
| Abstract: We are examining human choice and decision-making process in groups of humans “foraging” for points. Specifically, we are testing predictions of the Ideal Free Distribution (IFD), a quantitative model of foraging behavior that was developed in field observation. The IFD predicts that forgers be distributed among multiple “patchy” resource sites such that the overall rate resource acquisition is equal among all foragers. Previous research in the field and the laboratory has supported the predictions of the model. One restrictive and unnatural assumption of the model is that the competitive ability of all of the foragers is equal. In field studies, where data do not conform to the predictions of the IFD, researchers often attribute the discrepancy to differences in competitive ability. Introducing the “competitive unit” post hoc has extended the model to accommodate these discrepant cases. For example, if one forager can obtain food at twice the rate of another, then that forager will count as two “competitive units”. The extended model predicts that foragers will be distributed such that the rate of return per competitive unit is equated across research sites. In the current study, we are attempting to experimentally validate this model by manipulating competitive ability across participants. Participants forage for points, but a select number earn points at a proportionally higher rate than other participants. Preliminary results are consistent with the expanded model. |
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| 93. Extinction in S- is the Hallmark of Discriminated Operant Responding |
| Area: EAB; Domain: Basic Research |
| MATTHEW E. ANDRZEJEWSKI (University of Wisconsin-Madison), Curtis D. Ryals (University of Wisconsin-Madison) |
| Abstract: The acquisition of an operant discrimination has been shown to be a function of the number of reinforcers earned in S+, or the cumulative amount of time in S-. Often, experiments designed to investigate the role of one allow the other to vary. In the present research, the role of extinction in S- was investigated further in a within-subject design, thereby exploring one of the limitations of experiments showing support for the extinction hypothesis. Concurrently, the role of cumulative reinforcers was investigated. Sixteen rats were exposed to a successive discrimination procedure where amount of time in S- varied across 4 conditions, but programmed rate of reinforcement in S+ was constant. In every individual case, irrespective of the order of exposure, the acquisition of an operant discrimination was a function of time in S-, even though cumulative reinforcers were roughly the same. These results confirm the prediction by Skinner that extinction of S- responding was the “hallmark” of a discrimination. |
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| 94. Role of the Suprachiasmatic Nucleus in Habituation of the Headshake Response in Rats |
| Area: EAB; Domain: Basic Research |
| KELBY HOLTFRETER (Washington State University), John Wright (Washington State University) |
| Abstract: Four rats received bilateral radio frequency lesions of the suprachiasmatic nucleus (SCN). A second group of four rats served as sham lesion controls. Subjects responded to four different intersession intervals (ISIs= 5 min, 2, 24, & 48 hr) during habituation of the headshake response (HSR). Subjects were exposed to 24 trials during the first habituation session, followed by an additional 24 trials during a second session. SCN-lesioned animals revealed a decrease in responsiveness as compared with controls. Both groups revealed comparable habituation of the HSR. The SCN-lesioned rats did not reveal spontaneous recovery of the HSR after 24 hr; however, recovery was established at 48 hr. The results of the present experiment suggest that lesions of the SCN do not alter habituation, although lesions of the SCN delay the 24 hr spontaneous recovery property of habituation (e.g., Groves & Thompson, 1970) to 48 hr. |
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| 95. Using the Spontaneously Hypertensive Rat (SHR) as an Animal Model to Examine the Effects of Delay-of-Reinforcement in Attention Deficit/Hyperactivity Disorder (ADHD) |
| Area: EAB; Domain: Basic Research |
| JONATHAN M. SLEZAK (James Madison University), Sherry L. Serdikoff (James Madison University), Kristina T. Austin (James Madison University), A. Charles Catania (University of Maryland, Baltimore County) |
| Abstract: Recent research suggests that Attention Deficit Hyperactivity Disorder (ADHD) may be the result of an altered reinforcement mechanism characterized by shorter and steeper delay-of reinforcement gradients. The current study investigates this possibility in the spontaneously hypertensive rat (SHR), an animal model of ADHD. SHR and Wistar Kyoto rats (WKY) were trained to emit sequences of responses on two levers, A and B, such that a fixed number of presses on lever-A must be accompanied by a fixed number of presses on lever-B in order to produce a reinforcer. As the overall number of responses separating lever-A responses from the reinforcer were systematically altered, rates of responding on lever-A decreased. Data are discussed in terms of the extent to which the shapes of the delay-of-reinforcement gradients differ for SHR and WKY. These data provide additional evidence for SHR as animal model of ADHD and for the for the altered reinforcement mechanism view of the disorder. |
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| 96. Effects of a Non-verbal Object-Categorization by Signaling Task and Feedback in Kindergarten Children |
| Area: EAB; Domain: Basic Research |
| EMILIO RIBES IÑESTA (University of Guadalajara), Alejandra Marquez (University of Guadalajara), Ivette Vargas (University of Guadalajara), Antonia Padilla (University of Guadalajara) |
| Abstract: Sixteen 3 and 4 year-old children participated in a study evaluating the effects of the exposure to a human model in a non-verbal object-categorization task. Children were randomly assigned to one of four groups: 1) observation of a model’s performance with feedback, 2) observation of a model’s performance without feedback, 3) observation of the outcomes of a model’s performance with feedback, and 4) a control group, in which subjects did not have any contact with the model or feedback on their performance. The task consisted in grouping objects according to the material from which they were made (e.g. plastic, wood, metal, and mixed material). The children had to indicate in which group objects were to be included. The design involved a) pre-training; b) pre-test; c) four sessions of categorization, and, d) post-test. The results suggest that category boundaries cannot be learned merely by observing the performance of a human model, or by feedback on performance during the task. |
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| 97. Progressive Ratio in Children Exhibiting Symptoms of Depression |
| Area: EAB; Domain: Basic Research |
| CHRISTIAN LYNCH (University of Arkansas, Little Rock), Brian M. Kubacak (University of Arkansas for Medical Sciences), John J. Chelonis (University of Arkansas, Little Rock), Ronald L. Baldwin (University of Arkansas for Medical Sciences), Mark C. Edwards (University of Arkansas for Medical Sciences), Merle G. Paule (University of Arkansas for Medical Sciences) |
| Abstract: A primary impairment in individuals diagnosed with depression is a lack of motivation to complete or initiate tasks. Previous research has failed to directly investigate motivation in children with depression using behavioral tasks. The current study examined differences in motivation to earn money among children ages 7 to 13 years with and without depressive symptoms on a progressive ratio task. During the task participants were required to press a lever in order to earn nickels. The number of presses required to earn each nickel increased with each nickel that was earned. Children were considered to exhibit symptoms of depression if they met DSM-IV criteria for Major Depressive Disorder or Dsthymia based on parent report (n=13) or if the child scored greater than or equal to one standard deviation above mean on the Child Depression Inventory (n=17) or both (n=5). Surprisingly, no significant differences were found in the number of responses or reinforcers earned between the children exhibiting depression based on any of the above criteria and control children. In fact, depressed children made slightly more responses than the controls. These results suggest that the clinical deficit in motivation observed in depressed individuals may not generalize to all tasks. |
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| 98. The Effects of Brief Delays and Non-differential Verbal Replies on the Performance of Verbal Conditioning |
| Area: EAB; Domain: Basic Research |
| KANAME MOCHIZUKI (Teikyo University, Japan), Hitoshi Ohnishi (National Institute of Multimedia Education) |
| Abstract: We examined the effects of brief delays on the performance of verbal conditioning and found that 300m-sec delay of reinforcement disturbed the conditioning. In this experiment we also examined the effect of"meaningless" words such like "Uh" on the conditioning. During the conditioning phase, participants' echoic verbal responses were reinforced by a verbal praise of computer "Uh... Correct!", when they were recognized properly by a speech recognition system on a computer.When they were not recognized properly, the computer replied"Uh... Wrong!". In this procedure, the echoic performances were significantly increased compared to the baseline. But when were placed the "Uh..." with the sound less delay of the same length, the echoic performances were significantly decreased. The functions of"meaningless" words as a mediator of delay in daily conversation is discussed. |
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| 99. The Effects of Teacher Questions Versus Student Questions on Academic Responding and Total Learn Units to Criterion |
| Area: EAB; Domain: Applied Research |
| GENEVA SCHAUFFLER (Teachers College, Columbia University), Grant Gautreaux (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: The study examines the effects of teacher questions versus student questions on the academic responding of three middle school students. During the teacher question phases of the study, the teacher wrote 5 questions for the students to answer pertaining to a science chapter. During the student question phases of the study, the students were responsible for writing their own set of 5 questions for the next science chapter. The study also examines the effects of the student questions versus teacher questions on the students’ correct responding to an additional 5 bonus questions, written by the teacher and asked following the original 5 questions. The data show that each student’s required number of learn units to criterion on the information from a given science chapter decreased when students wrote their own questions. The data also show a decrease over time in the students’ overall required number of learn units to criterion, regardless of who wrote the 5 questions. Finally, the data show an increase in the students’ correct responding to the 5 bonus questions over time, regardless of who wrote the original 5 questions. Suggestions to explain the reasoning behind these results and implications for future studies are discussed. |
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| 100. Maternal Responsiveness: An Alternative to Treating Child Abuse |
| Area: EAB; Domain: Applied Research |
| ARIEL VITE SIERRA (National Autonomous University of Mexico), Erika Aguirre (National Autonomous University of Mexico) |
| Abstract: Empiric evidence that demonstrates that the approval and the maternal reflection generally work as positive reinforcement, thus, the mothers that offer contingent feedback on the child’s prosocial behavior strengthen this behavior. These reactions to appropriate and opportune have been characterized under the term of maternal responsiveness. Presumably, the maternal congruence creates a harmony or synchrony that fosters child reciprocity, in general, as well as specifically fostering compliance. For what the interest of the present study was to evaluate the effect that has the mirroring and the social reinforcement in promoting the maternal responsiveness in dyads mother-child with history of physical abuse. Participated seven dyads mother-boy with this problem, an experimental design of the type ABC was used, and in the intervention such procedures of behavioral change were applied as shaping, visual feedback and instructions. The results are analyzed with relationship to if the maternal responsiveness is a class of behavior that it include to the reflection and the social reinforcement or it is a wider construct that can have an effect on the restructuring of the interactions in dyads mother-child with antecedents of physical abuse. |
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| 101. Conditional Relations with Compound Stimulus: Improving Test Performances |
| Area: EAB; Domain: Basic Research |
| PAULA DEBERT (Presbyterian University Mackenzie), Paulo Toshio Missão (University of Sao Paulo, Brazil), Jonas de Oliveira Boni Jr. (University of Sao Paulo, Brazil), Maria Amelia Matos (University of Sao Paulo, Brazil) |
| Abstract: Past studies established emergent conditional relations using a go/no-go procedure with compound stimuli. These emergent relations were observed only in the last block of Transitive and Equivalence Test. In the present study compound stimuli remained on computer screen for a longer time during test to evaluate whether emergent relations would be detected early in the first test block. This evaluation was conducted with three naive college students. During training, each compound stimulus was presented successively at the computer screen for four seconds. Responses emitted in the presence of certain compound stimuli (A1B1, A2B2, A3B3, B1C1, B2C2 and B3C3) were reinforced; while responses emitted in the presence of others (A1B2, A1B3, A2B1, A2B3, A3B1, A3B2, B1C2, B1C3, B2C1, B2C3, B3C1 and B3C2) were not. During tests, new configurations (BA, CB, AC, and CA) were presented resembling tests usually employed in equivalence studies. Each of these compound stimuli was presented for eight seconds during tests. All participants showed emergent relations and two in three participants revealed emergence of Transitivity and Equivalence relations in the first block of the tests. These results indicate that emergent relations may be detected early in testing when compound stimulus remained for longer time on the screen. |
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| 102. Investigating the Celebratory Drinking Style of College Students: Implications for Prevention Interventions |
| Area: EAB; Domain: Applied Research |
| ELISE A. DRAKE (Virginia Polytechnic Institute and State University), Ryan C. Smith (Virginia Polytechnic Institute and State University), Sarah Thornton (Virginia Polytechnic Institute and State University), Megan Progen (Virginia Polytechnic Institute and State University) |
| Abstract: The present work describes two field studies supporting the occurrence of celebratory drinking behavior among students, and measured consequences of this behavior using participants’ Blood Alcohol Concentration (BAC) levels. For each study, students’ BACs were assessed using handheld breathalyzers. Study 1 was conducted on the night of an NCAA Division 1 football game. BAC data were analyzed by self-report of Tailgating. The one-way ANOVA reached significance, F (1, 86) = 24.96, p < .001. Those participants who tailgated for the game reached a mean BAC of .091, while those that did not reached a BAC of .034. Study 2 was conducted on Halloween night, also a Thursday. BAC data were analyzed using a 2 Costume X 2 Gender ANOVA. The main effect for costume reached significance, F (1, 87) = 5.94, p < .05. Those in costume reached a mean BAC of .089, while those not in costume reached a BAC of .055. These results support the belief that students consuming alcohol with a reason to celebrate drink to higher levels of intoxication, reaching BAC levels which can put them at risk for alcohol-related problems. Students’ celebratory style of drinking should be considered when designing prevention interventions for this population. |
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| 103. Teaching Children to Respond to the Relevant Stimulus Dimensions: Figure, Feature, or Background |
| Area: EAB; Domain: Basic Research |
| TANYA BAYNHAM (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Lisa G. Falke (University of North Texas) |
| Abstract: This research examined several methods to assess and teach non-verbal children with autism generalized identity matching. The first phase of the study demonstrated that the participants could show generalized identity matching with some stimulus dimensions but not others. That is, children were more likely to match by figure than by feature or background. The second phase consisted of teaching children to respond to the stimulus dimensions under conditions in which they had previously failed. Procedures involved arranging the stimulus presentations such that responding to the target stimulus dimension (figure, feature, or background) was likely to be reinforced. Results will be discussed in terms of current procedures used to teach generalized identity matching. Results are in progress. |
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| 104. Investigation of the Role of Entering Histories on the Performance of Human Operant Tasks |
| Area: EAB; Domain: Basic Research |
| IAN STEPHENS (University of Nevada, Reno), Michael R. Johnston (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: Much experimental work conducted with animals tends to show regularity in terms of schedule controlled behavior. The results of human operant work tend to be much more variable and are often disparate from animal patterns. One potential explanation for this lies in the methodological differences between human and animal experiments. This may include the role of participants’ entering repertoires or histories with respect to certain human operant tasks. Many of these tasks involve the use of computers and mouse clicking, a skill that may vary widely among the common population of this type of research: college students. This study attempted to discover any correlations among the entering repertoire of human participants (such as high or low computer use, and high or low video game use) and performance on simple operant tasks such as sensitivity to low or high-rate schedules of reinforcement. Results will be discussed from the perspective that the entering repertoire of college students needs to be better accounted for and controlled if we hope to reduce some of the variability observed in the human operant literature. |
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| 105. Teaching Preschool Students To Mand |
| Area: EAB; Domain: Applied Research |
| SONJA GALIC (Teachers College, Columbia University), Mapy Chavez-Brown (Teachers College, Columbia University) |
| Abstract: The purpose of this experiment was to investigate the effect of echoic to mand procedure and an establishing operation on instructing three preschool males to ask questions. A multiple baseline design across three target responses was implemented. Data were collected during instructional time in the participants’ classroom in a one-on-one setting. Responses to the learn units served as a measurement of learning in the treatment phase in which the students received an object from the box for the appropriate response or a correction in the form of an echoic response. The baseline data indicate students’ deficit in the repertoire of asking questions. The first question – What is it? – functioned to gain information as to what was hidden in the box, whereas “Can I see it?” served to obtain a view of the item. The last form of question – Can I have it? – functioned to receive an object. Data show that these procedures taught all participants these skills. |
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| 106. The Effects of Outcome-Reversal Training on Equivalence Performances |
| Area: EAB; Domain: Basic Research |
| NATALIE JACOME (University of North Carolina, Wilmington), Carol Pilgrim (University of North Carolina, Wilmington) |
| Abstract: It has been shown that class-specific reinforcers are critical not only to the establishment but also to the maintenance of conditional discriminations. However, this effect has yet to be tested with humans. Thus, one purpose of the present study is to see if this effect will extend to humans. Children were taught two arbitrary conditional discriminations (AB and AC) such that selections of B1, B2, or B3 given A1, A2, or A3, respectively, produced R1, R2, or R3, respectively. Likewise, selections of C1, C2, or C3 given A1, A2, or A3, respectively, produced R1, R2, or R3, respectively. During subsequent training, reinforcement contingencies were reversed such that selections of B1, B2, or B3 given A1, A2, or A3, respectively, produced R2, R3, or R1, respectively; selections of C1, C2, or C3 given A1, A2, or A3, respectively, produced R3, R1, or R2. Upon mastery of baseline conditional discriminations, equivalence probes were administered to evaluate the formation of stimulus-equivalence classes. Participants also completed reinforcer probes in order to ascertain whether the class-specific reinforcers had become class members. To date, baseline conditional discriminations have shown no disruption following outcome reversals, equivalence performances are strong, and responses on reinforcer probes are random. |
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| #343 Poster Session - EDC |
| Monday, May 30, 2005 |
| 12:00 PM–1:30 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 107. The Effects of Using Teacher Scripts on the Efficiency of Delivering Instruction to Students at Risk for Reading Failure |
| Area: EDC; Domain: Applied Research |
| SHAWNNA S. HELF (University of North Carolina, Charlotte), Monica C. Campbell (University of North Carolina, Wilmington), Nancy L. Cooke (University of North Carolina, Charlotte) |
| Abstract: Direct Instruction reading programs embrace explicit, systematic instruction and provide the critical components of instruction for students who are at-risk. Direct Instruction programs are constructed through a rigorous analysis of both the instructional design of curricula and exactly how the materials should be presented. Over 25 years of research support their various programs, components of these programs, and their presentation strategies, across students of various ages and abilities. Proponents of Direct Instruction believe that instruction should be so structured and clear that misinterpretation is impossible. To ensure tight control over the presentation, these programs provide detailed scripts for teachers to use. It is this component, the use of scripted text, that causes the most controversy and draws the most criticism. Although the scripts used in Direct Instruction programs are rigorously tested in combination with other design features, there have been no studies that specifically examine the impact of teacher scripts on the efficiency of delivering instruction using Direct Instruction programs. This presentation will report the findings of a single-subject study (i.e., multiple baseline across participants) that examined two methods of teacher presentation support (i.e., scripted vs. non-scripted) to determine which allowed students to more quickly reach mastery of reading skills. |
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| 108. Effects of Teaching Your Child to Read in 100 Easy Lessons on a Preschooler's Reading |
| Area: EDC; Domain: Applied Research |
| KARI GEESMAN (Gonzaga University), Colleen E. Kormann (Gonzaga University), Leiza Mandi (Gonzaga University), Randy Lee Williams (Gonzaga University) |
| Abstract: The purpose of this study was to evaluate the effects of Teach Your Child to Read in 100 Easy Lessons on the beginning reading skills of a four-year-old preschool boy. This program is phonetically-based, scripted, highly sequenced, fast paced, and included systematic review and practice. A multiple baseline design across three sets of sounds and words was used to evaluate the reading program. With the implementation of the intervention, Teach Your Child to Read in 100 Easy Lessons, the child increased his accuracy of letter sounds and words read. The procedure was practical in terms of time, money, and effort. |
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| 109. The Effects of Direct Instruction on Beginning Reading Skills of a Kindergartner |
| Area: EDC; Domain: Applied Research |
| RANDY LEE WILLIAMS (Gonzaga University), Tiffany Florez (Gonzaga University), Janelle Babinski (Gonzaga University) |
| Abstract: The purpose of this study to evaluate the effects of Direct Instruction program, Teach Your Child to Read in 100 Easy Lessons, on the beginning reading skills of a five-year-old kindergarten boy. This program is phonetically-based, scripted, highly sequenced, fast paced, and included systematic review and practice. A multiple baseline design across three sets of sounds and words was used to evaluate the reading program. With the implementation of the intervention, Teach Your Child to Read in 100 Easy Lessons, the child increased his accuracy of letter sounds and words read. The procedure was practical in terms of time, money, and effort. |
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| 110. The Effect of Negative Reinforcement on a Student's Decoding Accuracy |
| Area: EDC; Domain: Service Delivery |
| CHANG-NAM LEE (Whitworth College) |
| Abstract: This poster session will present a data-based study with an A-B-A-B design that investigated the effect of negative reinforcement on a student’s decoding accuracy. Prior to the study, the student had shown performance deficits due to “attention” problems when he did not show any evidence of skill deficits. His frequent errors negatively influenced his comprehension of the text. During the baseline and the treatment phases, using a Direct Instruction Corrective Reading program (which include “decodable” texts), the student first learned all the prerequisite skills to decode each text and then read the text. Then the researcher asked comprehension questions. During the negative reinforcement phase, the student was instructed that he would have to reread the text if he made more than a certain number of errors. If he made fewer errors, he did not have to reread it. The measure was “the percent of words read correctly.” The implication of the result will be discussed. |
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| 111. Teaching Sight Words to an Adult with Moderate Cognitive Impairments |
| Area: EDC; Domain: Service Delivery |
| LAURA E. RINDERKNECHT (University of Toledo) |
| Abstract: The ability to quickly read sight words helps improve a reader’s fluency and ultimately comprehension. The current single-subject research design looks at how an adult with moderate cognitive impairments who was never taught to read increased her sight word vocabulary. This extends the utility of using experimental analysis to determine appropriate instructional components to increase academic learning. In an assessment phase, a short assessment was conducted through experimental analysis of three sight word teaching methods. The best treatment was determined based on the level and trend of the data of the three test conditions. During an instructional phase, the best treatment was implemented across individual sets of words through a multiple baseline design. After mastery, data was collected on maintenance to examine word retention. Results add to the existing literature on how assessment of possible teaching strategies can aid in treatment selection, and in turn, increase performance. In essence, data was used to impact teaching and learning of sight words for an adult with moderate cognitive impairments. |
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| 112. The Effects of Peer Tutoring on Sight-Word Acquisition, Maintenance, Reading Fluency and Comprehension for Urban Learners |
| Area: EDC; Domain: Service Delivery |
| LEFKI KOUREA (The Ohio State University), Gwendolyn Cartledge (The Ohio State University) |
| Abstract: This study examined the effects of total class peer tutoring on the sight-word acquisition, maintenance, reading fluency and comprehension of six urban African-American students at risk for reading failure. Five of the students were assigned to the second grade and one to third grade. The students tutored their partners on sight words three times per week for 30 minutes each session for 17 to 20 weeks. Initially, only the targeted six students participated in peer tutoring. At the sixteenth week, the whole class participated in peer tutoring. A multiple baseline design across students was used to investigate the effects of the intervention over the four dependent variables. Data analyses showed that all students increased the number of sight words learned over baseline levels. Five of the six target students demonstrated high levels of sight-word retention of more than 89% during bi-weekly assessments. All students increased their reading fluency and comprehension over baseline levels. Greater gains were observed for fluency and comprehension on passages that included the tutoring sight words. More modest gains in comprehension and fluency were found in passages that did not contain words taught in the tutoring sessions. |
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| 113. Comparing Three Whole Word Recognition Techniques on Children's Cumulative Word Recognition Learning Rates |
| Area: EDC; Domain: Applied Research |
| LINDSAY M. NIST (The Ohio State University), Laurice Joseph (The Ohio State University) |
| Abstract: The purpose of this poster presentation is to present a systematic replication study of comparing three whole word recognition techniques on the cumulative word recognition learning rates of three fifth grade children. Three fifth grade children were children who were referred by their classroom teacher as needing additional assistance with word recognition skills. Three whole word recognition techniques consisted of a less challenging ratio of interspersed unknown targeted words with known words flash card drill, a more challenging interspersal ratio of known to unknown targeted words flash card drill, and a traditional flash card drill of targeted unknown words. An alternating treatment design was employed to study differential effects of instruction. Dependent measures consisted of cumulative number of words recognized and cumulative learning rates.Results were consistent with previous findings that measured cumulative spelling performance (Cates et al., 2002). Specifically, results of the current study revealed that traditional flash card drill of targeted unknown words produced higher cumulative learning rates of words recognized. This finding has implications for making decisions as to which type of whole word technique is most efficient to use if your goal is to help children recognize as many words as possible during a given instructional time period. |
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| 114. Considering Comprehension Levels When Conducting an Experimental Analysis of Reading Interventions |
| Area: EDC; Domain: Applied Research |
| GARY L. CATES (Illinois State University), Kelly Thomason (Valley View School District 365U) |
| Abstract: Brief experimental analyses (BEA) were conducted using two different dependent variables to evaluate the effectiveness of reading interventions. Specifically reading rate (words read correctly per minute) and mean reading comprehension levels for six students with reading difficulties were obtained using six different reading intervention/intervention combinations. These interventions included contingent reinforcement, listening passage preview, repeated reading, listening passage preview with contingent reinforcement, repeated reading with contingent reinforcement, and repeated reading with listening passage preview. Results suggested that no one intervention was best for all students regardless of the dependent variable used to measure effectiveness. In addition, the two dependent variables resulted in the same conclusion for only three of the six students. Discussion focuses on student-treatment interactions, measuring student reading performance, matching treatments to students, and directions for future research. |
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| 115. Small Group Reading: Effects on Student Active Engagement, Responding, Progress, and Teacher Praise Rates |
| Area: EDC; Domain: Service Delivery |
| MARY B. VEERKAMP (University of Kansas, Juniper Gardens Children's Project), Howard P. Wills (University of Kansas, Juniper Gardens Children's Project), Julie Stopulos (University of Kansas, Juniper Gardens Children's Project), Debra M. Kamps (University of Kansas, Juniper Gardens Children's Project), Carmen Arreaga-Mayer (University of Kansas, Juniper Gardens Children's Project), Mary Abbott (University of Kansas, Juniper Gardens Children's Project) |
| Abstract: This study used the Multiple Option Observation System for Experimental Studies-MOOSES (Tapp, Wehby, & Ellis, 1992) to obtain data for 96 second and third grade students during reading instruction over the course of three school years. One half of the students were enrolled in experimental schools involved in early screening and intervention for students at risk for reading failure, while the other half of the students were enrolled in control schools. Intervention consisted of small group (3-6 students) reading instruction using phonics driven curricula three to five times per week, in addition to core reading instruction. Differential effects favoring the experimental group were noted for frequencies of academic compliance (response opportunities) and teacher praise compared to the control group means. Also noted were differences in the percent of intervals spent actively engaged in reading aloud, with students spending more time actively engaged in reading aloud in experimental schools than comparison schools. Corresponding longitudinal student outcome data will be reported based on assessments using the Dynamic Indicators of Basic Early Literacy Skills-DIBELS (Good & Kaminski, 1998), a curriculum based measure of fluency. Note: All observers and assessors were trained to 80%+ reliability on a minimum of two occasions. |
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| 116. Improving the Literacy Skills of an Eighteen-Year-Old with a Learning Disability |
| Area: EDC; Domain: Service Delivery |
| KIKO RUSSELL (University of Toledo), Ralph Gardner III (The Ohio State University), Theresa Hessler (The Ohio State University) |
| Abstract: This is a data-based study involving a 18 year old African American student who reads and writes at an early elementary school level (i.e., 2nd grade). The student was interested in improving his literacy skills so that he could continue to pursue a promising athletic career. The experimenters along with the student developed an intense literacy program focused on reading and later writing skill development. The program included Direct Instruction Corrective Reading program, fluency training, and culturally relevant reading material (high-interest – low level). Journal writing with corrective feedback was also used to improve his writing skills. Data will be presented on the development of reading skill and writing skills. The data shows increased fluency and accuracy. The data also shows significant improvement on standardized tests. The student was able to read his first book and can more easily communicate with peer through email. The academic improvement has increased his ability to be successful in the classroom and allows him to maintain his athletic career ambitions. |
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| 117. Examining Approaches To Improve Oral Reading Fluency |
| Area: EDC; Domain: Applied Research |
| AMY C. SCARBOROUGH (Georgia State University), Laura D. Fredrick (Georgia State University) |
| Abstract: The purpose of this study was to determine the impact of four skill-based strategies repeated reading (RR), listening passage preview plus RR, echo reading plus RR, and pencil tapping plus RR in combination with two performance-based strategies performance feedback and student graphing on the oral reading fluency of three second grade students. The brief analysis indicated equal effectiveness of all four skill-based strategies for all three students. Being the most parsimonious, RR was further examined by measuring and reporting generalization, the first read of unpracticed passages during the testing phase. The results of this study demonstrate the effectiveness of skill-based strategies in combination with performance-based strategies for increasing oral reading fluency on both practiced and unpracticed passages. |
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| 118. A Comparison of Three Group-Based Reading Fluency Interventions |
| Area: EDC; Domain: Applied Research |
| JOHN C. BEGENY (Syracuse University), Jennifer M. Silber (Syracuse University) |
| Abstract: Recent national education statistics reveal that approximately one-third of US students read below the basic level by fourth grade. It has also been noted that typical reading instruction practices neglect reading fluency, which has been highlighted as a critical component in teaching individuals to read. Because of the large number of low-achieving readers in the typical classroom, group-based reading programs are important to consider since they can save teachers time and resources compared to individualized interventions. The primary purpose of this presentation is to report the differential effects of three group-based reading fluency interventions (repeated readings, listening passage preview, and learning difficult words in isolation via board-work practice). Participants included three third-grade children from an urban school in central New York. An alternating treatments design was used to examine the relative effects of the interventions on students’ words read correctly per minute (WCPM). Results suggested that for two of the students, repeated reading was the most beneficial group-based reading intervention, whereas for one student the listening passage preview intervention resulted in the largest WCPM gains. Limitations, implications, and future research questions related to this study will be presented. |
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| 119. The Effects of a Group-based Reading Intervention on Students’ Academic Engaged Time |
| Area: EDC; Domain: Applied Research |
| JENNIFER M. SILBER (Syracuse University), John C. Begeny (Syracuse University) |
| Abstract: National education data reveal that approximately one-third of US fourth graders read below the basic level. Further, these data show that reading deficits are particularly prevalent for minority students. One way to address students’ reading problems is to design instructional strategies that allow them to be more actively engaged. Indeed, students’ opportunity to respond and be actively engaged during instruction has been shown to be positively correlated with student achievement. The primary purpose of this presentation is to report the effects of a group-based reading fluency intervention on students’ on-task behavior. In this study, 12 third grade minority students from an urban school in central New York participated in a group-based reading intervention. Students’ active engaged time, passive engaged time, total engaged time, and cumulative duration of active engaged time were measured during typical classroom reading instruction (provided by students’ regular classroom teachers) as well as during the group-based reading intervention (implemented by experimenters). Results indicated that students’ average engaged time on all measures were significantly higher during the group based reading intervention. Students also made academic gains as a result of the group-based intervention. Limitations, implications, and future research questions related to this study will be presented. |
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| 120. Generating Reading Interventions Through Experimental Analysis of Academic Skills: Demonstration and Evaluation of Long-Term Outcomes |
| Area: EDC; Domain: Applied Research |
| MICHAEL PERSAMPIERI (University of Nebraska-Lincoln), Edward J. Daly III (University of Nebraska-Lincoln), Merilee McCurdy (University of Nebraska-Lincoln), Valerie J. Gortmaker (University of Nebraska-Lincoln) |
| Abstract: This report demonstrates the application of experimental analysis methods for identifying reading fluency interventions for two elementary school students (4th and 5th grade) referred for reading problems. For each student the experimental analyses examined use of rewards, instruction, and a treatment package containing both reward and instructional components across difficulty levels to determine the condition which led to the most efficient increases in reading fluency for each student. Based on the experimental analyses, individualized reading packages were developed that required a minimum of supervision. These interventions were carried out over time during normal instructional routines and progress monitoring data were gathered to determine the effects of the interventions. Progress monitoring data using generalization reading materials were collected for rewarded and non-rerewarded probe performance to determine trend over time. Results will be discussed in terms of how practitioners can use experimental analyses of academic skills within a broader response-to-intervention framework. Also, recommendations for future research in this area are made. |
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| 121. An Examination of Performance Gains and Trainings to Criterion at Different Levels of Oral Reading Fluency |
| Area: EDC; Domain: Applied Research |
| BRIAN K. MARTENS (Syracuse University), Derek D. Reed (Syracuse University) |
| Abstract: Approximately 70% of the Nation’s fourth graders continue to function at or below the basic level in reading (NCES, 2004). For students who have already developed phonological awareness and sight-word vocabulary skills, oral reading fluency is “an essential link between word analysis and comprehension of text and is considered a necessary tool for learning from reading” (Chard, Vaughn, & Tyler, 2002, pp. 401-402). This study evaluated the effects of a fluency-based, after-school reading program on immediate gains in performance and number of trainings required to reach a criterion with 15 low-achieving 2nd and 3rd grade students. Training procedures consisted of phrase drill error correction, listening passage preview, and repeated readings along with goal setting, charting, and token reinforcement. Results indicated that as pre-training oral reading fluency levels increased, the magnitude of training gains as well as the number of trainings required to reach criterion decreased. Taken together, the results suggested that an optimal entry level for oral reading fluency in terms of maximizing gains and minimizing trainings to criterion was approximately 50 WCPM. The implications of these results for using sequentially-matched material for reading instruction will be highlighted. |
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| 122. Visual Goal and Progress Stimuli and their Affects on Students Reading Fluency Growth Rates |
| Area: EDC; Domain: Theory |
| ADEE REED (Utah State University), David E. Forbush (Utah State University) |
| Abstract: “National longitudinal studies show that more than 17.5 percent of children in U.S. schools will encounter reading problems in their first three years of schooling” (National Reading Panel Progress Report, 2000). In the book Preventing Reading Difficulties in Young Children, Snow, Burns and Griffen identify obstacles that account for the majority of early readers’ problems. A primary obstacle identified is difficulty understanding and fluently applying the alphabetic principle or sound symbol code, which over time results in significantly reduced reading fluency levels. One method supported by the National Reading Panel (NRP) for increasing fluency rates among readers is completion of repeated oral readings. Repeated oral reading have been found to show clear improvements among students across age and reading levels and appear to be most pronounced for poor readers. The NRP recommends that repeated readings be coupled with guidance and feedback but do not provide specific direction on either. Preliminary investigations suggest that feedback in the form of visible goal and jump stickers on reading stimulus materials positively affect students’ reading fluency rates. The purpose of this poster session is to display and describe the application and outcomes of these interventions for poor readers. |
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| 123. Comparison of Two Error Correction Procedures Within a Precision Teaching Framework During Learning to Read Words |
| Area: EDC; Domain: Applied Research |
| ANGELA GALVIN (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Michelle Harrington (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center) |
| Abstract: At the Judge Rotenberg Center the implementation of much of the reading curriculum is based on the principles of Precision Teaching. This includes conducting multiple assessment timings with students on the reading of words until they reach a high rate-per-minute correct and a low rate-per-minute incorrect within each of a number of curriculum steps. This study examined how two different types of error correction methods affected retention of the proper pronunciation of words learned in a reading task. Curriculum material was from the Michael Maloney series Teach Your Children to Read Well and was presented in a number of timed tests one minute in length. One group of students was corrected during each timing, just as an error occurred. The other group of students was corrected at the end of each timing. Both groups received the same verbal correction procedure, but at different times. Subjects were similar in age and IQ. Both groups were tested on the material two weeks after mastery had been achieved to determine how their retention differed. |
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| 124. Addressing Concerns Related to “No Child Left Behind” and the Oral Reading Fluency Performance of Highly Diverse Fourth-Grade Students: A Cooperative and Coolaborative Teacher Training Model |
| Area: EDC; Domain: Applied Research |
| WILLIAM J. SWEENEY (University of South Dakota), Doug Robbins (Smith Elementary School, Sioux City Community Schools), Jenny Wetz (Smith Elementary School, Sioux City Community Schools), Lauri Powell (Smith Elementary School, Sioux City Community Schools), Rise Tracy (Smith Elementary School, Sioux City Community Schools), Susan R. Sweeney (Smith Elementary School, Sioux City Community Schools), Paul Malanga (University of South Dakota) |
| Abstract: This demonstration project summarizes data related to the effectiveness of repeated reading techniques combined with daily goal setting to build oral reading fluency with fourth-grade students. This reading fluency demonstration project was a combined effort of a School of Education at The University of South Dakota with the Sioux City Community Schools to address some of the mandates of the federal governments 2001 amendments to the Elementary and Secondary School Act (i.e., No Child Left Behind or NCLB) as well as the reading performance of students enrolled in one of its elementary schools with a large population of academically at-risk students. Additionally, this demonstration project was designed to provide preservice special education teachers the opportunity to employ fluency-based procedures with Precision Teaching curriculum-based assessment techniques. Each year, approximately 60 to 65 fourth-grade students from three regular education classes work with 10 to 15 provide preservice special education teachers/tutors from the university. The preservice special education teachers/tutors worked with the students’ in-groups of 2 to 3 for roughly 45 minutes focusing on basic reading skills. The teacher/tutors met with their groups two days a week on average for approximately five weeks. The experimental design used is a behavioral dynamics (Cooper, 2004) approach that emphasizes an analysis of fluency celerations and learning pictures common to Precision Teaching programs. Precision Teaching measurement procedures are employed to evaluate the repeated readings procedures and assess the effectiveness of the teacher/tutor’s reading instruction. Results showed substantial fluency improvements with multiplying learning pictures for oral reading passages. The implementation of these procedures are effective at improving the student's reading fluency, are cost effective in terms of time and resources, and take little time to administer. Implications for classroom instruction and adoption of repeated reading procedures for both students academically at-risk and teacher training are discussed. |
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| 125. The Effect of Performance Rate on Retention |
| Area: EDC; Domain: Service Delivery |
| MICHELLE HARRINGTON (Judge Rotenberg Educational Center), Robert W. Worsham (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), Angela Galvin (Judge Rotenberg Educational Center) |
| Abstract: This study examined how performance rates at mastery affected retention of material. Subjects worked on a curriculum of graded vocabulary words, using precision teaching methodology, until they were able to read the words aloud at a certain rate-per-minute correct during each of a series of one-minute timings. The subjects were divided into two groups, one of which worked toward a high rate final aim and the other which worked toward a lower rate final aim. After two weeks each group was tested on retention of the materials. Data on differences in retention are presented for the two groups to see whether final rate-correct-per-minute had an effect on retention. |
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| 126. Retention Knowledge after Multiple Parts of Curriculum Practice |
| Area: EDC; Domain: Applied Research |
| EMILY BURKE (Judge Rotenberg Educational Center), Michael J. Santopietro (Judge Rotenberg Educational Center), Sean Bresnahan (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center) |
| Abstract: Two groups of students from the Judge Rotenberg Center worked on a series of vocabulary SAFMEDS. SAFMEDS is a fluency based method which is an acronym for “say all facts one minute each day shuffled”. It is a structure to use, which specific curriculum is then implemented into. Students that participated in the study were between the ages of 16 and 20. One condition of students worked through a curriculum of learning how to say the word, learning the definition of a word, and learning how to use the word correctly in a sentence. The second condition of students worked only on learning how to say the word and learning the definition of the word. Students in one condition were matched in ability to the students in the other condition. Students worked on the curriculum three to five times a week doing at least three one-minute timings a day. Frequency data were then plotted on the standard celeration chart. After students completed the SAFMED curriculum, the materials were removed for one month and then a check for retention was completed. Another retention check was completed again three months later. The study showed that the students who worked on the full curriculum of SAFMEDS had greater retention knowledge. |
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| 127. Increasing Acquisition of Target Vocabulary Words through Manipulation of Correction Procedure |
| Area: EDC; Domain: Applied Research |
| NIRVANA PISTOLJEVIC (Teachers College, Columbia University), Grant Gautreaux (Teachers College, Columbia University) |
| Abstract: A multiple baseline and multiple probe across participants design was utilized to investigate the effects of manipulating the correction procedure on acquisition and the use of grade appropriate vocabulary in students functioning several grade levels below same age peers. Students A,B and C were 14 year-old 8th grade students, functioning several grades below same age peers. Students A and C were females, while student B was a male, all diagnosed with behavior disorder. Students attended a classroom implementing Comprehensive Application of Behavior Analysis to Schooling (CABAS®) model of instruction in a public middle school for at risk youth. This procedure was implemented to bridge the gap between students’ limited verbal repertoires and vocabulary required for the 8th grade level according to New York State Standards. The target words were selected from the pre-baseline probes as not being in any of the students’ repertoires. Students’ work was graded with target vocabulary words, which created an establishing operation for them to look up the words in the provided glossary in order to find out what grade they have received. After being exposed to each of the 4 sets of 5 words, 3 positive and 2 with negative connotation in each set, students were given an opportunity to use the words in correcting other students work. In addition, students were probed on whether they have acquired the words in the academic repertoire, by asking them a definition and if they can use them in the sentences. The results showed a functional relationship between the manipulation of correction component and acquisition of target vocabulary words. In addition, students acquired the target words in academic repertoire as well. Number of different words and number of sentences used has increased with implementation of the procedure. |
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| #344 Poster Session - OBM |
| Monday, May 30, 2005 |
| 12:00 PM–1:30 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 128. A Multifaceted Intervention Package for Improving Staff Performance in a Small Business Setting |
| Area: OBM; Domain: Applied Research |
| JEREMY M. HOF (Jacksonville State University), Michael C. Clayton (Jacksonville State University) |
| Abstract: Organizational Behavior Management attempts to remediate organizational deficiencies by using behavior analytic tools to affect change in the antecedents and consequences of behavior and bring about organizational change. To this end, the present study used the Performance Diagnostic Checklist (PDC) to identify specific areas of need in a small, local business. After interviewing the management and employees it was determined that there were deficiencies with respect to completed tasks, as well as insufficient feedback provided to employees. We also incorporated a customer feedback system to collect additional data to aid our analysis. The data analysis suggested a multifaceted approach involving task lists, performance feedback, and an employee lottery to improve customer service, task completion, and employee morale. Results are discussed in terms of the improved accuracy of interventions utilizing the PDC and the value of a multifaceted intervention plan. |
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| 129. Identifying Effective Computer-Based Learning Strategies in Self-Directed Exploration of a Map Display |
| Area: OBM; Domain: Applied Research |
| JENNIFER L. BREDTHAUER (Auburn University), Jean Dyer (U.S. Army Research Institute) |
| Abstract: Previous research compared the effectiveness of structured training and learner-driven exploration using prototype Army software (Dyer & Salter, 2001). In general, soldiers who received training performed better than those who explored the software. However, exploratory training took significantly less time, with some soldiers learning the necessary skills on their own. Soldiers manipulated a map interface consisting of seven functions: Zoom In, Zoom Out, Pan, Find Me, Find X, Display, and Range/Azimuth. Two were one-step, while the others were multi-step that had to be learned by trial and error. Find X and Display involved complex hierarchical menu structures. In the present study, no procedural instructions were provided. Instead, soldiers were encouraged to explore the map display on their own before proceeding to the final exam. No minimum time requirement emerged as a clear predictor of performance. In general, exam success was directly related to the thoroughness to which the soldier explored the map display and its functions. Simply clicking on each was not enough, the relatively more complex functions of Display and Find X required additional investigation of lower submenu levels. Computer experience and proficiency on symbol and code training also related to the effectiveness of exploratory learning. |
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| 130. The Behavioral Research Supervisory System: Preventing Procrastination in Undergraduate and Graduate Psychology Students |
| Area: OBM; Domain: Applied Research |
| ANASTASIA M. OSREDKAR (Western Michigan University), Jennifer Skundrich (Western Michigan University), Christen Rae (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Behavior Analysis Training System (BATS) is a system within the Psychology Department at Western Michigan University. The Behavioral Research Supervisory System (BRSS) is a subsystem of BATS that uses behavior analysis, organizational behavior management, and systems analysis techniques to eliminate procrastination and keep graduate and undergraduate psychology students on track through their educational careers, as well as enabling them to achieve an extensive and well rounded understanding of behavior analysis. Point contingencies are placed on tasks to ensure that students make timely progress on quality products. BRSS managers monitor graduate and undergraduate students on a weekly basis to verify completion of weekly preset tasks. This is accomplished via a weekly BRSS meeting that graduate and undergraduate students attend. The managers also distribute points accordingly, provide feedback, and accumulate data on task and hour completion. At the end of every semester the BRSS mangers compile the points and calculate a grade for each student based on the total points possible. |
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| 131. An Attempt to Vitalize in Vivo or Incidental Teaching in an MR/DD Residential Facility |
| Area: OBM; Domain: Service Delivery |
| JASON T. OTTO (Greene Valley Developmental Center), Eric J. Chubb (Fort Wayne State Developmental Center) |
| Abstract: Program authors write specific, skill-based training objectives and language-based communication objectives to support people with developmental disabilities and mental impairment. However, a maintenance system is often necessary once the skill-based and language-based objectives are met and discontinued. In order to maintain the contingencies initiated by those target programs, natural yet functional, on-going interactions between service providers and service recipients must continue once the objective is met. Effective performance management and staff training for incidental teaching are required. This poster describes the details of such an intervention for maintaining incidental teaching. |
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| 132. Process Improvement in a Clinic Setting: An Application of OBM |
| Area: OBM; Domain: Applied Research |
| CHELSEY A. SUTTON (University of Wisconsin-Eau Claire), Karin L. Rasmussen (University of Wisconsin-Eau Claire), Valori N. Berends (University of Wisconsin-Eau Claire), Gregory J. Madden (University of Wisconsin-Eau Claire) |
| Abstract: Research clearly indicates that the appropriate conveyance of expectations and goals is a necessary factor in the ability of an organization to perform at its highest level. The current sutdy analyzed the influence of standardized forms and feedback on the improvements in work output, speed, and accuracy in a medical clinic setting. The goal of the study was to increase the speed with which lab orders were processed relative to the time in which they were ordered. The use of standardized lab order forms as well as regular feedback on progress made was utilized to determine their effects on the accuracy and speed of lab request processing. The effects of the intervention were evaluated using a multiple-baseline design across departments. |
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| 133. Unobtrusive Observations of Job Performance in a Manufacturing Company: Union and Nonunion Comparisons |
| Area: OBM; Domain: Applied Research |
| CARL MERLE JOHNSON (Central Michigan University), Monica Filipkowski (Central Michigan University) |
| Abstract: Unobtrusive time-sampling recordings of employee performance in both a union and a nonunion plant of one manufacturing organization were carried out. The company was in Chapter 11 Bankruptcy at the time. Behavior was measured as “on task” (i.e., working at machine on plant floor) or “off task” (i.e., standing away from machine or not working during a non-designated break time). Observations were made weekly at the same time. Interobserver reliability measures were 93% agreement. Halfway through the study the company announced the closing of a union plant in another state. Before the announcement employees from the union plant were on task 85.3% (SD = 6.44) and employees from the nonunion plant were on task 92% of the time (SD = 1.47). After the announcement employees from the union plant were on task 86.6% (SD = 3.29) and employees from the nonunion plant were on task 89.7% (SD = 4.11). Observations following the announcement demonstrated an increase of on task behaviors in the union plant; however, no substantial change in on task behavior for the nonunion plant. This implies that the announcement might have influenced the union employees who felt more of a threat towards the possibility of a plant closure. |
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| 134. The Effect of a Weighted Checklist and Weekly Feedback on University Housing Staff Performance |
| Area: OBM; Domain: Applied Research |
| ERICK K. A. MARMOLEJO (University of the Pacific) |
| Abstract: The use of aversive control measures in the form of punishment and negative reinforcement are widely used in business and organizations. The purpose of the present study was to systematically evaluate an alternative. The effect of a package intervention consisting of a weighted checklist, weekly graphic feedback, and contingent social positive reinforcement in the form of praise was used with a university housing staff to increase duty performance. Five undergraduate Resident Assistants served as participants. A multiple baseline across staff members was used to evaluate the effect of the intervention. Results indicate that the intervention increased performance by an average of 45% and decreased variability in performance. These results suggest that interventions based on feedback and positive reinforcement are effective, cost efficient, and represent a practical alternative to aversive control measures. |
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| 135. Daily Data Collection: A Comparison of Two Data Sheets |
| Area: OBM; Domain: Applied Research |
| WILLIAM A. FLOOD (May South, Inc.), Stephen T. North (May South, Inc.) |
| Abstract: This study evaluated the systematic changing of data sheets in group home environments with 6 homes for consumers with intensive behavioral needs. Originally, staff were required to complete daily data on a monthly data collection sheet. With this system, data was completed infrequently. Data collection was switched to daily data sheets and requiring staff to carry the sheets with them around the home. Preliminary data analysis reveals that the overall monthly frequency increased across all group homes. |
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| 136. The Effects of an Employee Retention Program on Therapist Turnover and Therapist Morale |
| Area: OBM; Domain: Applied Research |
| CECILIA KNIGHT (Center for Autism and Related Disorders, Inc.), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.) |
| Abstract: Maintaining a well trained staff is essential for any human service organization to be productive. Unfortunately, therapist turnover and poor therapist morale can interrupt this process. Behavior analytic research demonstrates that procedures that include feedback, training, and incentives can impact employee behavior. Therefore, an employee retention program was developed in an attempt to decrease staff turnover and to improve employee perceptions about their jobs. This retention program includes staff training, public posting, and token rewards that are typically preferred by employees. The purpose of this study is to measure the effects of this employee retention program on therapist turnover and morale across several clinical sites. |
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| 137. Getting a Little Worm Out of an Eagle is No Easy Task! Increasing Frequency of Direct Program Observation and Feedback by Executive Level Staff in an Agency Serving Individuals with Autism |
| Area: OBM; Domain: Applied Research |
| EILEEN HOPKINS (Eden II Programs), Carnella McDonald (Eden II Programs), Joanne Gerenser (Eden II Programs), Randy I. Horowitz (Eden II Programs) |
| Abstract: While the task of direct program observation and provision of feedback to program managers/staff is critically important to the delivery of quality services to individuals with autism, the realities of competing responsibilities can make it difficult for upper-level staff to carry out these tasks as frequently as they feel would be appropriate. The current study examined baseline levels of program observations by executive level staff in an agency serving individuals with autism across several sites and programs (including educational, residential, after-school, and adult day program sites). An intervention consisting of setting individual and group target frequency of observations and written follow up reports was then implemented, with peer feedback as the only consequence for meeting or failing to meet defined objectives. A response cost was then applied, with interesting results initially and after return to baseline. Study results demonstrate a creative way to encourage and support lead agency staff to share their knowledge and expertise through direct program observation. |
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| 138. An Evaluation of Training Outcomes: A Look at Two Methods of Staff Training |
| Area: OBM; Domain: Applied Research |
| JASON T. CAVIN (The Learning Tree), Carrie Smiley (The Learning Tree), Carrie Kirk (The Learning Tree), Jerre R. Brimer (The Learning Tree) |
| Abstract: The purpose of this poster is to illustrate the efficacy of two new-hire orientation training programs and their correlation to the rates of staff turnover. Both training programs were offered to individuals seeking employment at The Learning Tree, a private educational and residential program. Program efficacy was measured through the utilization of data collection systems to track changes in client data across all settings. A time line of intervention changes will be presented along with discussion of what led to each change. Data graphs will be presented on various maladaptive behaviors as well as rates of client reinforcement. |
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| 139. Program Evaluation: Measuring Quality of Care in an Inpatient Brain Injury Rehabilitation Program |
| Area: OBM; Domain: Service Delivery |
| BRIDGET A. SHORE (Florida Institute of Neurologic Rehabilitation), Tara L. Batchelor (Florida Institute for Neurologic Rehabilitation), Claudia L. Dozier (Florida Institute for Neurologic Rehabilitation), Daniel D. Knittel (Florida Institute for Neurologic Rehabilitation), Shannon L. Root (Florida Institute for Neurologic Rehabilitation) |
| Abstract: In the health care industry, information and outcomes management has become an increasingly important aspect of organizational performance for accreditation organizations such as CARF and JCAHO. This shift in emphasis from process to outcome has resulted in many health care organizations adopting objective behavioral measures as indicators of quality health care. The purpose of this poster is to describe the use of measurable data across a wide variety of service areas to monitor, assess, develop and implement interventions to improve the quality of care provided in a brain injury rehabilitation program. Each department identified areas of concern in their service delivery and subsequently developed objective measurable indicators to track changes in quality of service delivery following interventions recommended by the interdisciplinary quality of care committee. Example measures included proportion of client falls due to transfers (PT), percentage of observed appropriate modified diets (SLP), and percentage of clients engaged in appropriate on-task behavior (Behavior), and percentage staff turnover rate (HR). Quarterly review of the indicator trends showed most departments meeting their goals and improving service delivery. The results suggest that applied behavior analysts have much to offer in developing a technology for quality organizational management. |
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| #399 Poster Session - AUT |
| Monday, May 30, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 1. Teaching Teenagers with Autism to Answer Cell Phones and Follow Directions When Lost in Community Settings |
| Area: AUT; Domain: Applied Research |
| ANGELA RODRIGUEZ (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Hannah Hoch (The Graduate Center, City University of New York), Christina Kenny (Alpine Learning Group), Leah Scaglione (Alpine Learning Group) |
| Abstract: A multiple baseline across participants was used to assess prompting and reinforcement procedures to teach three teenagers with autism to access assistance when lost in community settings. This study replicated a previous study (Taylor, Hughes, Richard, Hoch, & Rodriguez-Coello, 2004) in which participants were taught to respond to a vibrating pager to seek assistance. In this study however, participants were taught to answer a cell phone and to follow directions via the cell phone to seek assistance. In baseline, none of the participants were able to answer the cell phones to seek assistance. Following instruction at school and in the community all three participants learned to answer the cell phone, follow instructions to go to various locations and to seek assistance from a naïve adult when separated from their teachers in community settings. Generalization probes were conducted in non-training community sites. A second observer recorded IOA data for 30% of the sessions and averaged 95%. |
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| 2. The Use of Video Modeling to Teach Three Novel Vocational Tasks to a Student with Autism |
| Area: AUT; Domain: Applied Research |
| MICHELLE L. MATATHIA (The Genesis School), Erin Sparacio (The Genesis School), William J. Donlon (The Genesis School), Mary Ellen McDonald (The Genesis School) |
| Abstract: The purpose of the present study was to examine the effectiveness of the use of video modeling to teach three novel vocational tasks to a student with autism. The participant was an adolescent with autism who was currently sampling jobs in the community. A mutiple-baseline across tasks design was used. During baseline video modeling was not used and the participant was simply presented with the materials and an instruction to do their work. During training, a video model of a vocational task was presented to the participant and the participant then completed the task. Generalization probes were conducted at the student's current work site. The present study demonstrated that video modeling can be an effective tool for teaching new vocational skills to individuals with autism. |
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| 3. Jared's Story: How a Fourteen-Year-Old Boy with Dual Diagnoses Survived the Harsh Realities of a Regular Education Public School |
| Area: AUT; Domain: Service Delivery |
| JOEL VIDOVIC (The Ohio State University), Pamela G. Osnes (The Ohio State University) |
| Abstract: Jared was a 14-yr-old boy with diagnoses of autism, Down Syndrome, and ADHD who attended a middle school classroom for students with moderate to intensive disabilities in a public school that served regular education students. Jared exhibited severe and challenging behaviors that were atypical for the classroom, including frequent attempts to aggress toward others, screaming, self-stimulation, and severe functional communication deficits. The classroom teacher had received training in behavior analysis in her Master's program, and had implemented a variety of strategies with Jared that had proven ineffective in meeting his individual needs. Because of Jared's intensive needs, an instructional aide provided most instruction in 1:1 format. School personnel reported being afraid of Jared, although his parents reported having very few difficulties at home. A BCBA completed a functional assessment, and determined that Jared's problem behaviors were caused by attention-seeking and escape/avoidance of demands with attempts to communicate driving much inappropriate behavior. This presentation will describe the complexities of providing effective intervention to Jared within the constraints of a public school that was unaccustomed to serving students with his level of disability. Functional assessment and intervention data will be provided. |
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| 4. Productivity and Publication Trends in Autism-Specific Journals |
| Area: AUT; Domain: Applied Research |
| BERENICE DE LA CRUZ (University of Texas at Austin), Helen I. Cannella-Malone (University of Texas at Austin), Seung-Hyun Son (University of Texas at Austin), Chaturi Edrisinha (University of Texas at Austin), Daniel H. Robinson (University of Texas at Austin), Jeffrey S. Sigafoos (University of Texas at Austin), Mark O'Reilly (University of Texas at Austin) |
| Abstract: The purposes of this study were to (a) identify the most productive researchers and institutions and (b) document publication trends (e.g., type of articles, experimental designs) across the 3 major autism-specific journals (i.e., Journal of Autism and Developmental Disabilities, Focus on Autism and Other Developmental Disorders, Autism: An international Journal of Research and Practice). We reviewed every article published in these journals for the period 1999 — 2004. Articles were coded for author name and gender, institutional affiliations of authors, type of article (e.g., intervention study, assessment study), and funding support. For intervention studies we also coded the type of design (e.g., control group design, single-subject). A second individual scored 20% of the articles to establish inter-coder agreement, which was always above 80% Data analysis revealed that articles were contributed by a number of individuals (both males and females). Multi-authored papers was the norm, and authors were mainly affiliated with a relatively select group of universities, indicating concentrations of autism research in a few major centers. Intervention studies were less prevalent compared to assessment-oriented research studies. Results suggest a need for expanding intervention research using experimental designs, including single subject research designs. |
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| 5. Stimulus Masking in Skill Acquisition for an Individual with Seizure Disorder and Autism |
| Area: AUT; Domain: Applied Research |
| MARK WILLIAMS (The May Institute), Adam J. Magee (The May Institute), Samantha Fisher (The May Institute), Jessica Everett (The May Institute), Melissa Demers (The May Institute) |
| Abstract: The use of visual prompting strategies in teaching new skills to students with PDD is widely recognized as good clinical practice. However, individual differences may limit the success of visual supports. The extent to which visual supports were beneficial as a prompting technique was explored in teaching receptive and expressive language skills to a 13 year old with Autism and Continuous Spikes and Waves during Sleep, a seizure disorder. A comparison was made between skill acquisition using verbal prompting techniques versus verbal prompting paired with a visual stimulus. Both of these prompting strategies were compared with the visual stimulus alone. Targeted skills were taught using a most to least prompting hierarchy. Results suggest that the visual stimulus may be masking the verbal prompt and hindering the ability to acquire skills. |
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| 6. A Classroom Intervention for Floor-Dropping in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| JANE I. CARLSON (The May Institute), Amy Slyman (The May Institute), Melissa Stafford (The May Institute) |
| Abstract: This case study presents a functional assessment and intervention for floor dropping behavior in a 14 year old with autism. Functional assessment revealed that the child displayed two distinct forms of floor dropping; "happy" floor dropping, and escape-motivated floor dropping. During baseline the student displayed the behavior at a rate of 5 episodes per day. A multicomponent intervention was implemented that included a physical escort to his feet for escape-motivated floor dropping. During intervention, the behavior decreased to a rate of .1 episodes per day during the last month of intervention. The rate remained low during a three-month follow-up period. Inter-rater reliability was calculated on 25% of sessions (IRR = 92%). |
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| 7. Exploring the Relationship Between Staff Competencies and Rate of Skill Acquisition |
| Area: AUT; Domain: Applied Research |
| JESSICA EVERETT (The May Institute), Leslie Sutro (The May Institute), Mark Williams (The May Institute), Samantha Fisher (The May Institute), Lorrie Ann Perry (The May Institute), Rebecca Brumaghim (The May Institute) |
| Abstract: Best practice in intensive behavioral intervention for students with pervasive developmental disorders requires a team of highly trained professionals to implement teaching procedures. However, little research has documented the relationship between professional competencies and skill acquisition in individual students. In the present study, professional competencies were measured monthly over a four month period using a competency based checklist derived from behaviors identified in the field as being necessary for providing quality services. These competencies were compared to daily progress in two skill areas across ten students. All students had at least two staff working with them over the course of the study and received between 15 and 25 hours of direct service on a weekly basis. Results support a relationship between professionals who exhibit high competency levels and rate of skill acquisition within individual students. |
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| 8. Learning Horticultural Job Skills Through the Use of the Picture Task Analysis |
| Area: AUT; Domain: Service Delivery |
| MICHAEL R. MAYTON (Beacon Behavioral Consultants, Inc.), Anthony Menendez (Cleveland State University) |
| Abstract: A teenage girl with autism, severe mental retardation, no spoken language, and no previous work experience was taught a series of horticultural work tasks allowing her to be employed by a local plant nursery and earn money with which she could engage in preferred recreational and leisure activities. Using a multiple baseline design, data were gathered to demonstrate the efficacy of a picture task analysis as part of a program of systematic instruction incorporating a hierarchy of least-to-most prompts, positive reinforcement, and errorless learning, all couched within a series of discrete trials. After a 32-hour instructional program that took place across 16 days, the participant was able to independently perform her work tasks at the nursery through the use of the picture task analyses. |
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| 9. Asperger's Syndrome: Best Practices and Applications |
| Area: AUT; Domain: Applied Research |
| COLLEEN ANN O'LEARY-ZONARICH (The May Institute), Sandra Pierce-Jordan (The May Institute) |
| Abstract: This poster will present critical components needed when programming for students diagnosed with Asperger's Syndrome. A brief review of best practices will be provided; such as thorough assessment, optimal program specifications, general behavior strategies, general academic strategies, speech components, and parent training and involvement as a part of the team process. Data will be presented demonstrating applications of critical components to students' programming that yield significant improvements in performance spanning across school and home environments (i.e., increases in on-task behavior, increases in work completion, decreases in maladaptive behavior, and improvements in social skills developed) as presented in an AB multiple-baseline design. Discussion points will include staff and parent training options and opportunities and the impact of strong programming in school systems. |
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| 10. The Effect of Speech-Generating Software on the Rate of Acquisition of Spelling Words in Teenagers with Autism |
| Area: AUT; Domain: Applied Research |
| MARIAJOSE BOWDEN (Alpine Learning Group), Barbara Potter (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Hannah Hoch (The Genesis School), Lauren Fredericks (Alpine Learning Group), Nina Cohen (Alpine Learning Group) |
| Abstract: This study compared the effects of a speech output word processing program with a standard word processing program on the rate of acquisition of spelling words in teenagers with autism. The speech output program used was the Talking Word Processor (a product of Premier Assisted Technology). The standard word processing program was Microsoft Word. The participants were four teenagers with autism ages 13 to 19 with a history of slow acquisition of spelling words when using a standard word processing program. This study used an alternating treatment design. One set of words was taught on the Talking Word Processor and another set was taught on Microsoft Word. The results indicated that three of the participants learned new spelling words at a faster rate and corrected their errors more frequently using the Talking Word Processor. One participant showed no differentiation in the rate of acquisition between the two programs. IOA data were calculated for 40% of the sessions and averaged 95%. |
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| 11. Shaping Exercise Compliance in an Adolescent with Autism |
| Area: AUT; Domain: Applied Research |
| LAUREN FREDERICKS (Melmark), Richard Cappo (Melmark), Larry Goins (Melmark) |
| Abstract: Physical fitness and health related issues are a concern for many individuals with developmental disabilities. Obesity was an ongoing concern for one adolescent male diagnosed with autism and mental retardation, residing at a comprehensive residential and educational facility. Dietary interventions alone did not result in weight reduction. In addition, maladaptive behaviors, such as aggression and self-injury, interfered with physical activity compliance. Baseline data indicated that the individual tolerated walking on a treadmill for an average of 30 seconds. A fixed interval reinforcement schedule with a visual feedback system was introduced to increase the duration of time spent walking on the treadmill. The effectiveness of this strategy was empirically evaluated using a changing criterion design. The intervention was successful in increasing the duration of walking time to 10 minutes in the last phase of treatment. The next phase of treatment included differential reinforcement of diminishing rates to decrease the number of step off or stopping attempts. Interobserver agreement data were collected, and generalization and further applications of the current intervention are discussed. |
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| 12. Increasing Appropriate Social Interactions of a Teenager with Asperger's Syndrome |
| Area: AUT; Domain: Service Delivery |
| DIPTI MUDGAL (University of Southern Mississippi), Erin Perry (University of Southern Mississippi), Kelly Turner (University of Southern Mississippi) |
| Abstract: The purpose of this poster is to discuss the data-based outcomes of social skills training procedure designed to increase appropriate interactions of a thirteen year old male diagnosed with Asperger syndrome. The training included didactic instruction, modeling, role-plays, and feedback (verbal and video). Data indicated that the social skills training package was successful in increasing appropriate interactions and decreasing irrelevant statements. The addition of video feedback further enhanced the results.Keywords: Asperger, social interactions, social skills training |
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| 13. Effects of Videotaped Versus Live Lecture Trainings on Employees' Test Scores |
| Area: AUT; Domain: Service Delivery |
| SHARI L. SCHATZMAN (Eden II Programs), Daphna El-Roy (Eden II Programs) |
| Abstract: Competence of direct-care staff working with individuals with disabilities is a critical component of improving the quality of life for the individuals they serve (Jahr, 1998). Staff need to be proficient in general teaching skills, such as providing clear instruction, the use of systematic prompting procedures, and reinforcement principles (Ducharme, et. al., 2001). Therefore, providing efficient and effective training to new personnel is a priority. Training procedures such as lectures, discussions, and written and/or verbal information are rarely effective to teach staff proper techniques when used exclusively (Jahr, 1998). Another possible training tool is videotaped lectures. Although this format may be more efficient than live lectures, it may not be as effective as a training tool. The purpose of this study is to determine whether training test scores for recently hired employees would be enhanced following live lectures vs. videotaped lectures. Employees attending the lecture series have been recently hired to a variety of positions in the agency, with varying degrees of related experience and education. Results of this study are expected to show that people who view videotaped lectures scored lower than those who attended live lectures. |
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| 14. Increasing Data Collection by Staff in a Residential Setting |
| Area: AUT; Domain: Applied Research |
| MEAGAN GREGORY (Eden II Programs) |
| Abstract: In behavior analysis, data collection on target behaviors is essential to determine the baseline rate of behavior and the effectiveness of any intervention put in place to increase or decrease behaviors. In applied settings, it may be difficult to ensure that direct care workers collect all necessary data. Staff data collection was analyzed by determining the percent of shifts across a week in which staff collected data on consumers in a group home setting. Following baseline, a meeting was held explaining the importance of data collection and why it is necessary. On the shifts following the meeting, praise was provided when the staff had their data books out and prompting was used to increase levels of data book carrying. In the next phase, staff had to sign a memo indicating their awareness of the consequences for not collecting data: a written warning for the first occurrence and written corrective feedback for all subsequent occurrences. In the final phase, the consequences outlined in the memo were implemented. Results indicated that praise and prompting were not sufficient to increase levels of data collection but that corrective feedback resulted in a clinically significant increase in data collection by staff.key words: performance feedback, residential |
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| 15. Acquisition of Cell Phone E-mail Use by Children with Autism in Community Settings |
| Area: AUT; Domain: Applied Research |
| KOJI TAKEUCHI (University of Tsukuba, Japan), Kasumi Sasaki (University of Tsukuba, Japan), Sigeki Sonoyama (University of Tsukuba, Japan) |
| Abstract: This study examined the acquisition of cell phone e-mail use by children with autism and moderate cognitive disabilities. While in community settings, children were taught to follow a set of procedures for using cell phone e-mail when they were received e-mail by their parents. For example, children gave their parents information about their location in several community settings by using cell phone e-mail. Through the use of a prompting system in conjunction with total task presentation, children acquired these new skills of cell phone e-mail. Furthermore, some children were able to generalization that skills to another new cell phone. For one child, a cell phone e-mail was used to reduce his inappropriate behavior in community settings (e.g., bus and train). Results indicated that all children successfully acquired the skills of using a cell phone to receive, read, and send e-mail. |
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| 16. A Comparison of Two Correction Procedures to Teach Tacts to Young Children with Autism |
| Area: AUT; Domain: Applied Research |
| MARY D. BELILE (Summit Educational Resources), Lori Romanek (Summit Educational Resources), Patricia Egan (Summit Educational Resources), Kristy L. Milczarski (Summit Educational Resources) |
| Abstract: The effectiveness of discrete trial instruction with young children with autism has been documented in several research studies to date (Anderson, et al 1978; Lovaas, 1978; others....). Most of the studies described very favorable outcomes for children, but not a thorough component analysis of the discrete trial instructional programs described in the studies. A closer analysis of these studies indicates that a variety of error-correction procedures are used across and within discrete trial instruction. The purpose of this study was to compare two widely used error-correction methods, i.e., "immediate prompt" and "no-no prompt." The study investigated whether one method of error-correction resulted in more rapid acquisition of the target skill for children with autism. |
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| 17. Decreasing Aggressive Behavior: Utilization of a Repetitive Task as a De-escalation Procedure |
| Area: AUT; Domain: Applied Research |
| ALTOVISE JACKSON (Melmark), Jessica Tyminski (Keystone Human Services), Patricia A. Neary (Melmark), Stephen C. Luce (Melmark) |
| Abstract: The present study examined the effectiveness of a de-escalation procedure on the aggressive behavior of a 14 year-old boy with a dual diagnosis of Autism and Mental Retardation. On the first occurrence of aggression, staff prompted the student to sit down and engage in a repetitive task (e.g., stacking rings). The student was required to complete the task calmly (no incidents of aggression) for a period of two minutes. If any incidents of aggression occurred, staff continued to present the task until he completed the task with no aggressive incidents for two minutes. Following the intervention, the student was directed back to the scheduled activity. Results showed that aggressive incidents decreased from 4.5% to 1.8% following the implementation of the de-escalation procedure in the student’s residential setting. Data is currently being collected on the effectiveness of this procedure in the student’s classroom environment. Results will be discussed in terms of generalization across settings and the influence of staff training. |
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| 18. Beyond Pennies and Smiley Faces: Behavior Management Plans for Middle School Children with Autism |
| Area: AUT; Domain: Applied Research |
| JUSTIN A. DIDOMENICO (Advance, Inc.) |
| Abstract: There exist numerous types behavior management plans to address the needs of students with autism in the educational setting. Unfortunately many educators not move to more sophisticated types of motivational systems as the students grow older. The researcher presents examples of effective behavior management plans used with 3 middle school children diagnosed autism as well as data based graphs. The results suggest that all three plans were effective in reducing non-compliance an off-task behavior. |
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| 19. Functional Analysis and Treatment of Aggression for an 11-Year-Old Boy with Autism |
| Area: AUT; Domain: Applied Research |
| MARIJKE P. CALLAHAN (Melmark New England), John Stokes (Melmark New England), Mike Conard (Melmark New England) |
| Abstract: This study reviews the implementation of a systematic manipulation for Aggression on a 11-year-old boy with Autism,. Initial results of descriptive Analysis indicated that aggression was maintained by positive reinforcement (attention). After initial success the rates of aggression began increasing. Systematic manipulation (Iwata et. al. 1982) was then implemented, results indicated that his aggression was maintained by negative reinforcement (escape from demands). A treatment package including escape extinction and functional communication was then implemented. Continued implementation resulted in decrease in aggression to near zero rates.. Overall IOA of rates of Aggression was 92% (range 83%-100%) Results are displayed graphically. |
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| 20. The Systematic Reduction of Risperidone in a Child with Autism through the use of a “Parent Friendly” Behavior Data System |
| Area: AUT; Domain: Applied Research |
| FRANK R. CICERO (Eden II Programs) |
| Abstract: Issues of compliance with and accuracy of data collection by parents remain important issues in applied behavior analysis. The present poster describes a case in which a “parent friendly” data collection system was used in the home to systematically decrease Risperidone, prescribed for hyperactivity in a child with autism. At the time of the study, the family was being seen by the author, once per week as part of an outpatient ABA crisis program. Though the parents wanted to withdraw the Risperidone, they were unable to collect objective behavioral data on either an interval or frequency system due to practical constraints within the home. In an effort to maintain objective databased decision making, an intensity rating system was initiated in the home in which the parents rated their son’s hyperactive behavior at the end of each day. Operational definitions were provided for each intensity raking. Decreases in risperidone were made according to the daily intensity ratings of behavior provided by the parents. Risperidone was completely withdrawn by day 18 with no reported increases in hyperactive intensity ratings. Data presented in the current poster show evidence that objective treatment decisions can be made based on accurate, parent-collected data when the data system is carefully tailored to the practical constraints of the home environment. |
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| 21. Reduction of Stereotypy Through the implementation of Differential Reinforcement of Lower Rates of Behavior in a School Environment |
| Area: AUT; Domain: Applied Research |
| PAM LONEGRAN (Melmark New England), Cynthia N. Catania (Melmark New England) |
| Abstract: This study demonstrates the use of differential reinforcement procedures to decrease multiple topographies of repetitive behavior. The subject of the study is a 15 year old male diagnosed with Autism and Pervasive developmental disabilities. Clinicians developed a Differential Reinforcement of Lower Rates of behavior (DRL) program to reduce rates of repetitive behaviors. The procedure was used across multiple topographies of repetitive behavior and was effective in reducing rates of the behavior to near zero levels at the student school environment. Data is displayed graphically. |
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| 22. Effect of Group Drawing in Training Reciprocal Social Interactions for Children with Autism |
| Area: AUT; Domain: Applied Research |
| KYONG BONG KIM (Lotus Flowers Children Center), KeeYeon Min (Lotus Flowers Children Center), Yunhee Lee (Lotus Flowers Children Center), Eun Hee Shon (Lotus Flowers Children Center), Jin Hwa Lee (Lotus Flowers Children Center), Jee Hae Lee (Lotus Flowers Children Center), Soo Ok Shong (Lotus Flowers Children Center) |
| Abstract: The present study examined the effect of group drwaing in training reciprocal social interactions for children with autism. Five children with autism and ten typically developing peers participated in the study. The resuts showed that the intervention program achieved increased rate of reciprocal social interactions for children with autism and improvement scores in social competence and school adjustment test for the typically developing children. |
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| 23. The Use of Computer Technology to Teach Students with Autism Receptive Language |
| Area: AUT; Domain: Applied Research |
| LEAH STOVEL (Fabrizio/Moors Consulting), Lesley Lucas Pahl (Fabrizio/Moors Consulting), Alison L. Moors (Fabrizio/Moors Consulting) |
| Abstract: As an intervention for receptively identifying pictures of objects, acomputer program was created and implemented for two non vocal-verbalemerging listeners. This poster will include the scope and sequenceand supporting data for transferring responding from the computer toflashcards and 3-D objects. |
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| 24. When the Big 6 Isn't Enough: Extending the Scope and Sequence to the "Little" Six |
| Area: AUT; Domain: Service Delivery |
| LESLEY LUCAS PAHL (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Amy King (Fabrizio/Moors Consulting), Ami Diakite (Fabrizio/Moors Consulting) |
| Abstract: Beyond the big 6 + 6 skills, which are component skills for such activities as eating with utensils, playing with toys, and dressing;the "little" big 6 targets component skills for activities that require greater dexterity such as writing. This poster will scope and sequence the "little" big 6 skills. In addition, it will include data on the effects of the "little" big 6 skills. |
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| 25. The Use of Video Modeling in Children with Autism to Increase Compliance with Health-Related Tasks |
| Area: AUT; Domain: Applied Research |
| FREDERICK W. HOOTS (Kennedy Krieger Institute), Kyong-Mee Chung (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), John Davis (Kennedy Krieger Institute), Elizabeth Abellon (Kennedy Krieger Institute) |
| Abstract: Individuals with autism and other developmental disabilities often require frequent medical procedures due to physical disabilities. If the individual is noncompliant with these health-related tasks (e.g., blood pressure monitoring, EEGs, EKGs), caregivers sometimes resort to the use of physical or chemical restraint to complete these necessary procedures. Unfortunately, these methods can be unsafe and are therefore, not always practical long-term solutions. An alternative approach to increasing compliance with health-related tasks may be video modeling. Video modeling involves presenting a video demonstration of the successful completion of a desired behavior. Video modeling was selected to increase compliance during blood pressure checks among 3 boys with autism and developmental disabilities who engaged in challenging behaviors. Video modeling combined with extinction was effective for one of the participants. This method was then successfully used for that participant to tolerate an EKG procedure. For the other 2 participants, either extinction or extinction with noncontingent reinforcement successfully increased compliance. The results indicated that video modeling has the potential to be effective in increasing compliance with medical procedures in some individuals with autism. |
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| 26. Teaching Strategy for Children with Autism to Play the Piano |
| Area: AUT; Domain: Applied Research |
| KASUMI SASAKI (University of Tsukuba, Japan), Koji Takeuchi (University of Tsukuba, Japan), Fumiyuki Noro (University of Tsukuba, Japan) |
| Abstract: The purposes of the present study were to examine effective strategy for two children with autism to increase piano performance. Children were taught to play the piano through two kinds of prompting system. 1) Visual prompting system and 2) auditory prompting system were used. In this study, percent correct of “pitch” and “rhythm” was measured to evaluate piano performance. As results, visual prompting system increased performance of “pitch” in all children, but did not increase performance of “rhythm” in only one child. The child who had difficulties in “rhythm” needed additional auditory prompting system. These results indicated that combining visual and auditory prompting system was effective when teaching piano skills for children with autism. |
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| 27. The Autism Sound Stimulability Assessment: A Novel and Effective Articulation Assessment for Individuals with Autism |
| Area: AUT; Domain: Service Delivery |
| KATHLEEN DYER (River Street Autism Program), Deirdre Lee Fitzgerald (Eastern Connecticut State University), Jori Harris (River Street School Autism Program at Coltsville), Ann Sullivan Harris (River Street School Autism Program at Coltsville) |
| Abstract: Children with autism often do not respond well to traditional assessment tools due to their characteristic language delays, excesses in problem behavior, and depressed motivation. Therefore, this study evaluated an assessment tool that was designed to respond to these problems by: 1) decreasing demands on expressive language production that are often intrinsic to standardized articulation assessment; 2) provide external motivation with child preferred items; and provide behavioral support through individual behavioral support plans. In additional, the assessment was delivered by a teacher who had stimulus control in a familiar setting, rather than a speech therapist that had limited contact with the child. The results of the study showed that this assessment method was more effective in providing information on the child’s articulation ability than traditional assessment in the context of ABA reversal designs for three children. Reliability data was collected across conditions and children for 44% of the sessions across children and condtions was calculated to have 92% agreement (range:.83%-100%). |
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| 28. Review of Video Modeling Techniques and Applications in Autism and other Developmental Disabilities |
| Area: AUT; Domain: Applied Research |
| GEOFFREY D. DEBERY (Western Michigan University), Koji Takeshima (Western Michigan University), Linda A. LeBlanc (Western Michigan University) |
| Abstract: Reviews the current literature in the area of Video Modeling for skill acquisition in Autism and other Developmental Disabilities. Video Modeling describes a teaching procedure wherein a learner is exposed to a videotaped model of a target behavior and subsequently instructed to imitate such a model with the goal of skill acquisition. Specific topics to be addressed include the range of skills taught using video modeling, procedural variations within video modeling techniques, and reports of skill generalization. The material will be thematically oriented towards both practitioners interested in employing video modeling, and applied researchers interested in extending our knowledge of video modeling. |
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| 29. Self-Monitoring of Social Initiations and Collateral Behavior Change |
| Area: AUT; Domain: Applied Research |
| RACHEL L. LOFTIN (Children's School Success, Indiana University) |
| Abstract: Students with autism have difficulty initiating social interactions. Many also exhibit stereotypic or repetitive behaviors, such as body rocking and hand flapping, which can be socially stigmatizing. Self-monitoring strategies are an effective means for students with autism to increase their rate of initiating social interaction. When self-management strategies like self-monitoring are used, collateral reductions in problem behavior can result. The proposed poster will present data from a multi-component intervention involving direct training to teach and promote social initiations and a self-monitoring intervention to ensure continued use of the skills. Data on social interaction, initiation, and stereotypy or repetitive behaviors will be presented. |
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| 30. The Use of Schedules to Increase Appropriate “Break-Time” Behavior in Individuals with Autism across School and Vocational Settings |
| Area: AUT; Domain: Applied Research |
| WILLIAM J. DONLON (The Genesis School), Erin Sparacio (The Genesis School), Michelle L. Matathia (The Genesis School), Mary Ellen McDonald (The Genesis School) |
| Abstract: The purpose of the present study was to examine the effects of recreation schedules on break-time behavior for three individuals with autism. A multiple-baseline-across participants design was used. During baseline, schedules were not present and the participants were given an instruction to take a break. During training, schedules were present and the participant was given an instruction to take a break and then followed the recreation schedule provided. Generalization probes were conducted at the student's current worksite. The participants' break time behavior improved after the implementation of the schedule. The present study showed the effectiveness of schedules for increasing appropriate break time behavior. |
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| 31. Elimination of Aggression in a Girl Diagnosed with Autism via a Reversal of Sensory Contingency |
| Area: AUT; Domain: Applied Research |
| BOBBY NEWMAN (Room to Grow) |
| Abstract: A girl with autism was engaging in serious aggression. This was primarily directed towards her mother and sibling, and included serious hair-pulling, pushing and hitting. The child’s school had suggested that such aggression was indicative of a sensory need and that such behavior should be considered a cue for the family to provide deep sensory pressure, massaging, and other sensory experiences. A functional behavioral assessment suggested that these sensory experiences might have been reinforcing the aggression. The contingencies were reversed such that sensory experiences were provided only if the girl had not aggressed for specified periods. If aggression did occur, the assaulted individual separated him/herself from the girl, behind a closed door if necessary. Data indicated that aggression dropped from over dozen instances a day pre-treatment to complete elimination within two days of treatment. |
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| 32. Conditioning Toys and Coloring to Decrease Stereotypic Behavior and Increase Appropriate Play |
| Area: AUT; Domain: Applied Research |
| HEATHER GREEN (Teachers College, Columbia University), Robin Nuzzolo (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: The current study tested the effectiveness of a conditioning procedure to reduce the stereotypic behavior of one school-aged student. After training sessions, the student was observed to test the effects of the conditioning procedure to decrease stereotypic behavior by replacing the behavior with an appropriate play behavior to expand the students community of reinforcers. The participant showed response patterns that were consistent with the findings of other studies, suggesting expanding students community of reinforcers by pairing appropriate play decreases inappropriate behaviors. |
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| 33. Treatment of Self-Injury Maintained by Positive Reinforcement: Integration of FCT with Alternative Communication Modalities |
| Area: AUT; Domain: Applied Research |
| KATE E. FISKE MASSEY (Douglass Developmental Disabilities Center, Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University), David J. Fischer (Douglass Developmental Disabilities Center, Rutger), Diana Antinoro (Douglass Developmental Disabilities Center, Rutgers University), Aurelie Welterlin (Douglass Developmental Disabilities Center, Rutgers University), Karen L. Lenard (Douglass Developmental Disabilities Center, Rutgers University), Karitssa Fernandez (Douglass Developmental Disabilities Center, Rutgers University), Todd Frischmann (Douglass Developmental Disabilities Center, Rutgers University) |
| Abstract: The present study examined possible variables maintaining self-injurious behavior exhibited by a 5 year-old male diagnosed with autism. Prior to assessment, the student had been taught to communicate with a picture exchange communication system (P.E.C.S.). To evaluate the maintaining factors for hand biting, a functional analysis was conducted. Results of the functional analysis indicated that problem behavior was maintained by positive reinforcement in the form of access to preferred items (e.g., toys). Following these assessment procedures, functional communication training (FCT) with extinction was evaluated in a reversal design. Rates of communication increased (0.00 to 4.01 per minute) while a corresponding decrease maladaptive behavior was observed (2.78 to 0.21 per minute) during FCT treatment. During a reversal to baseline, inappropriate behaviors did not increase and rates of communication remained relatively high. The treatment was then reimplemented and the communicative response was then faded to be integrated into the student’s P.E.C.S. book (i.e., decreased card size, handing the card on a sentence strip). Overall, the FCT treatment decreased problem behavior by 92.4% relative to baseline. Results are discussed in terms of procedures to fade functional communication responses to make them compatible with different modalities of communication to enhance generalization. |
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| #400 Poster Session - BPH |
| Monday, May 30, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 34. Food Deprivation and Oral Nicotine Effects on Mult FR Behavior |
| Area: BPH; Domain: Basic Research |
| DOUGLAS D. BOE (South Dakota State University), Debra J. Spear (South Dakota State University) |
| Abstract: Aged female rats were well trained under a Mult FR 10 FR 50 schedule. Body weight was manipulated to produce a range of food deprivation levels (80, 85, 90, 95, and 100% free-feeding body weight). On selected days, nicotine (1, 3, or 10 mg/kg) was administered via gavage. As food deprivation increased, lever-pressing rate also increased. Response rates were dosed dependently decreased by nicotine. An interaction between dose and body weight was common with nicotine having a greater disruptive effect at higher body weights. Effects of both food deprivation and nicotine were more prevalent under the FR 50 than under the FR 10. |
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| 35. Changes in Social Status During Direct DA Agonist Exposure: Effects on Individual and Group Matching in an Optimal Foraging Paradigm |
| Area: BPH; Domain: Basic Research |
| ELSA C. KRISHNASWAMY (Illinois State University), George Mucher (Illinois State University), William Thompson (Illinois State University), William J. Higgins (Illinois State University), Thomas Malcyk (Illinois State University), Valeri Farmer-Dougan (Illinois State University) |
| Abstract: Ideal free distribution predicts that the ratio of time spent by a group at two food patches will equal the ratio of obtained food at the patches. Unlike the matching law, however, it makes no prediction regarding individual member behavior. Indeed, previous studies show that group behavior conforms to the matching law, but individual behavior does not necessarily. Rather, competitive status of individual members correlates with undermatching values for individuals. Disruption of competitive status, then, should alter individual but not necessarily group matching. Status may be manipulated via drug exposure. Exposure to dopamine agonists has been shown to disrupt social status, thus it should also disrupt individual but not necessarily group matching. This is the focus of the present experiment. Baseline rates of matching and social status were obtained for two groups of rats using CONC FT FT schedules in a large foraging box. High and low status animals were identified. The high or low status rat was then exposed to apomorphine, a direct DA agonist, during a replication of the schedules. Apomorphine disrupted both status and matching for the high and low rats. However, group behavior adjusted to the changes in the high or low status animal. |
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| 36. Changes in Sensitivity to Reward During DA D1, D2 and D3 Receptor Agonist Exposure: Differential Effects of DA Receptor Subtypes |
| Area: BPH; Domain: Basic Research |
| VALERI FARMER-DOUGAN (Illinois State University), Rachel Knight (Illinois State University), Michelle Toelle (Illinois State University), Thomas Lynch (Illinois State University), Elsa C. Krishnaswamy (Illinois State University), Seshanand Chandrashekar (Illinois State University) |
| Abstract: Dopamine D1, D2 and D3 receptors appear to have differential effects on reward behavior. DA D1 receptors may be part of a feedback loop about reward. In contrast, DA D2 receptors may regulate overall response rates, not reward sensitivity. The role of DA D3 receptors is less clear, but is likely motor control rather than reward-related. These differences probably emerge from the way different receptors regulate DA at the synapse and the particular location of the receptors. Research from our lab supports these hypothesizes: Changes in reward sensitivity during D1 and D2 agonist exposure were correlated with differences in behavioral topography produced by the two agonists. D1 agonist elicited behaviors (sniffing, grooming, general search) reduced sensitivity to reward. In contrast, D2 agonist exposure had less effect on reward sensitivity, but decreased overall response rates. To further examine these effects, the current experiment examined sensitivity to reward during exposure to incremental doses of a D1 agonist (SKF38393), a D2 agonist (quinipirole) and a D3 agonist (PD128095) across a series pf concurrent VI VI schedules. Effects on choice and the implications for the role of DA and in particular the role of specific DA receptors, in choice behavior is discussed. |
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| 37. Reinforcement Schedules Modulate Discriminative Stimulus Properties of 3,4-Methylenedioxymethamphetamine and Cocaine |
| Area: BPH; Domain: Basic Research |
| DANIEL KUEH (Western Michigan University), Lisa E. Baker (Western Michigan University) |
| Abstract: Drug discrimination procedures are used in behavioral pharmacology as a model of the subjective effects of psychoactive drugs. These procedures have been used to study different types of drugs such as cocaine and methylenedioxymethamphetamine (MDMA). However, results from MDMA discrimination studies have not been entirely consistent across different laboratories. Different investigators employ different approaches and techniques such as reinforcement schedules during drug discrimination training. The extent to which reinforcement schedule during discrimination training may influence discrimination acquisition and stimulus generalization has not been examined with MDMA and cocaine. Therefore, the present study compared two commonly used reinforcement schedules, fixed-ratio (FR) 20 and variable interval (VI) 15 s schedules, to determine their influence on discrimination accuracy, response rates, and number of reinforcers earned by rats trained to discriminate either MDMA or cocaine from vehicle. Preliminary data indicate that response accuracy, response rates, and number of reinforcers earned were greater under the FR20 schedule compared to the VI15 s schedule. MDMA (ED50 = 0.75 mg/kg) was also found to substitute for cocaine in rats trained to discriminate cocaine (10 mg/kg) from saline. Experiments to assess stimulus generalization from MDMA to cocaine are currently ongoing. |
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| 38. Effects of Cocaine Under a Response-Initiated fixed-Interval Schedule |
| Area: BPH; Domain: Basic Research |
| MATTHEW T. WEAVER (University of Florida), Marc N. Branch (University of Florida) |
| Abstract: Daily administration of cocaine often results in the development of tolerance to the drug's effects. These effects have been observed to be more robust in small fixed ratio values, with less tolerance being observed in large ratios. This schedule-parameter-dependent tolerance has not been observed in comparable fixed-interval schedules. The present experiment examined the role that post-reinforcement pause patterning plays in the differences in the two schedules. Six pigeons were shaped to respond on a three-component tandem FR1 FI schedule. The fixed interval values were 5-, 15-, 60 seconds. Early observations of log survivor functions and quantitative analysis indicate an FR like pattern in the distribution of pauses. Effects of various doses were determined weekly, and the resulting dose functions determined chronic doses for individual pigeons. Chronic doses will be delivered prior to the session for a number of days until responding stabilized. Re-assessment of the drug doses will be performed and tolerance will be determined. The degree of parameter tolerance will be compared if systematic trends are revealed. |
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| 39. Stereoselective Behavioral Effects of NMDA and NMLA in the Rat: Assesment Under an IRT>t Schedule of Water Presentation |
| Area: BPH; Domain: Basic Research |
| JOSHUA JOHNSON (Allegheny College) |
| Abstract: The present study was designed to assess the effects of the stereoisomers of NMDA and NMLA on schedule-controlled responding. Behavior was maintained under an IRT>5" schedule of water presentation. Of primary concern was the response rate and the temporal organization of responding. Rats were given sequential doses of NMDA,NMLA, Ketamine, and MK-801. Doses were counterbalanced and administered in a nonsequential order that varied across subjects. Injections of the NMDA antagonists Ketamine and MK-801 when administered alone yeilded considerable dose-related decreases in response rate while NMDA and NMLA did not substantially alter the response rates relative to saline controls. The temporal distribution of responses were, however, moved toward the end of the interval. Antagonists administered concomittantly with doses of NMDA produced an increase in premature responding. The antagonists administered with NMLA did not produce any alterations in the rate or temporal distribution of responses. these data are consistant with previous research indicating that NMLA was to a large extent inactive while NMDA had considerable effects on behavior. |
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| 40. Reduction of Ethanol Self-Administration by Monoamine Oxidase Inhibitors |
| Area: BPH; Domain: Basic Research |
| CHRIS SCHMOUTZ (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: Previous research has established a role for both serotonin and dopamine in the self-administration of ethanol suggesting that medications that act upon these systems may have clinical efficacy in the treatment of alcohol dependence. Given that decreases in both serotonin and dopamine availability may contribute to increased ethanol intake, monoamine oxidase inhibitors (MAOIs) which increase the accessability of serotonin and dopamine by blocking their metabolism, may provide a means of decreasing operant ethanol self-administration. The purpose of the present study was to examine the effects of MAOIs on ethanol self-administration. Rats were trained to self-administer ethanol (10% v/v)through a sucrose-fading procedure. Two MAOIs, deprenyl and clorgyline were used as antagonists. Rates of ethanol self-administration decreased in a general dose-related manner. |
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| 41. Differential Effects of Amphetamine and Ethanol on Variable and Repetitive Behavior |
| Area: BPH; Domain: Basic Research |
| ERICKA BAILEY (Utah State University), Ryan D. Ward (Utah State University), Amy Odum (Utah State University) |
| Abstract: This experiment examined the effects of amphetamine and ethanol on variable and repetitive behavior. 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. The REPEAT component required a four-response sequence of Left, Left, Right, Right to produce food. In the VARY component, a four-response sequence had to differ from one of the previous ten 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 both the VARY and REPEAT component except at the highest dose. Additionally, the variability measure for both components was little changed. For comparison purposes, we evaluated the effects of ethanol. Ethanol had little effect on the percentage of sequences meeting the contingency in the VARY component but did lower this percentage in the REPEAT component. Variability was increased in the REPEAT component and maintained in the VARY component. A final determination of the effects of amphetamine was added to replicate initial findings. Results indicate different effects of amphetamine and ethanol on variable and repetitive behavior. |
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| 42. Response Acquisition with Delayed Reinforcement in Lewis and Fischer 344 Rats |
| Area: BPH; Domain: Basic Research |
| MIRARI ELKORO (West Virginia University), Karen G. Anderson (West Virginia University) |
| Abstract: Lewis and Fischer 344 rats have been shown to differ with respect to neurochemistry and behavior on various operant tasks, including choice between delayed and immediate reinforcers. The present study was designed to evaluate acquisition of a response with delayed reinforcement. Eight rats of each strain were exposed to a tandem fixed-ratio 1, fixed-time 20 s schedule of food reinforcement for pressing one lever in a two-lever chamber. Responses on the alternative lever were recorded but had no other scheduled consequences (extinction). During the single eight-hour session, two Fischer 344 rats and five Lewis rats acquired the response. Response rates for the Fischer 344 rats were significantly lower than those obtained for Lewis rats. These findings may suggest a role for genetic and neurochemical variables in determining sensitivity to delay of reinforcement during acquisition of a novel operant response. |
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| 43. Do High Rates of Cigarette Consumption Increase Delay Discounting? A Cross-Sectional Comparison of Adolescent Smokers and Young-Adult Smokers and Nonsmokers |
| Area: BPH; Domain: Basic Research |
| BRADY A. REYNOLDS (State University of New York, Buffalo) |
| Abstract: The present report attempts to help clarify the causal or consequent relation between frequently reported high rates of delay discounting (DD) associated with cigarette-smoking status in adults. Delay-discount functions of adolescent smokers and young-adult smokers and nonsmokers from two earlier studies (Reynolds et al., 2003; 2004) were cross-sectionally compared. If a high rate of DD is a predisposing factor to future smoking status, adolescent and young-adult smokers were expected to have similar rates of DD, but both groups were expected to have higher rates of discounting than young-adult nonsmokers. Alternatively, if a high rate of cigarette consumption over an extended period is related to increases in DD, young-adult smokers were expected to discount more than adolescent smokers and young-adult nonsmokers. Results supported the hypothesis that a high rate of cigarette consumption is related to higher rates of DD, rather than the alternative hypothesis that smokers are predisposed with higher rates of DD. Also, after combining adolescent and young-adult smokers, self-reported number of cigarettes consumed per day was positively correlated with rate of DD; however, reported length of smoking history was not correlated with DD. |
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| 44. Laboratory Analog of Voucher Reinforcement with Smokers |
| Area: BPH; Domain: Basic Research |
| BETHANY R. RAIFF (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Contingency management in the form of voucher reinforcement is used to decrease or eliminate drug use. There are several elements of the voucher reinforcement procedure that are poorly understood. We recently developed a laboratory model for studying the effects of voucher magnitude on smoking. The current study represented an initial step toward validating the laboratory model. Smokers attended three sessions, during which one of three conditions was implemented: 1) low magnitude, 2) high magnitude and 3) control. All subjects experienced each condition in a randomly selected order. During sessions, participants were given the opportunity to earn money for each 30-second period that they did not take a puff from a cigarette. A standard ascending schedule of reinforcement was used, with the high magnitude four times the value of the low magnitude. During the control session, participants earned money regardless of whether they took a puff. Subjects took fewer puffs during the high magnitude condition than during the low magnitude and control conditions. This is consistent with the effects of voucher magnitude on other drug taking behavior (e.g. cocaine). |
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| 45. Using Standard Celeration Charts as Evidence to Support Discontinuing Anti-Psychotic Medications with Individuals with Severe Behavior Disorders in a Residential Facility |
| Area: BPH; Domain: Applied Research |
| PATRICIA RIVERA (Judge Rotenberg Educational Center), Robert Von Heyn (Judge Rotenberg Educational Center), Anthony Joseph (Judge Rotenberg Educational Center), Lisa Northman (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center) |
| Abstract: Historically, individuals referred to residential facilities are often prescribed some form of psychotropic medication to address their behavior difficulties. These “behavior difficulties” include severe aggressive, disruptive, and health dangerous behavior that can sometimes be categorized as psychotic. Increasingly, antipsychotic medications are used when other medications fail to show significant results or as a supplement to mood stabilizers or anti-depressants. Over 50 % of the individuals admitted to the Judge Rotenberg Center, a residential facility for students with severe behavior disorders, were admitted on at least one anti-psychotic medication. Using a comprehensive behavioral support program we have been able to reduce, or in most cases completely eliminate the use of anti-psychotic medication with concurrent behavioral improvement in all of the individuals. Data will be presented in the form of standard celeration charts showing anti-psychotic medication reduction/elimination and behavioral improvement. Specific behavioral programming will also be discussed. |
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| 46. Comparison of the Effects of Nicotine and Non-Pharmacological Manipulations on Repeated Acquisition in Rats |
| Area: BPH; Domain: Basic Research |
| KIMBERLY A. JAREMA (U.S. Environmental Protection Agency), Robert C. MacPhail (U.S. Environmental Protection Agency) |
| Abstract: Non-pharmacological manipulations may be useful in identifying the behavioral mechanisms of drug action. We compared the effects of nicotine with several manipulations of reinforcer efficacy on the repeated acquisition of response sequences in rats. Adult male Long-Evans rats (N=18) were trained to emit three-response sequences using food reinforcement. Each daily session consisted of a two-component multiple schedule with a new sequence to be learned (i.e., repeated-acquisition) and a fixed sequence that remained invariant (i.e., a performance control). Following extended training, rats received a single injection of 0.6 mg/kg nicotine, s.c., 5-min prior to testing. Nicotine administration was preceded by manipulations of reinforcer efficacy that included pre-feeding, extinction and delayed reinforcement. Nicotine decreased response rates and accuracy in both the repeated-acquisition and performance components. Pre-feeding slightly decreased response rates but had no effect on accuracy in either schedule component. Extinction and delayed reinforcement decreased accuracy in both schedule components in a manner similar to that produced by nicotine. In contrast to nicotine, however, extinction and delayed reinforcement increased rates of responding in both schedule components, with greater increases in the performance component. Thus, the effect of nicotine on repeated acquisition could not be completely mimicked by pre-feeding, extinction or delayed reinforcement. |
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|
| #401 Poster Session - CBM |
| Monday, May 30, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
|
| 47. Data Entry Performance of Chronically Unemployed Cocaine-Dependent Adults in a Therapeutic Workplace Business |
| Area: CBM; Domain: Applied Research |
| KARLY N. DIEMER (Johns Hopkins University School of Medicine), Carolyn Carpenedo (Johns Hopkins University School of Medicine), Todd W. Knealing (Johns Hopkins University School of Medicine), Conrad J. Wong (Johns Hopkins University School of Medicine), Kenneth Silverman (Johns Hopkins University School of Medicine) |
| Abstract: The Therapeutic Workplace is a treatment that employs participants with histories of drug abuse and unemployment to serve as data entry operators. The intervention has two phases. The initial phase is designed to initiate drug abstinence and establish the needed job skills. Once abstinent and skilled, participants are hired to serve as data entry operators. In the initial evaluation of this intervention, participants were taught academic (e.g., reading, spelling) and job (e.g., typing) skills during the training phase. To reduce the duration and costs of training, the training phase was modified to focus only on teaching job skills. This presentation will report on the success of this focused program in preparing 25 adults with histories of drug addiction and unemployment to serve as data entry operators. A sample of the data entry performance of the first 11 participants showed that participants all maintained data entry accuracies above 99.6% correct, but there was nearly a two-fold difference in the number of characters entered per hour (1,882 to 3,697) and in the hourly productivity pay ($3.42 to $6.50). Preliminary data show that graduates of the focused training program generally served as competent data entry operators, although there was considerable variability in productivity. |
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| 48. Staff Training and Quality Assurance Procedures for Conducting Quantitative Urinalysis Testing for Cocaine Abstinence Reinforcement Procedures |
| Area: CBM; Domain: Applied Research |
| MICK J. NEEDHAM (Johns Hopkins University School of Medicine), Haley Brown (Johns Hopkins University School of Medicine), Todd W. Knealing (Johns Hopkins University School of Medicine), Conrad J. Wong (Johns Hopkins University School of Medicine), Kenneth Silverman (Johns Hopkins University School of Medicine) |
| Abstract: Abstinence reinforcement using qualitative urinalysis testing can be effective in promoting cocaine abstinence in many, but not all patients. Under qualitative testing, urine samples are considered negative if the concentration of the cocaine metabolite, benzoylecgonine, is below 300 ng/mL. However, toxicological studies suggest that some individuals may provide urine samples that exceed the 300 ng/mL threshold for several days after initiating abstinence. Reliance on qualitative testing may require that participants remain abstinent for several days before abstinence can be reinforced. Preston and colleagues (1997) developed a potentially more sensitive quantitative method that arranges abstinence reinforcement based on amounts of decreases in benzoylecgonine concentrations across days. Whereas most of the qualitative testing process is automated, quantitative testing requires additional manual dilutions of urine samples, which can introduce human error. Here we report the results of staff training and quality assurance procedures to ensure accurate and reliable quantitative cocaine urinalysis testing. The procedures were successful in maintaining reliable results across multiple staff members, although occasional human errors were made. These results suggest that quantitative testing can be used appropriately in arranging abstinence reinforcement, however, the occasional errors suggest that staff and patients should be encouraged to request retesting of questionable results. |
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| 49. Designing Sensitive Abstinence Reinforcement Procedures Based on Analyses of Urinary Benzoylecognine Concentrations in Regular Cocaine Users |
| Area: CBM; Domain: Applied Research |
| TODD W. KNEALING (Johns Hopkins University School of Medicine), Mick J. Needham (Johns Hopkins University School of Medicine), Conrad J. Wong (Johns Hopkins University School of Medicine), Kenneth Silverman (Johns Hopkins University School of Medicine) |
| Abstract: Abstinence reinforcement using qualitative urinalysis testing can effectively promote cocaine abstinence in many, but not all patients. Samples tested qualitatively are considered negative if the concentration of the cocaine metabolite, benzoylecgonine, is below 300 ng/mL. However, toxicological studies suggest that some individuals may provide urine samples that exceed that value for several days after initiating abstinence. This makes the reinforcement of recent abstinence difficult. Preston and colleagues (1997) suggested a potentially more sensitive quantitative method that arranges reinforcement when benzoylecgonine concentrations decrease by about 30% per day. Although there is a reasonable basis for selecting this magnitude of decrease, little is known about the patterns of decreases typically seen in regular cocaine users, which could be available for reinforcement. The study examined the patterns of changes in urinary benzoylecognine concentrations in samples collected 3 times per week over 7 months in 56 cocaine-dependent methadone maintenance patients. Data show that decreases in concentration above 30% per day are common in this population. Larger decreases are more predictive that a participant will ultimately provide a sample that reaches the qualitative requirement for cocaine abstinence. The effects on admittance into the workplace are considered for different decrease requirements. |
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| 50. Professional Demeanor of Chronically Unemployed Cocaine-Dependent Methadone Patients in a Therapeutic Workplace |
| Area: CBM; Domain: Applied Research |
| CAROLYN CARPENEDO (Johns Hopkins University School of Medicine), Mick J. Needham (Johns Hopkins University School of Medicine), Todd W. Knealing (Johns Hopkins University School of Medicine), Conrad J. Wong (Johns Hopkins University School of Medicine), Kenneth Silverman (Johns Hopkins University School of Medicine) |
| Abstract: Unemployment among users of illicit drug is common, but the causes of this problem are not well understood. The purpose of this study is to assess the extent to which users of illicit drugs display unprofessional behavior in an employment setting, which might limit their success in the workplace. This research was conducted in a Therapeutic Workplace, a model employment-based treatment program for chronically unemployed adults who have long-histories of illicit drug use. Unemployed adults enrolled in methadone treatment in Baltimore City, who met DSM criteria for opiate and cocaine dependence, and who continued to use cocaine during methadone treatment were hired to work in the Therapeutic Workplace for 4 hours every weekday for 6-7 months. This study examined the frequency of undesirable workplace behaviors and violent, aggressive, and threatening workplace behaviors. Results show that while the overall incidence of many undesirable behaviors is low, there is a small percentage of participants that have serious workplace behavior problems. While substance abuse has been found to be a barrier to gaining and maintaining employment, this study shows that unprofessional behavior in the workplace could also contribute to chronic unemployment in this population. |
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| 51. A Treatment for Chronic Alcohol and Drug Users in Mexico: A Single Participant Design |
| Area: CBM; Domain: Applied Research |
| MARIA JOSE MARTINEZ RUIZ (National Autonomous University of Mexico), Lydia Barragan (National Autonomous University of Mexico), Hector Ayala (National Autonomous University of Mexico) |
| Abstract: The National Addiction Survey (2002) reported that 30 million persons have problems with alcohol consumption in Mexico. A 10% of the population has severe alcohol dependence and 5.4 millions of Mexicans reported drug consumption. The National Development Plan (1995 – 2000) assumes the addictions as one of the principal health problems. The School of Psychology of the National University of Mexico offers a treatment program for alcohol and drugs chronic users. This program is based on cognitive and behavioral theories and techniques, and it’s an empirically supported intervention model for alcohol and drug dependence (Hunt & Azrin, 1973). This intervention model is supported on contingency management, Social Learning Theory and Behavioral economics. During treatment, clients are trained to establish a reinforcement system of alternative rewards for the incompatible behaviors to substance abuse (Bickel, DeGrandpre & Higgins, 1993, 1997; Carroll, 1993). We report the results of such an intervention.A drug user was trained under the treatment model described above; the results showed that the patterns consumption and the dependence levels of the consumer decreased after treatment and the auto efficacy and daily life satisfaction levels of the user increased. These positive outcomes were maintained during a one year follow up. |
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| 52. The Use of Correspondence Training as a Treatment for ADHD |
| Area: CBM; Domain: Applied Research |
| BRIGITTE M. JOHNSON (University of Iowa), John A. Northup (University of Iowa), Terry S. Falcomata (University of Iowa), Kelly M. Vinquist (University of Iowa), Jason M. Stricker (University of Iowa), Brenda Engebretson (University of Iowa), Amanda Hornaday (University of Iowa) |
| Abstract: Correspondence is the degree of agreement between verbal and nonverbal behavior, or “saying” and “doing.” Correspondence training has been shown to be an effective method of increasing a variety of behaviors across a variety of populations. However, only one study (Paniagua, 1987) has demonstrated the effective use of correspondence training for children with ADHD. Correspondence training may be especially beneficial for children with a diagnosis of ADHD for several reasons. Correspondence may be taught across any number of problem behaviors, correspondence training might enhance generalization across settings, and the development of correspondence may aid in the development of self-regulation more generally.We conducted correspondence training for two children ages 5 and 6 with ADHD. Following assessment, correspondence training was conducted sequentially across three target behaviors; number of problems completed, hand raising for assistance, and delay (waiting). Following demonstrated correspondence, participants were prompted to state a progressively higher goal for each target behavior. Results showed that correspondence was maintained and target goals were achieved for each behavior for both children. Generalization data are being collected in the children’s classroom throughout the school year. Preliminary results suggest support an increased use of correspondence training for young children with ADHD. |
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| 53. The Use of Biofeedback in the Treatment of PTSD in a Girl with a Spinal Cord Injury |
| Area: CBM; Domain: Applied Research |
| JESSICA TISCHNER (Kennedy Krieger Institute), Melissa H. Beck (Kennedy Krieger Institute), Deborah Kruglak (Kennedy Krieger Institute), Shannon McIntosh (Kennedy Krieger Institute) |
| Abstract: Spinal cord injury (SCI) affects a child with sudden physical and emotional changes. Emotional reaction to spinal cord injury may include depression, anxiety, and anger (King, C., & Kennedy, P., 1999).Data will be presented on a 17-year-old female inpatient who was referred due to difficulty coping with a SCI. Results from a behavioral assessment showed that the patient met DSM-IV criteria for Post Traumatic Stress Disorder (i.e. recurrent dreams regarding accident, impaired daily functioning for at least one month, avoidance of stimuli associated with trauma), which was causing her distress and limiting her rehabilitation gains. Skin conductance biofeedback was used to assess increased physiological arousal associated with memories of her accident.Treatment consisted of developing a hierarchy of anxiety-provoking stimuli associated with her trauma and systematic desensitization was used to help her cope with anxiety. Patient used deep breathing and distraction strategies to reduce her anxiety as she moved up the hierarchy. Treatment was practiced and generalized in various environments. The intervention resulted in decreased anxiety levels and ability to approach stimuli associated with the trauma. Skin conductance biofeedback post-treatment demonstrated a significant decrease in physiological arousal. |
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| 54. Diagnosing Depression: The Value of Syndromal Versus Functional Assessment |
| Area: CBM; Domain: Applied Research |
| SARA J. LANDES (University of Wisconsin-Milwaukee), Laura Dee (University of Wisconsin-Milwaukee), Andrew Busch (University of Wisconsin-Milwaukee), Jonathan W. Kanter (University of Wisconsin-Milwaukee), Glenn M. Callaghan (San Jose State University) |
| Abstract: Major Depressive Disorder (MDD) is construed by the medical community as a pathological neuropsychiatric disease state that may co-occur with other mental disorders, such as Anxiety Disorders or Alcohol Dependence. However, efforts to identify this disease state independent of co-morbid disorders highlights problems with the syndromal model. The current study presents results of our effort to identify MDD using the major syndromal diagnostic system—the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-R)—for the purpose of evaluating inclusion and exclusion criteria for a study of behavioral treatment of depression. We found that in 0 of 8 cases do the screening and diagnostic interviews present a clinical picture of MDD in line with the disease state model. Instead, results suggest the phenomenon of depression may be better conceptualized as a hypothetical construct that does not exist independent of behavioral problems identified by the clinical interviews. The current study additionally presents initial data on an alternative, functional assessment system that leads to the direct identification of behavioral treatment targets and makes no assumptions about hypothetical disease state entities. These findings lead to the question of whether the participants currently included in this and other studies accurately reflect the population entering treatment. |
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| 55. Prevalence of Risk of Eating Disorders in Almería, Spain |
| Area: CBM; Domain: Applied Research |
| INMACULADA GOMEZ BECERRA (University of Almeria, Spain), Ramon de las Heras Rodriguez (Fundación Unicodesa, Almería, Spain), Manuel Gonzalez-Abreu (Unidad de Pediatría, Hospital Torrecardenas, Almería, Spain) |
| Abstract: This is an epidemiological study of the prevalence of risk of the eating disorders (anorexia nervosa and bulimia), and other objective is to analyze different factors of risk. The sample (890 adolescents) is representative from all the adolescent population who were studying the first grade and the second grade school (12-17 years old) in the Almería town. This work focused mainly in the answer to a EAT-40 questionnaire (Eating Attitudes Test) and other questionnaire entitled FTCA (Search of possible factors related with eating disorders) elaborated with this proposal was used. In this study we found 8% prevalence of risk and different variables of relation (concern for the corporal image, desires to change the own body and excess to be looked in the mirror, influences of the media, excessive use of diets, the aesthetics as reason to make diets and sport, influences of the friends worried by the corporal image, bigger easiness to vomit, feelings and negative thoughts after eating, influence of personal conflicts not solved). The results are analyzed with preventive character. |
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| 56. Behavior Analytic Understanding of the Cognitive Therapy Rationale and Role of Demand Characteristics in Psychotherapy |
| Area: CBM; Domain: Applied Research |
| JENNIFER LEONARD (University of Wisconsin-Milwaukee), Jordan T. Bonow (University of Wisconsin-Milwaukee), Andrew Busch (University of Wisconsin-Milwaukee), Jonathan W. Kanter (University of Wisconsin-Milwaukee) |
| Abstract: Behavior analytic understanding of the Cognitive Therapy rationale and role of demand characteristics in psychotherapy.Jennifer Leonard, Jordan Bonow, Andrew Busch, Jonathan Kanter,University of Wisconsin-MilwaukeeCognitive Therapy (CT) for Depression is the most widely-used and widely-researched of the empirically-supported psychotherapies for depression, but it can and needs to be improved as it does not help all who receive it. A behavioral analysis of CT calls into question many aspects of the approach. In particular, the current research focuses on the accuracy of the cognitive rationale that states that thoughts always lead to feelings. Instead, behavior analysis conceptualizes the relation between thoughts and feelings as behavior-behavior which suggests that feelings can lead to thoughts as much as thoughts can lead to feelings. The current research also points to unintended negative consequences if a therapist presents the CT rationale rigidly to clients without an appreciation for behavior-behavior relations and the larger environmental context in which they occur. The current study presents the cognitive rationale (thoughts cause feelings) and an alternative rationale (feelings cause thoughts) to undergraduate participants to determine if participants would be differentially influenced by these rationales, and presented the rationales in a high-demand and low-demand version to isolate the role of demand characteristics. Results provide support both for a behavioral view of the CT rationale and for the role of experimental and psychotherapeutic demand characteristics. |
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| 57. The Effects of the Homi.Info Web-Based Support Service System in Korea |
| Area: CBM; Domain: Service Delivery |
| EUN JUNG SEO (Daegu University, South Korea), Mi-Kyung An (Daegu University, South Korea) |
| Abstract: The study had two purposes to evaluate the effectiveness of Homi.info web-based support service system. First, it was to see if the Homi.info service could increase clients’ independent self-help skills in their daily contexts.Second, it was to see if the Homi.info service could increase clients’appropriate behaviors as well as decrease clients’inappropriate behaviors.The Homi.info web-based support service system in the study was consisted of four phases of the systems, such as Consultation, Counselling, Diagnosis, & Homi Info. support system.The first phase, consultation was consisted of parent's awareness of the child's problems and referral to the service facilities. The second phase, Counselling system was to counsell through counselling center, schools, hospitals, and universities. The third phase, Diagnosis was to diagnosis based on evaluations, diagnosis systems, and the clients' informations collected from the previous two steps. The last step, Homi.Info support services were included consulting system across cities through regional network, educational support system through evaluation of education and threapy, behavioral and medical support system through behavior analysis and medical network, rehabilitation and information support system through rehabilitation and social welfare, and the clients’ improvements & evaluation.The results of the study showed that 0%-5% stable levels of correct responses of the self-help skills before the introductions of the Homi.info support system were dramatically accelerated up to 80-100% levels for the clients after the introduction of the support systems. In addition, their inappropriate behaviors were decreased 0-10% level and also the appropriate behaviors were increased 80-100% level. Furthermore, the reliability of dependent variables was 92.5%, so the Homi.info support system was reliable for the improvement of the behaviors. |
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| 58. Clinical Intervention in the Age of Managed Care: Implications from a Behavior-Analytic Perspective |
| Area: CBM; Domain: Theory |
| SIMONE NENO (Universidade Federal do Para) |
| Abstract: The delivery of clinical services after the advent of the managed care system is examined in this work in order to highlight some of its outstanding features and the (in)compatibility of these with a behavior-analytic approach to psychological problems. Some of those features are: a) an increasing intervention of managed care companies in the definition of diagnosing references, basically through the use of the categories of DSM-IV; b) the selection, by managed care companies, of the type of therapy acceptable for each diagnostic category; c) the definition, by managed care companies, of the number of sessions adequate for the treatment of each “disorder”; d) the need to achieve the status of “empirically validated” treatment; e) the need to use DSM-IV criteria to estimate the success of interventions; f) the definition of treatment costs by managed care companies; g) the reduced autonomy of professional associations in the definition of treatments scope and costs. Besides the great impact in the delivery of clinical services in general, these features oppose to non-statistical designs in evaluating the efficacy of treatments, are incompatible with idiographic diagnostic procedures, and favor internalist (often organicist) perspectives in the interpretation and treatment of psychological problems. |
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| 59. A Hard Look at the "Biological Causation" Rhetoric: The Marshall Project One Year Later |
| Area: CBM; Domain: Theory |
| W. JOSEPH WYATT (Marshall University), Donna Midkiff (Marshall University) |
| Abstract: Our professional and popular cultures are awash with claims of biological causation of abnormal behavior. Turf battles between organized psychiatry and other treating professions, financial interests of the pharmaceutical industry and other factors account for much of the "hype." At Marshall University we have developed a three CE training package that addresses these issues, including a hard look at the relatively sparse data in support of biological causation of disorders such as the majority of depressions, anxiety disorders, child conduct disorders, ADHD and others. The poster will present the impact of the training on the verbal behavior of about 100 treating professionals who have completed the training. Data are presently being analyzed and are encouraging. |
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| 60. Behavioral Relaxation Training and Relaxation States |
| Area: CBM; Domain: Applied Research |
| NICOLE RIEFESEL (Central Missouri State University), Michael Buermann (Central Missouri State University), Christopher J. Talley (Central Missouri State University), Amy Sanders (Central Missouri State University), Duane A. Lundervold (Central Missouri State University) |
| Abstract: Relaxation training methods emphasize bodily, cognitive or physiological aspects of relaxation. Behavioral Relaxation Training (BRT) targets training of overt motor behavior and covert observational responses. All relaxation training methods are assumed to produce change in subjectively reported states of arousal. However, little is known about these effects. Seven undergraduate participants, with no history of relaxation or biofeedback training, took part. Use of over the counter or prescription stimulant or depressant medication was controlled. Five sessions of BRT were conducted. A repeated pre-post training assessment single-subject research design was used. Following a brief adaptation period, baseline assessment of relaxed behaviors occurred followed by BRT and then post-training observation. Relaxed behaviors were taught according to Poppen (1998). Dependent variables were the Behavioral Relaxation Scale (BRS), a direct observation measure of relaxed behavior and Smith Relaxation States Inventory (SSRI), a self-report instrument. BRS reliability ranged from 80-100%. Systematic increases in relaxed behaviors occurred following BRT. Increases occurred among all 14 relaxation states with greater change (> 1.5 sd) in R-States of disengagement, physical relaxation, mental quiet, rested, strength, childlike innocence, and timelessness. Further research using a more rigorous experimental design and multiple biobehavioral measures is needed. Generality to clinical samples needs to be assessed. |
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| 61. Comparison of Three Stimulus Preference Assessment Methods in Adults Diagnosed with a Mental Illness |
| Area: CBM; Domain: Applied Research |
| STACI L. SAYLORS (University of the Pacific), Holly Ayn White (University of the Pacific), Carolynn S. Kohn (University of the Pacific) |
| Abstract: The purpose of this study is to compare the results of three stimulus preference methods in verbal adults diagnosed with a mental illness. Past research has indicated that multiple-stimulus preference assessments can produce similar results to those achieved using the paired-stimulus presentation format. However, current research on stimulus preference assessments has focused on individuals diagnosed with severe or profound mental retardation, and individuals with developmental disabilities. Extensive research examining stimulus preference methods in adults diagnosed with a mental illness has not been conducted. This study compares survey preference assessments, paired-stimulus preference assessments, and multiple stimulus preference assessments without replacement with this population and is divided into two phases. During phase 1, a survey method, a paired-stimulus method, and a multiple stimulus without replacement method of assessing preference of edible reinforcers were administered. Phase 2 tested the reinforcement effects of the stimulus preference assessments administered in phase 1. During this phase the highest and lowest ranked stimuli were then delivered contingent on a target behavior in a multielement format. The results of these comparisons will be discussed in terms of application of stimulus preference assessment procedures in adult outpatient settings for community centers of the mentally ill population. |
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| 62. Reducing Anxiety in College Students in Public Speaking Situations |
| Area: CBM; Domain: Applied Research |
| ANGELA M. DUARTE (Universidade Catolica de Goias), Maria Aparecida Oliveira (Universidade Catolica de Goias) |
| Abstract: The study was part of the master level thesis of the first author. A multiple baseline across subjects design was used in the study. Five college students presented high level of anxiety in public speaking situations and in situations where they were being evaluated. Intervention combined applied behavior analysis procedures and procedures of cognitive behavioral therapy to teach anxiety reduction strategies. The results show improvement in the responses measured. |
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| #402 Poster Session - DDA |
| Monday, May 30, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 63. Using Social Stories With Developmentally Disabled Adolescent Sex Offenders |
| Area: DDA; Domain: Service Delivery |
| LOUIS VENEZIANO (Woodward Resource Center) |
| Abstract: Until recently, very little attention was paid to adolescents who committed sex offenses. Epidemiological studies now indicate that adolescents are responsible for 20% of rapes and between 30 to 50% of child sexual abuse cases. In addition, approximately 50% of adult sexual offenders report that their first sexual offense occurred during their adolescence. Research studies have repeatedly demonstrated that adolescent sex offenders are a heterogeneous population with diverse characteristics and different treatment needs. Adolescent sex offenders with developmental disabilities constitute a subpopulation with unique treatment needs. The present study used a multiple-baseline-across-subjects design to evaluate the effectiveness of using social stories with developmentally disabled adolescent sex offenders. Social stories are a tool for teaching social skills to individuals with autism and related disabilities. Social stories provide an individual with accurate information about those situations that he may find difficult or confusing. The goal of the story is to increase the individual’s understanding of, make him more comfortable with, and possibly suggest some appropriate responses for the situation in question. The results were discussed in terms of their theoretical and practical significance. |
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| 64. Investigating the Relationship Between Stereotypic Behavior and Learning |
| Area: DDA; Domain: Basic Research |
| DANIELLE LISO (Vanderbilt University), Mark Wolery (Vanderbilt University) |
| Abstract: The purpose of this study was to investigate the potential relationship between stereotypic behavior and learning. Young children with disabilities were taught to receptively identify common objects in two conditions. In the first condition, children were taught the receptive identification skill while their stereotypic behaviors were ignored. In the second condition, children were taught a comparable set of receptive identification skills, but all instances of steretoypic behavior were interrupted using a verbal and physical interruption procedure. All instruction was delivered during 10-min play sessions. Skill acquisition in both conditions was compared. In addition, procedural fidelity and social validity were measured. |
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| 65. Evaluating the Long-term Outcome of DRA in a Classroom Setting |
| Area: DDA; Domain: Service Delivery |
| TIFFANY KODAK (Louisiana State University), John A. Northup (University of Iowa), Laura L. Grow (Marcus Autism Center) |
| Abstract: Previous research on differential reinforcement of alternative behavior (DRA) has shown that DRA is effective in reducing problem behavior (Carr & Durand, 1985). However, studies reported in the literature do not typically provide follow-up data assessing the long-term effectiveness of treatment procedures. Furthermore, it’s unclear whether treatment procedures are extended to other settings and whether caregivers/teachers are trained to implement treatment once the study is completed. Treatment may be implemented under less than optimal conditions by caregivers or teachers who do not have training in applied behavior analysis. Research has shown that DRA may still be effective in maintaining low levels of problem behavior, even when it is not implemented under optimal parameters (Vollmer, Roane, Ringdahl, & Marcus, 1999). However, it remains unclear whether DRA will continue to be effective when implemented over an extended period of time under less than optimal conditions. The current investigation evaluated the effectiveness of DRA in maintaining low levels of problem behavior when implemented over a two-year period by lay people in a school setting. Results indicate that treatment was relatively effective in maintaining low levels of problem behavior and high levels of compliance, although treatment was not implemented with optimal integrity. |
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| 66. Deducing a Behavioral Function from an Inconclusive Brief Functional Analysis |
| Area: DDA; Domain: Applied Research |
| JEFFREY R. LUKE (Melmark), Sean D. Casey (Melmark) |
| Abstract: Previous investigations that have analyzed the maintaining conditions for problem behavior have extended functional assessment procedures. Often an extended functional analysis procedure is not practical due to time constraints, and as a result a clear and replicable response pattern does not emerge. We conducted a brief functional analysis with a young adult who engaged in self-injury. During the assessment, the client's self-injurious behavior occurred most frequently when they were provided with contingent access to preferred items in the tangible condition, suggesting that their inappropriate behaviors were maintained by gaining or maintaining access to preferred items. These results are discussed in terms of how a tangible function was deduced from an undifferentiated brief functional analysis. Also discussed are intervention efforts focusing on decreasing the child’s self-injury. |
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| 67. Assessment of Differential Task Preferences |
| Area: DDA; Domain: Applied Research |
| APRIL N. KISAMORE (Marcus Autism Center), Ashley Glover (Marcus Autism Center), Henry S. Roane (Marcus Autism Center) |
| Abstract: Previous research has developed a variety of procedures to differentially identify preferred stimuli that function as effective positive reinforcers. In contrast to this research, few studies have examined procedures to identify differentially preferred tasks. Iwata et al. (1994) showed that many individuals display problem behavior that is maintained by negative reinforcement (i.e., escape or avoidance of aversive tasks). To assess negatively reinforced problem behavior, it is necessary that the task is sufficiently aversive to evoke problem behavior. Thus, in the current investigation conducted an assessment to identify the differential preference for a variety of tasks. We found that the intensity and frequency of problem behavior varied as a function of the type of task presented. Subsequent phases showed that the participants chose engagement in tasks that were associated with less problem behavior relative to those associated with high rates of problem behavior. Finally, results of functional analyses validated the result of the initial assessment and showed that higher rates of problem behavior were associated with the demand condition in which lower preference demands were presented. Specifically, the low preference demands produced increases in problem behavior that were greater than 80% the rate of problem behavior associated with high preference demands. |
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| 68. Acquisition of Systematic Behavior Relaxation Training (BRT) in Persons with Dual Diagnosis |
| Area: DDA; Domain: Applied Research |
| J. HELEN YOO (Kennedy Krieger Institute), Theodosia R. Paclawskyj (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute) |
| Abstract: BRT is a technique in which motoric behaviors associated with a relaxed state are objectively taught and measured. BRT aims to decrease anxious behaviors by teaching relaxation skills as replacement behaviors. Because BRT targets autonomic arousal, it may augment operant behavioral protocols in decreasing anxious behaviors (Paclawskyj, 2002). Previously, we presented BRT acquisition data for 10 persons with MRDD (Braud et al., 2002). Results from that study indicated an average time to acquisition of relaxation of 100 minutes. Moreover, systematic teaching resulted in more generalization across behaviors (m=5) than random order (m=1).In replication of this study, we present data from 3 additional participants trained in BRT. 1-2 behaviors were taught systematically using a 3-step prompt hierarchy in conjunction with modeling and differential reinforcement of target behaviors. Results indicate that an average of 3 relaxed behaviors necessitated training, while an average of 5 behaviors were acquired without training. Average time to acquisition was comparable to previous findings. Taken together, results indicate that the systematic training method is far more efficient in promoting acquisition due to generalization across untrained behaviors. Further research is needed to evaluate the treatment efficacy of BRT. |
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| 69. The Use of Competing Items to Decrease Socially Inappropriate Behavior |
| Area: DDA; Domain: Applied Research |
| MICHELLE A. FRANK-CRAWFORD (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Kristie L. Arnold (Kennedy Krieger Institute), Jennifer Lynne Bruzek (University of Kansas) |
| Abstract: The present study examined the effects of using competing stimuli to reduce socially inappropriate behavior in a 9-year-old male diagnosed with autism. “Penis pressing” was defined as the child pressing or touching his penis outside of his clothing with one or both hands, with objects, or against surfaces or people. Penis pressing was observed across all conditions of the functional analysis suggesting that the participant’s penis pressing was maintained by automatic reinforcement. Previous research suggests that competing stimuli have been successful in reducing aberrant behavior maintained by automatic reinforcement such as self-injurious behavior (Piazza et al, 1998; Piazza et al., 2000). A competing stimulus assessment was conducted with the participant and a slinky, lanyard with keys, and puzzles were identified as items with high levels of item interaction and low to zero levels of penis pressing. These items were then incorporated into the functional analysis across all conditions. Treatment effects were evaluated using an ABAB reversal design. Approximately 48% of sessions were conducted with two or more observers. Exact agreement for penis pressing was 94%. A treatment consisting of competing stimuli and redirection was successful in reducing penis pressing to near zero levels, resulting in an 87% reduction from baseline. |
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| 70. Is Choice a Reinforcer for Non-Verbal Persons with Severe or Profound Developmental Disabilities? |
| Area: DDA; Domain: Applied Research |
| KRISTEN L. CAMPBELL (University of Manitoba), Tamara L. Ansons (University of Manitoba), Toby L. Martin (University of Manitoba), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (St. Amant Research Centre) |
| Abstract: The current study examined the reinforcing value of choice. Three adults with severe or profound developmental disabilities who displayed limited verbal abilities participated. On each trial, a participant was offered a choice between two boxes. One box contained a single edible and the second box contained two edibles, in which case the participant chose one of the items. We predicted that participants would learn to display a preference for choice by selecting the choice box more frequently than the no-choice box, which received some support in only one of three participants. However, a positive relationship was found between the percentage of choice selections in which participants switched between reinforcers and the overall percentage of choice selections, which provides new insight on the reinforcing effects of choice. |
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| 71. Functional Analysis of Pica Using Non-Toxic Stimuli |
| Area: DDA; Domain: Applied Research |
| JULIA H. FIEBIG (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Kyong-Mee Chung (Kennedy Krieger Institute), Traci M. Brown (Kennedy Krieger Institute), Katharine Gutshall (Kennedy Krieger Institute) |
| Abstract: Pica, which consists of the ingestion of inedible, sometimes toxic items, is oftentimes difficult to assess because of the life-threatening risks associated with this behavior. Given that functional analysis has become the standard assessment for problem behavior, it is important to develop a safe method of conducting functional analyses of pica. We conducted a functional analysis of pica for three individuals with developmental disabilities, all of whom had a history of engaging in pica. In these functional analyses, we used various types of non-toxic items to bait the session room during each condition. These items included dry pasta, rice paper, Play-Doh, and crayons. The items were placed around the session room so that they were easily accessible to the individual during all conditions. Attempts at pica were not blocked during the functional analyses. Using these items allowed us to safely conduct functional analyses of pica without disrupting the contingencies of the test conditions. |
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| 72. Informed Functional Analysis and Treatment of a Common Preschool Problem Behavior |
| Area: DDA; Domain: Applied Research |
| JEFFREY H. TIGER (University of Kansas), Gregory P. Hanley (University of Kansas), Kimberly K. Bessette (University of Kansas), Einar T. Ingvarsson (University of Kansas), Virginia Ndoro (University of Kansas) |
| Abstract: An initial functional analysis (Iwata et al., 1994) of a preschooler’s handmouthing failed to generate sufficient levels of handmouthing for a determination of behavioral function to be made A descriptive functional assessment was conducted which showed that the preschooler’s handmouthing occurred more frequently during naptime than during free play, centers, or outdoor time. However, the reinforcers for handmouthing were still unknown because relevant social reinforcers were delivered intermittently in all activities. The stimuli associated with naptime (lying on a mat with a blanket, continuous display of a video) were then incorporated into all functional analysis conditions. High levels of hand mouthing were observed across all conditions suggesting maintenance via automatic sources of reinforcement. The effects of including relevant antecedents (i.e., naptime stimuli) during functional analyses were then demonstrated within an ABAB design. A function-based treatment, which involved interrupting the putative response-reinforcer relation via response blocking, was sequentially introduced across settings and classroom teachers. Handmouthing was observed at the lowest levels only when treatment was in place. Interobserver agreement was assessed during 45% of all assessment and treatment sessions and averaged above 98%. The importance of conducting informed functional analyses for common preschool behavior problems will be discussed. |
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| 73. Training Parents to Implement Discrete Trial Instruction in Natural Environments |
| Area: DDA; Domain: Service Delivery |
| NANCY L. FOSTER (Munroe-Meyer Institute), Stephanie Cooper (Munroe-Meyer Institute) |
| Abstract: Discrete trial instruction (DTI) is an empirically supported intervention for increasing functional communication of individuals with Autism and Autism-spectrum disorders. Although the efficacy of DTI is established, implementing DTI with integrity is essential to ensure maximum benefits are obtained. DTI is often utilized by professionals and paraprofessionals that receive extensive training, supervision, and feedback specific to DTI techniques. However, many individuals with communication deficits also benefit from the application of techniques such as DTI that are implemented by their parents in the home environment. Because many individuals do not have access to intensive services, it is imperative that they are able to receive strategies to effectively address communication or other adaptive skills. The present studies examine the effects of a program to train parents or other care givers to implement DTI with integrity with individuals with Autism and one individual with Kabuki Syndrome. The training program includes the following components: (1) education about behavioral principles that inform DTI; (2) modeling; (3) practice; and (4) continuous feedback. In addition, parents were taught to systematically collect data that were utilized to determine the effectiveness of DTI as well as to assess treatment integrity. |
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| 74. Fluency Building of Reading for Students with Learning Disabilities |
| Area: DDA; Domain: Applied Research |
| HIROSHI SUGASAWARA (Keio University, Japan), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: Students with learning disabilities could not read texts accurately and /or fluently, but they could acquire phonological awareness. When students were trained the accuracy and the fluency of tool skills (write a letter), they could acquire component skill and composite skill (write a text) without additional training. The correlation between reading-fluency and reading-comprehension was found in recent studies. In the present study, (1) we assessed the speed of reading among the stimuli (array of digits, letters, and words and real text) for 11 students, (2) in multi-baseline design, we trained to read fluently for some non-words, then tested for another non-words and for texts, (3) When the students could read text fluently, we evaluated to improvement of reading-comprehension. As results, (1) reading speed correlated among the stimuli (array of digits, letters, words and text) in 11 students with learning disabilities. (2) When we trained to read word fluently for 5 students, they could read fluently about novel words and novel texts. (3) 5 students improved reading-comprehension. |
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| 75. Decreasing Job Coach Assistance During Supported Work Routines: An Outcomes Management Approach |
| Area: DDA; Domain: Applied Research |
| LEAH BRACKETT (J. Iverson Riddle Developmental Center), Dennis H. Reid (Carolina Behavior Analysis and Support Center), Carolyn Green (J. Iverson Riddle Developmental Center) |
| Abstract: The poster will describe a program for reducing job coach assistance provided during break routines for four adults with severe multiple disabilities in a part-time community job. The program involved assessing the amount of job coach assistance provided for each of four tasks conducted during the break routine at the supported work site. Observations of job coach assistance included the amount of job coach assistance in completing all or part of each of four respective tasks. If instruction was provided by the job coach to complete any of the tasks, the level of instructional prompt was recorded in addition to praise and/or corrective feedback provided. Observation of supported worker independence in performing any or all tasks was also recorded. Following baseline observations across two job coaches, intervention to reduce job coach assistance was implemented. The intervention included an initial decision-making meeting with each job coach to discuss intervention strategies across the four tasks of the break routine for a respective worker. During the meeting a worksheet guided discussion for strategies (instructional and/or material adaptation) to increase worker independence across the four tasks. Once intervention began for each respective worker, observation of worker/job coach behavior resumed with specific verbal feedback given by the job coach supervisor following each observation. A multiple baseline design across the two job coaches and four supported workers was used to evaluate intervention effectiveness. Across the two job coaches and four supported workers, the percentage of tasks completed by the job coaches was significantly reduced while independent worker behavior increased. |
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| 76. Using Competing Stimulus Assessments to Direct Treatment using Noncontingent Reinforcement with Blocking |
| Area: DDA; Domain: Applied Research |
| KELLY M. VINQUIST (University of Iowa), Wendy K. Berg (University of Iowa), Joel Eric Ringdahl (University of Iowa), David P. Wacker (University of Iowa), Jason M. Stricker (University of Iowa) |
| Abstract: We conducted a functional analysis with a young man who engaged in severe ear picking, face rubbing, mouth hitting, hand biting and finger mouthing. The results of the functional analysis indicated that self-injury was maintained by automatic reinforcement with highest levels of self-injury occurring during the free play condition. We conducted a competing stimulus assessment to identify objects that resulted in low levels of self-injury and high levels of item engagement when provided on a noncontingent (NCR) basis. We compared levels of problem behavior and item engagement across sessions in which a competing stimulus was provided NCR to sessions in which other preferred stimuli were presented NCR (free play) within an ABABAB design. We then compared the effectiveness of noncontingent access to the competing stimulus with and without blocking problem behavior within a BCBCACBC design. NCR access to the competing stimulus plus blocking resulted in the greatest reduction (77% reduction) in problem behavior as compared to the free play condition of the functional analysis. Interobserver agreement data were collected for 30% of the sessions and averaged 94% for problem behavior. |
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| 77. The Effects of a Multi-component Program and Elimination of Stimulant Medication on the Reduction of Profanity |
| Area: DDA; Domain: Service Delivery |
| SHARON K. KELL (The Learning Tree, Inc.), Jerre R. Brimer (The Learning Tree, Inc.), Robert W. Montgomery (Reinforcement Unlimited), Ellen K. Taylor (The Learning Tree, Inc.), Robert A. Babcock (Auburn University), Melanie Davis (The Learning Tree, Inc.), Howard McPhail (The Learning Tree, Inc.), James Kelly (The Learning Tree, Inc.) |
| Abstract: This poster will describe the effects of a program incoporating reinforcement for appropriate communication and ignoring occurrences of profanity on the reduction of profanity used by a student with a developmental disability. Data for profanity were collected by event count. During baseline the student averaged 207.5 events of profanity daily. During September 2004 the student averaged 6.44 events of profanity daily. A discussion of the effects of the program and subsequently the reduction and elimination of stimulant medication on the occurrence of profanity will be presented. Data display will show changes. A discussion will also be provided on the student's increases in appropriate language usage. |
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| 78. The Effects of Providing Choice on the Consumption of Food in Children Exhibiting Food Selectivity |
| Area: DDA; Domain: Applied Research |
| MERRILL J. BERKOWITZ (St. Joseph's Children's Hospital), Paula Tokar (St. Joseph's Children's Hospital), Veronica Armellino (St. Joseph's Children's Hospital) |
| Abstract: In order to obtain adequate nutrition, it is recommended that children consume a variety of foods across all food groups. Some children, however, consume only a limited number of foods, thereby compromising their nutritional intake. Providing the opportunity to make choices between reinforcers (e.g., Graff, Libby, & Green, 1998) or tasks (Lattimore, Parsons, and Reid, 2002) has been shown to enhance task completion. Two children admitted to an intensive day treatment program for the assessment and treatment of food selectivity participated in the study. Using a multielement design the effects of providing choice between foods was evaluated during the study. A four-food, paired-choice assessment (Fisher et al., 1992) was conducted immediately prior to half of the treatment meals. The three most chosen foods were then presented during the treatment meal. The child engaged in a playtime activity immediately prior to the other treatment meals. Reinforcement and escape extinction components were also implemented to increase each participant’s consumption of a wider variety of foods. The results of the evaluation and their implications on the treatment of food selectivity will be discussed. Limitations of the current study and recommendations for future research will also be provided. |
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| 79. The Effectiveness of Intense Positive Programming and Supplemental Contingent Skin Shock in Reducing the Frequency of Severe Maladaptive Behaviors for Individuals in a Residential Treatment Center |
| Area: DDA; Domain: Applied Research |
| PATRICIA RIVERA (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), Robert Von Heyn (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Robert W. Worsham (Judge Rotenberg Educational Center), Robert Kalinowski (Judge Rotenberg Educational Center) |
| Abstract: The Judge Rotenberg Educational Center operates day and residential programs for children and adults with behavior problems, including conduct disorders, emotional problems, brain injury or psychosis, autism and developmental disabilities. The basic approach taken at JRC is the use of behavioral psychology and its various technological applications, such as behavioral education, programmed instruction, precision teaching, behavior modification, behavior therapy, behavioral counseling, self-management of behavior and chart-sharing. Prior to their admission to the Judge Rotenberg Center (JRC) all students exhibited severe inappropriate behaviors that prevented their academic and social development, were dangerous to themselves and others and in many cases required multiple psychiatric hospitalizations. Upon admission to JRC, all individuals were treated with an intensive, positive only behavioral treatment plan. For some individuals the data indicated that they continued to exhibit severe inappropriate behaviors at a very high rate and/or intensity. For these individuals court approved contingent skin shock was introduced as a supplement to the positive behavior programming. Data will be presented demonstrating the effectiveness of this treatment package to treat the major inappropriate behaviors for these individuals using standard celeration charts. |
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| 80. Analysis of Idiosyncratic Variables During Functional Analysis |
| Area: DDA; Domain: Applied Research |
| LAURA L. GROW (Marcus Autism Center), Tracy L. Kettering (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center), Kelly J. Bouxsein (Marcus Autism Center) |
| Abstract: Results of previous research suggest that the problem behavior of some individuals may be sensitive to idiosyncratic variables that are not generally tested during analogue functional analyses (e.g., Fisher et al., 1998; Van Camp et al., 2000). In the current assessment, we conducted functional analysis conditions with both therapists and a parent. Problem behavior occurred at low levels across conditions. Based on parental report and anecdotal observations, we compared a modified tangible session in a pairwise analysis with a control condition. First, we identified the manner in which the participant preferred to interact with items. Next, we provided access to preferred interaction contingent on aggressive behavior. Results suggested that problem behavior was maintained by positive reinforcement in the form of access to preferred interaction. Based on the assessment data, we assessed several potential treatments in a multielement with reversals design. Results showed that choice of interaction and extinction for problem behavior reduced the occurrence of problem behavior. |
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| 81. The Use of Competing Items to Decrease Socially Inappropriate Behavior Maintained by Social Attention |
| Area: DDA; Domain: Applied Research |
| APRIL STACHELSKI (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Katharine Gutshall (Kennedy Krieger Institute), Jennifer Lynne Bruzek (University of Kansas) |
| Abstract: The present study was conducted to decrease the inappropriate language of an 8-year-old female diagnosed with moderate mental retardation. Inappropriate language was defined as cursing, name-calling, derogatory statements, and directives (i.e. shut up). The results of the functional analysis (Iwata et al., 1984/1994) suggested that inappropriate language was maintained by social attention. Previous research suggests that competing stimuli have been successful in decreasing destructive behavior maintained by automatic reinforcement (Piazza et al., 1998) as well as behavior maintained by social attention (Fisher et al., 2000; Fisher et al., 2004). A competing items assessment was conducted in order to identify items that were associated with high levels of interaction and low levels of inappropriate language. A walkman was identified as a competing item and was introduced across all functional analysis conditions. Approximately 40.8% of sessions were conducted with two or more observers. Exact agreement for inappropriate language was 87.26%. The combination of a competing item plus extinction resulted in a clinically significant reduction of inappropriate language in the attention conditions of the functional analysis. |
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| 82. An Evaluation of Liquid and Food Quantity Intake on Automatically Maintained Rumination and Vomiting |
| Area: DDA; Domain: Applied Research |
| JANET HUNTER (W.A. Howe Center), Dynata Funderberg (W.A. Howe Center), Yemonja Smalls (W.A. Howe Center) |
| Abstract: As many as 80% of individuals with developmental disabilities experience serious feeding problems including rumination (chronic regurgitation, chewing and reswallowing of food) and vomiting which place them at risk for malnutrition, aspiration and esophageal damage. In this study an individual who exhibited continuous rumination and high rates of vomiting was evaluated. The treatment analysis was done as an attempt to replicate results of past literature indicating that quantity of food may impact frequency of rumination as well as to expand it by manipulating when liquids were given during mealtime. Although full satiation quantities were not attempted due to medical contraindications to continuation of the study, a significant reduction of rumination and vomiting occurred when liquids were given immediately prior to the meal. Liquids following the meal resulted in increased rates of rumination. |
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| 83. The Use of Video Modeling to Increase Social Interaction Between Two Preschool Children with Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| ABIGAL CLINTON FERGUSON (Hawthorne Country Day School), Darci A. Fischer (Hawthorne Country Day School) |
| Abstract: Nikopoulos and Keenan (2004) used video modeling to increase social interaction between two autistic students. This project aims to replicate the use of the video modeling on preschool students with developmental disabilities. Generalization and maintenance are discussed. |
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| 84. A Method for Identifying the Reinforcing Efficacy of Tokens |
| Area: DDA; Domain: Applied Research |
| STACIE L. FITCH (New England Center for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: Participants were exposed to three conditions (contingent tokens, contingent edibles, and extinction) in a multielement design. In the contingent tokens and contingent edibles conditions, consequences were delivered according to a random interval (RI) schedule which was arranged such that the number of arranged reinforcers in the session matched the number of tokens that the participant typically earned before exchange in his daily programming (e.g., if a participant usually exchanged tokens after the delivery of 10 tokens, an RI 30-s schedule was used such that, on average, 10 tokens or edibles would be arranged for delivery contingent upon responding). The edibles used were those that typically served as back-up reinforcers for the tokens earned by the participants outside of experimental sessions. The tokens used, were also those already in use for each participant. The data indicated that the tokens served as reinforcers for one participant but not for the other. The results suggested that the methodology used in the study may be useful in identifying the reinforcing efficacy of tokens currently being used for behavioral programming and may also provide a baseline for treatments designed to increase the reinforcing efficacy of tokens. |
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| 85. Fading of Protective Equipment in the Treatment of Self-Injurious Behavior |
| Area: DDA; Domain: Applied Research |
| ATLI F. MAGNUSSON (New England Center for Children), Eileen M. Roscoe (New England Center for Children), Daniel Gould (New England Center for Children), Allen J. Karsina (New England Center for Children) |
| Abstract: This study evaluated the fading of protective equipment during the treatment of self-injurious behavior (SIB) in an 8-year-old boy diagnosed with autism. Results of an analog functional analysis revealed that SIB was not maintained by social reinforcement, as indicated by undifferentiated responding across all conditions. During treatment, protective equipment was removed contingent on SIB and re-presented contingent on completion of a simple task with no occurrence of SIB. Treatment resulted in a substantial reduction in SIB relative to baseline. Data were also collected during 30-minute probe sessions, where the participant engaged in academic activities, in an attempt to determine whether gradual fading of protective equipment had been successful in maintaining low levels of SIB. Results indicated that after more than 75% of the protective equipment was faded, SIB was maintained at near zero levels. Interobserver agreement was collected in at least 30% of sessions across all conditions and averaged over 90%. |
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| #403 Poster Session – EAB |
| Monday, May 30, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 86. Vicarious Trial-and-Error Behavior in Hamsters Foraging for Food |
| Area: EAB; Domain: Basic Research |
| FELIPE CABRERA (University of Guadalajara, Mexico), Francois Tonneau (University of Guadalajara, Mexico) |
| Abstract: Spatial memory in nonhuman animals is often tested in radial mazes. In this experiment, we examined some properties of the foraging behavior of hamsters. We used the analog of an open-field maze (110 x 110 cm) with eight baited poles arranged in a circle (without arms to connect the central start box with the poles). On each trial, a hamster was placed at the center of the open field and allowed to make 10 successive choices, correct or not. On the trials where only correct choices were made, the hamsters made more partial choices (that is, partial head movements directed at the top of a pole) as the number of previous choices increased. On trials with errors, partial choices were less frequent. This result is consistent with the vicarious trial-and-error phenomenon described by Tolman (1932), in which the subjects look (or run) back and forth at the choice point before making a complete choice. |
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| 87. Effects of Free Access to Water and Food on Body Weight and Food and Water Intake Under a Partial Food Deprivation Schedule |
| Area: EAB; Domain: Basic Research |
| ANTONIO LOPEZ-ESPINOZA (University of Guadalajara, Mexico), Hector Martinez Sanchez (University of Guadalajara, Mexico), Alejandra Marquez (University of Guadalajara, Mexico) |
| Abstract: After fifteen days of free access to water and food, ten albino rats (3-month-old at the beginning of the experiment), were exposed to fifteen days of partial food deprivation with 7 g of food by day, followed by 3 days of free access of food. This cycle deprivation – free access was repeated for other 2 times. Water was freely available during the experiment. Control group was exposed to free access all the time. When deprivation was removed, food and water consumption increased, while body weight was recovered. Results confirmed previous data about post-deprivation effects related to changes in body weight and food and water consumption after one period of deprivation food. Key words: deprivation, free access, post-deprivation effects, water and food consumption, body weight, rats. |
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| 88. A Comparison of Two Discrimination Training Procedures: An Application of a Multiple-Sequence Variation of the Multiple Baseline Design |
| Area: EAB; Domain: Applied Research |
| DEREK D. REED (Syracuse University), Florence D. DiGennaro Reed (Syracuse University), Laura Lee McIntyre (Syracuse University) |
| Abstract: The ability to discriminate among objects has been identified as pivotal; however, children with developmental disabilities often exhibit particular difficulties discriminating among stimuli (Ward & Yu, 2000). This study aimed to identify ways of maximizing discrimination training through the use of a relatively novel single case experimental design, a multiple-sequence variation of the multiple-baseline design. In contrast to the traditional multiple-baseline design, the multiple-baseline—multiple-sequence (MBL-MS) allows comparison between and within participants in an effort to examine sequencing effects. This design, as described by Noell and Gresham (2001), is an efficient way to compare teaching sequences and efficacy of the training while subsequently minimizing time. Six children diagnosed with developmental delays were asked to identify picture cards (e.g., animals, foods, toys, etc.) in a 1 to 1 setting. The auditory-visual training required each child to identify the correct picture when its name was stated. In the visual-visual training, the individual was required to identify the correct picture when a similar picture card was presented. Results will be discussed in terms of teaching multiple-discrimination to children to maximize the development of pivotal behaviors. Furthermore, the effectiveness of a multiple-sequence variation of the multiple baseline design will be examined. |
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| 89. Treatment Integrity Failures in Fixed Time Schedules: An Analysis of Two Failure Types |
| Area: EAB; Domain: Basic Research |
| KRISTIN FARR (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Claire C. St. Peter (University of Florida) |
| Abstract: Although several articles exist on the failure of researchers to evaluate and report treatment integrity data, few researchers have attempted to systematically evaluate the effects of compromised treatment integrity on intervention plans. The current study examined the effects of degraded levels of treatment integrity on fixed time NCR schedules. A human operant methodology was employed in a reversal design to evaluate the effects in a systematic, time efficient and ethical manner. Undergraduate psychology students served as participants. For most participants results indicate the errors of commission were more detrimental than errors of omission. Even at ninety percent treatment integrity NCR treatment effects were compromised in comission phases. Clinical implications and future directions are discussed. |
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| 90. Evaluative Conditioning: Timing and Salience of Stimuli |
| Area: EAB; Domain: Basic Research |
| ANNE C. MACASKILL (Victoria University of Wellington, New Zealand), Maree J. Hunt (Victoria University of Wellington, New Zealand), David N. Harper (Victoria University of Wellington, New Zealand), Marc Wilson (Victoria University of Wellington, New Zealand) |
| Abstract: Evaluative conditioning is a process through which neutral stimuli acquire valence after being paired with positive or negative stimuli. Replicating Olson and Fazio (1999), participants in the current study were exposed to a series of such pairings in the context of a vigilance task. Valence changes were then measured both explicitly using a Likert rating scale, and implicitly using the implicit associations test (IAT). Evidence for conditioning was found using IAT reaction time data, but not participants’ explicit ratings. Two manipulations the would be predicted to influence conditioning if evaluative conditioning is best viewed as a form of Pavolvian conditioning were then carried out. One of the salience manipulations produced the expected result while a second salience manipulation and a change in the timing of CS and US presentations did not. |
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| 91. Within-Subject, Within-Session Yoked VR/VI Schedules with Rats: Extending Catania et al. (1977) |
| Area: EAB; Domain: Basic Research |
| PAUL A. ROKOSZ (University of Wisconsin-Madison), Matthew E. Andrzejewski (University of Wisconsin-Madison) |
| Abstract: Designed to replicate and extend Catania et al.(1977), the current study investigated the influence of various reinforcement schedules and yoking procedures on rates of lever-pressing in rats. Initially, two leader rats were conditioned under variable-ratio reinforcement schedules; their inter-reinforcement intervals formed the bases of variable interval schedules for yoked counterparts. Leader and yoked conditions were eventually reversed. During the second phase, the number of responses per reinforcement of leader rats on variable-interval schedules determined the inter-reinforcer ratios for their respective yoked counterparts. Leader and yoked conditions were once again switched between rats. In the final phase, rats were yoked to themselves using a multiple schedule arrangement; behavior under one type of reinforcement schedule determined the inter-reinforcer-intervals or ratios of the following schedule; subsequent behavior determined the intervals or ratios for a reversion to the initial type of schedule, and so on. Consistent with the results of the Catania et al. (1977), variable-ratio reinforcement schedules consistently produced higher rates of response than did variable-interval schedules. The current study extended the paradigm to rats, and also demonstrates that individual rats are sensitive to the feedback of timing features of different schedules of reinforcement within the same session. |
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| 92. Differential Resurgence and Response Elimination |
| Area: EAB; Domain: Basic Research |
| STEPHANIE P. DA SILVA (West Virginia University), Kennon Andy Lattal (West Virginia University), Adam H. Doughty (University of Kansas, Parsons) |
| Abstract: Resurgence is the transient recovery of previously reinforced, but presently extinguished, responding when more recently reinforced responding is extinguished. It was examined whether unequal resurgence would follow different response-elimination procedures. There were three conditions in each experiment. In Condition 1, pigeons pecked under a multiple variable-interval (VI) VI schedule. In Condition 2, pecking was eliminated in different ways across components. In Condition 3, extinction was effected for all responding, and resurgence was compared across components. Importantly, the response-elimination procedures in Condition 2 varied across experiments. Experiment 1 showed greater resurgence, and an earlier onset of it, after a differential-reinforcement-of-other-behavior (DRO) schedule than after a VI schedule correlated with pecking a different key. Experiments 2 and 3 showed that the differential resurgence in Experiment 1 probably was not due to conditional stimulus control or the periodicity of food delivery. Experiment 4 showed similar resurgence after either a DRO schedule or a VI schedule correlated with treadle pressing. Experiment 5 showed greater resurgence, and/or an earlier onset of it, after a VI schedule correlated with treadle pressing than after a VI schedule correlated with pecking a different key. The relation of these results to an understanding of resurgence is discussed. |
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| 93. The Effects of Stimulus Range on the Central Tendency Effect in Stimulus Generalization |
| Area: EAB; Domain: Basic Research |
| CHRISTINE WEGNER (University of North Dakota), Adam Derenne (University of North Dakota) |
| Abstract: Recent research on stimulus generalization has shown that increasing the range of the stimuli used during the test increases the frequency of responses to the S+. This research investigated whether the stimulus range also affects the so-called central tendency effect: The tendency for the generalization gradient to shift towards middling stimulus values. College undergraduates were trained and tested with horizontal lines that varied in length. Depending on the condition, the overall test range was either wide or narrow. Also, some participants were trained with an S+ that was near the center of the test range while others were trained with an S+ that was either extremely short or extremely long. The results showed that both the range and the relative position of the S+ influenced the accuracy of responding. |
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| 94. From Rags to Riches: Rich Schedule of Reinforcement Affects Fixed-Ratio Response Rate Function |
| Area: EAB; Domain: Basic Research |
| CHRIS MAZZARA (Central Michigan University), Drew Fox (Central Michigan University), Mark P. Reilly (Central Michigan University) |
| Abstract: The goal of the current study was to examine how fixed-ratio response rates change as a function of the context in which they are presented. Specifically, ratio functions were generated alone and in the presence of a multiple schedule that alternated FR 5 with increasing fixed ratios in the alternate component. Four Sprague Dawley rats were trained to lever press under fixed-ratio schedules of reinforcement. The ratio value doubled each day starting with 2 and ending with 256. Next, the same FR function was constructed in the context of a multiple schedule in which a constant FR 5 alternated with the geometrically increasing FR across sessions. Preliminary data indicate that overall response rates were lower, and that the highest ratio that maintained response rate was lower in the context of the multiple FR 5 schedule. Results will be discussed in terms of contemporary mathematical models of behavior such as Herrnstein’s Matching Law and Killeen’s Mathematical Principles of Reinforcement. This study can have implications for topics such as schedule interactions, motivation, response time and relative reinforcer value. |
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| 95. Discounting of Delayed Hypothetical Food and Monetary Outcomes: Effects of Amount |
| Area: EAB; Domain: Basic Research |
| ANA A. BAUMANN (Utah State University), Delores Dorton (Utah State University), Megan T. Ryan (Utah State University), Amy Odum (Utah State University) |
| Abstract: Previous research has suggested that delayed hypothetical food outcomes are discounted more steeply than delayed hypothetical monetary outcomes. This difference could reflect the degree to which consumable and non-consumable reinforcers are discounted. Prior studies used a relatively large amount of food, however, which could be discounted differently than money for multiple reasons. We examined the effects of reward magnitude on differential discounting of food and money. Participants who did not report eating disorders answered questions about which of two options they would prefer: an immediate adjusting outcome or a delayed constant outcome. The delay varied from 1 day to 2 years. There were two outcome types, tested separately: food and money. There were two delayed outcome amounts, tested across groups. The delayed constant outcome was either $100 worth of the participant’s favorite food and $100 or $10 worth of the participant’s favorite food and $10. Participants experienced the outcome types in different orders. They did not actually receive any of the outcomes, but were compensated with class credit for their participation. Food was discounted more steeply than money for both groups. This result indicates that steeper discounting of primary, consumable outcomes is a robust phenomenon across different outcome amounts. |
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| 96. Choice, Token Reinforcement, and Sensitivity to Remote Consequences |
| Area: EAB; Domain: Basic Research |
| RACHELLE L. YANKELEVITZ (University of Florida), Timothy D. Hackenberg (University of Florida) |
| Abstract: Four pigeons chose between fixed-interval (FI) and progressive-interval (PI) schedules of token reinforcement with stimulus lamps serving as token reinforcers. The FI schedule requirements remained constant within a condition but varied across conditions, from 32 to 64 s. The PI schedule began at 0 s but increased by 8 s with each reinforcer delivered by that schedule. Completion of the FI schedule reset the PI schedule to 0 s on the subsequent trial. The main independent variable was the delay to the exchange period (when each token was exchangeable for 2-s food). Exchange periods occurred either on each choice trial (immediate exchange) or massed after eleven choice trials (delayed exchange). Switch points increased as a function of FI size, especially under immediate exchange-delay conditions. At a given FI value, switching occurred earlier in the delayed exchange than in the immediate exchange, indicating greater control by remote consequences. The results suggest that the delay to the exchange period broadens the time frame over which choices are sensitive to reinforcement variables in a diminishing returns task. |
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| 97. Effects of Response Cost in a Time-Place Learning Paradigm |
| Area: EAB; Domain: Basic Research |
| JACOB NORRIS (Texas Christian University), Natalie Rose Bruner (Illinois Wesleyan University), James D. Dougan (Illinois Wesleyan University) |
| Abstract: Reinforcers often occur in different places at different times, and a time-place learning paradigm is one in which behavior must occur at the right place and at the right time if reinforcement is to occur. Previous studies in our lab have suggested that response cost has a major impact on time-place learning. Evidence for time-place learning was stronger when the cost for switching between locations was relatively high. Evidence for time-place learning was relatively weak when the response cost was lower. The present study extends our previous research. Rats pressed bars for food reinforcement in open field with two feeding stations. At the start of a session only one feeding station was operative. Halfway through the session the second station became operative and the first station ceased to be operative. To maximize reinforcement, rats needed to move from one station to the other with time as the only cue. Results have implications for theories of timing and the role of response cost in learning. |
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| 98. Catania & Reynolds (1968) Versus Fleshler & Hoffmann (1962): Log Survivor Analyses of Rats Responding on Constant Probability Variable Interval Schedules |
| Area: EAB; Domain: Basic Research |
| BLAKE A. HUTSELL (Southern Illinois University, Carbondale), Eric A. Jacobs (Southern Illinois University, Carbondale) |
| Abstract: In ongoing research, we are comparing performances maintained by schedules generated by Catania & Reynolds (1968) and Flesher & Hoffman (1962) algorithms to determine if response patterning is affected by the choice of method. Specifically, we are using log-survivor analyses to determine if the choice of algorithm affects bout initiation rate, bout length, and/or within-bout response rate. Rats’ lever pressing was maintained by variable interval schedules with values ranging from 30 s to 480 s, depending upon condition. Within-subject comparisons of responding maintained by schedules generated with each algorithm were performed. Preliminary results suggest that the two progressions do not have systematically different effects on responding. |
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| 99. Integrating Behavioural and Neurological Evidence in a Computational Model of Habituation and Sensitization |
| Area: EAB; Domain: Theory |
| OSCAR GARCIA LEAL (University of Guadalajara, Mexico), Pablo Adarraga Morales (Autonomous University of Madrid, Spain) |
| Abstract: The integration of behavioural evidence with data proceeding of studies realized to cellular and molecular levels is essential to advance in the understanding of the mechanisms that are in the base of the adaptation capacities of the organisms in the ontogenetic time. From our point of view, the use of computational techniques, through mathematical modelling developed from a behavioural frame, is a fruitful alternative in this goal.In this poster, a computational model of the mechanisms involved in the habituation and sensitization of responses is proposed. This model has been elaborated from the consideration of evidence proceeding of studies realized to a cellular level with simple organism Aplysia californica.The model simulates the main properties and parameters of both behavioural phenomena considered. In the poster the computational model is examined in detail. Some results are presented about simulations of the main effects of parameters relevant to both phenomena. Main results are analyzed from a behavioural point of view. |
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| 100. An Exploration of the Dimensions of Context in Intermingled Concurrent and Concurrent-Chains Choice Situations |
| Area: EAB; Domain: Basic Research |
| PAUL ROMANOWICH (University of California, San Diego), Shawn R. Charlton (University of California, San Diego), Edmund J. Fantino (University of California, San Diego) |
| Abstract: Although it has been empirically demonstrated that context effects choice, the exact dimensions of context remain elusive. In order to better understand these contextual effects, the experiment reported in this poster used concurrent VI/VI schedules (component A) alternating with concurrent-chains VI/VI schedules (component B). Each component lasted for 8 trials then switched to the other component. For component A, the schedule values were VI 40/VI 40, VI 120/VI 120, and VI 360/VI 360. For component B, the experiment used a single concurrent-chain with initial-links VI 60/VI 60 and terminal-links VI 30/VI 90. According to current quantitative models, choice distribution in each component should be independent of the schedule values in the other component. However, it is also possible that choice is influenced by the overall rate of reinforcement, in which case choice behavior in each component would vary as a function of the rates of reinforcement in each component. This poster describes the impact of the three concurrent schedule contexts on choice in the concurrent-chain context. Further discussion is given to the implications of these findings on current quantitative models of choice. |
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| 101. The Effects of Yoking Caloric Intake to Decrease Biting |
| Area: EAB; Domain: Applied Research |
| ANA PALACIOS (Teachers College, Columbia University), Robin A. Nuzzolo-Gomez (Teachers College, Columbia University), Rebecca Roderick (Teachers College, Columbia University) |
| Abstract: This study tested the effects of yoking caloric intake in order to decrease hand/wrist biting. The participant in this study was an 8-year old female, diagnosed with autism, and was functioning at a listener with emerging reader/writer levels of verbal behavior. The dependent variable in this study was biting, which was defined as any contact made from the mouth to the body from the participant to herself or to another. The independent variable was yoking caloric intake. Levels of caloric intake were kept stable during baseline, and data were recorded on the number of times the participant bit herself or another. In the treatment condition, the participant’s levels of caloric intake were doubled from that of baseline conditions, and data were taken on the number of biting emitted at the same time. Results show that yoking caloric intake significantly decreased the number of biting as compared to baseline levels. |
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| 102. Effects of Sharing and Not Sharing Non-differential Consequences on the Choice Between Individual and Social Contingencies in Partial Altruism in Adults |
| Area: EAB; Domain: Basic Research |
| NORA RANGEL (University of Guadalajara, Mexico), Emilio Ribes Iñesta (University of Guadalajara, Mexico), Alejandra Zaragoza Scherman (University of Guadalajara, Mexico), Claudia Magana (University of Guadalajara, Mexico), Ana Georgina Lopez (University of Guadalajara, Mexico) |
| Abstract: Two simultaneous puzzles were solved on separate computer screens by college students designed to 4 different dyads, (ages: between 20 and 30). Subjects were awarded a CD at the end of the experiment. All subjects could place pieces in their own puzzle (individual contingency) and in their peers’ puzzle (social contingency). They could also track both their performance and their partner’s. 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 by both participants in one session were registered in one common counter (at the end of the session points were divided in equal amounts among subjects). All dyads chose to respond socially since the first experimental session. |
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| 103. Delay Discounting of College Students with and Without Bulimic Symptoms |
| Area: EAB; Domain: Applied Research |
| ANDREA M. BEGOTKA (University of Wisconsin-Milwaukee), Joanna R.H. Thompson (University of Wisconsin-Milwaukee), Douglas W. Woods (University of Wisconsin-Milwaukee) |
| Abstract: Individuals with bulimia nervosa show greater reactions to stress and more negative emotionality, elevated rates of personality disorders, novelty seeking, and impulsivity (Klein & Walsh, 2003). Additionally, there is an increased prevalence of self-injurious behaviors and substance use disorders among bulimics and within their family, suggesting a general propensity to impulsivity in bulimics (Klein & Walsh, 2003). Behavioral impulsivity often refers to deficient motor inhibition, weak behavioral restraints, and an inability to resist temptations or delay gratification (Crean, de Wit, & Richards, 2000). Behavioral impulsivity is commonly studied in the behavioral literature with non-pathological and pathological conditions presumed to include impulsive characteristics such as cigarette smoking, alcohol and substance abuse, and pathological gambling. These studies have typically included delay-discounting questionnaires and/or tasks to determine if individuals engaging in impulsive acts discount delayed rewards at a steeper rate than individuals not engaging in these behaviors. Bulimia, although thought to include an impulsive characteristic, has never been studied in these types of paradigms. The present study will examine college students with and without bulimic symptoms on a standard delay-discounting task. Identifying differences in delay discounting related to bulimia could be beneficial in developing treatments for this population that target impulsivity. |
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| 104. Promoting Self-Control and Increased Engagement in Physical Therapy Tasks in Individuals with Acquired Brain Injury |
| Area: EAB; Domain: Basic Research |
| DONNA DELIA (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: Due to their failure to engage in physical therapy exercises, three adult males with acquired brain injury served as participants in a study, which manipulated reinforcer dimensions, implemented progressive delays to reinforcement, and introduced concurrent activity to increase their self-control and engagement in physical therapy tasks. Natural baseline, assesing their duration of engagement following verbal prompts; choice baseline, indicating their preference for smaller, immediate reinforcers versus larger reinforcers, contingent upon engaging for longer than baseline; and self-control training, involving progressively longer delays to larger reinforcers, were implemented. The study extends upon previous research via reduction of the magnitude of the larger reinforcers while sustaining preference for this choice option. |
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| 105. Examining the Verbal Behavior and Response Allocation After Delivery of Inaccurate and Accurate Rules During Video Poker Playing |
| Area: EAB; Domain: Basic Research |
| BETHANY A. HOLTON (Southern Illinois University), Jennifer A. Delaney (Southern Illinois University), Ashton J. Robinson (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: The current study investigated the effects of inaccurate versus accurate rules on verbal behavior and responding during video poker. Twenty participants completed a three phase experiment involving an acquisition period and a concurrent reinforcement schedule. Initially, participants were free to allocate their responses between two variations of a poker game while simultaneously talking aloud. In one variation participants were allowed free choice of 5-card poker play, whereas the other variation was a poker hand played automatically by computer game following one button click by the participant. Rates of responding, spoken verbal behavior, probability errors made, number of chips won, and response allocation were measured for each participant. In phases 2 and 3 participants were verbally informed with one of two types of rules, accurate or inaccurate, regarding the probability of errors that were made by the automatically played hand variation. Both of these phases were counterbalanced for all participants and the previously mentioned dependent variables were assessed during each phase. The results indicate that individuals switched their response allocation on the basis of the type of rule given by the experimenter. In terms of spoken verbal behavior, a verbal protocol analysis revealed idiosyncratic rules generated by each of the participants. |
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| 106. EAHB-SIG Student Paper Award Winner: Functional Interdependence of Mands and Tacts in Preschool Children |
| Area: EAB; Domain: Basic Research |
| ANNA I. PETURSDOTTIR (Western Michigan University) |
| Abstract: Skinner’s (1957) analysis of verbal behavior proposes that the mand and the tact are functionally independent verbal operants, each of which is acquired through a unique history of reinforcement. This study attempted to replicate the findings of Lamarre and Holland (1985), who empirically demonstrated the functional independence of mands and tacts in typically developing preschool children. Four children participated in the study. All of them were initially trained to complete two 4-piece assembly tasks. Three children were trained to tact the four pieces that comprised one of the assembly tasks, and to mand for the four pieces that comprised the other task, using arbitrary response forms. The remaining child received tact training only, and only on one task. The effects of training on the untrained operant were evaluated in a multiple-probe design across assembly tasks. Following mand training, 3 out of 3 children reliably emitted tacts under testing conditions. The effects of the tact training, on the other hand, differed across participants. The results differ from those of Lamarre and Holland. However, from the point of view of Skinner’s analysis, they are not necessarily unexpected. Future research should attempt to identify variables that affect transfer of control between mand and tact relations.Faculty Advisors: James E. Carr (Western Michigan University) and Jack Michael (Western Michigan University) |
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| 107. Comparison of Speed of Acquisition of Response Differentiation and Stimulus Discrimination in Adult Humans |
| Area: EAB; Domain: Basic Research |
| MANISH VAIDYA (University of North Texas), Yusuke Hayashi (University of North Texas) |
| Abstract: Response differentiation and stimulus discrimination are two basic component responses required in complex tasks. Barrett and Lindsley (1962) demonstrated that the method of simultaneously and independently measuring response differentiation and stimulus discrimination through repeated, continuous, and controlled observations, was sensitive to individualized deficits in differentiating two responses and discriminating two stimuli in children with severe mental retardation. This study was an attempt to systematically replicate Barrett and Linsley (1962) in adult humans. A yellow square was presented either in the left or right of the computer screen at 30 s interval. Subjects emitted a response by pressing either “A” or “L” key on the keyboard, or by pressing both keys at the same time. A point and a melodic sound was delivered contingent on pressing “A” key when a yellow square was presented in the left of the screen on a FR10 schedule. A session lasted for 10 min in which a yellow square was presented 10 times in each position. The results demonstrated that the procedure was sensitive in measuring the speed of acquisition of response differentiation and stimulus discrimination and that all subjects acquired response differentiation faster than stimulus discrimination under this procedure |
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| 108. The Manipulation of Hues, Cues, and Physiological Arousal in Persons with Acquired Brain Injury |
| Area: EAB; Domain: Basic Research |
| HOLLY L. BIHLER (Southern Illinois University), Ashton J. Robinson (Southern Illinois University), Jennifer A. Delaney (Southern Illinois University), Kimberly Moore (Southern Illinois University), Jeffrey E. Dillen (Southern Illinois University), John M. Guercio (Center for Comprehensive Services) |
| Abstract: A common problem observed with person with Acquired Brain Injury (ABI) is their tendency to act impulsively when agitated. Previous literature has demonstrated that color can come to serve as a cue for eliciting certain emotions. In this study, three persons with ABI completed a match-to-sample training program. An equivalence class consisting of a staff member’s picture, a color, and a calming word or phrase was established. Physiological measures were taken on each participant while they were shown a picture of a staff member; these measures were taken at baseline and again after completing the test for equivalence. Physiological indices of relaxation were then paired with the colored cures mentioned above. This was done to form appropriate frames of coordination between the colored cues and the relaxation response. Follow-up physiological measures were taken on all galvanic skin response and heart rate responses. |
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| 109. Seeing Learning Change on the Standard Celeration Chart: The Effects of Visual Feedback on the Learning of Fluent Letter Sound and Number Discriminations |
| Area: EAB; Domain: Applied Research |
| SARAH A. LAW (University of North Texas), Kathryne Balch Schooley (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: This study assesses the effects of visual performance feedback on the rate of correct responding, generalization and retention of letter-sound and number discriminations. The participant is a kindergartner who has an in-home tutoring program for her academic skills. A multi-element design will be used to compare the effects of visual performance feedback versus no visual performance feedback via the Standard Celeration Chart. In the visual performance feedback condition the child will record their best performance of the day on the Standard Celeration Chart. In the non-visual performance feedback condition the child will record their best performance of the day on a new Standard Celeration Chart each session so that all previous performance is not visually present to the child. One set of letter-sounds and number discriminations are taught using visual performance feedback and the 2nd set of letter-sound and number discriminations are taught without using visual performance feedback. During baseline all letters and numbers are tested in the see-say task and in the hear/write task using a duration measure. After baseline, the use of 10 sec and 30 sec timings and aims will continue until the fluency criterion is met. After training is completed, all the stimuli will be tested under baseline conditions to evaluate the generalization across tasks. A month later, the baseline test will be repeated to test for the retention of letter-sound and number discriminations. Data are in progress. |
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| 110. A Heart Rate Model of Visual Discrimination Learning |
| Area: EAB; Domain: Basic Research |
| DAVID WAYNE MITCHELL (Southwest Missouri State University) |
| Abstract: This study assessed changes in heart rate (HR) during visual discrimination learning. One hundred and four adults were tested on a synchronous reinforcement visual discrimination task (SRVDT). The SRVDT consisted of two stimuli presented simultaneously, one to the left and right of the participant's midline, for 16 laterally counterbalanced trials: 2 Baseline Trials (no auditory reinforcement was provided); 10 Learning Trials (an auditory reinforcer was presented and maintained while the participant visually fixated on the contingent stimulus); 2 Maintenance Trials (no auditory reinforcement was provided); 2 Relearning Trials (the auditory reinforcement was reinstated). A trial was defined as the accumulation of 5 seconds of total visual fixation time to the pair of stimuli. The stimuli contained two salient components; a pattern of disjointed L-shapes and a cluster of + shapes. The contingent stimulus (S+) differed in that a pattern of T-shapes were embedded within the L-shapes. Distinct changes in HR were observed as a function of successful discrimination learning. The direction (acceleration or deceleration) and trend (slope of HR within trials) of these changes in HR are argued to represent specific stages of visual discrimination learning. A theoretical HR model of visual discrimination learning is proposed. |
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| 111. Shaping Simple Tactile Discriminations in Individuals with Developmental Disabilities |
| Area: EAB; Domain: Basic Research |
| JEREMY A. BIESBROUCK (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno), Marianne L. Jackson (University of Nevada, Reno) |
| Abstract: The current poster examines the steps required in shaping simple discriminations within the tactile modality. Two developmental disabled adults were trained using a backward chaining procedure to contact stimuli within a custom apparatus. Participants were reinforced for choosing the stimulus identical to a presented sample stimulus. Results are discussed regarding difficulties in shaping tactile discriminations, as well as potential implications relating to stimulus equivalence within the tactile modality for individuals with developmental disabilities. |
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| 112. The Role of Training Structures in Stimulus Equivalence Research |
| Area: EAB; Domain: Basic Research |
| MEDEA RAWLS (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: Saunders & Green, 1999, examined stimulus equivalence research and proposed a hypothesis about the effects of each training structure, linear, many-to-one, and one-to-many, on equivalence formation. The current experiment sought to more precisely understand the role of training structures in stimulus equivalence research. A within-subject comparison of the three training structures was conducted with 4 subjects. Three, 3 class/3 member sets of arbitrary stimuli were trained with different training structure for stimulus equivalence. During each session the subjects were exposed to one block containing 36 training trials and 72 testing trials for each set of stimuli. Sessions continued until 90% accuracy across two sessions. Equivalence was demonstrated with the many-to-one training structure slightly before one-to-many and linear suggesting a slight difference between training structures. |
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| 113. Differential Reinforcement and Negative Punishment of Responding to a Response-Driven Stimulus in Pigeons |
| Area: EAB; Domain: Basic Research |
| ROBERT W. ALLAN (Lafayette College), Lisa Hudak (Lafayette College) |
| Abstract: The present studies examine the efficacy of differential reinforcement of location (DRLoc) schedules in shaping and maintaining accurate stimulus contact when the stimulus is moving. A computer touch screen monitored the x and y locations of responding to a stimulus that moved as a function of responses that were perpendicular to the stimulus location. A negative punishment contingency setback the stimulus when responses failed to make perpendicular contact. Differential reinforcement successfully increased the proportion of on-stimulus responses. The role of the negative punishment contingency in on-stimulus responding will also be presented. |
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| #404 Poster Session - EDC |
| Monday, May 30, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 114. Evidence Based Interventions for Students With Severe Social, Emotional, and Behavioral Problems in School Settings |
| Area: EDC; Domain: Service Delivery |
| FRANK M. GRESHAM (University of California, Riverside), Kristy J. Rutherford (University of California, Riverside), S. Dean Crews (University of California, Riverside), Clayton R. Cook (University of California, Riverside), Kellie S. Butkiewicz (University of California, Riverside), Ramon B. Barreras (University of California, Riverside) |
| Abstract: Currently, little has been undertaken to increase understanding in the natural setting (i.e. classrooms) with respect to implementation of interventions with students with severe social, emotional, and behavioral problems. As this is an issue many educators face today, it is necessary to utilize applied behavioral analysis to the process of intervention with this specific population to garner information that can be used in the field. Interventions implemented should be evidence based, and methods for ensuring treatment integrity are also essential. This presentation will provide a discussion of evidence based intervention assessment, implementation, and results, via single case design, for several students with severe social, emotional, and behavioral problems. Evidence from Project REACH, which is a federally funded grant directed at investigating the implementation of evidence-based interventions with the top 1% of students in the schools that engage in the most intense social, emotional, and behavioral problems, will be used as the basis of the presentation. Attendees will walk away with an understanding of how empirically supported interventions can be implemented successfully in the natural school setting. |
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| 115. Privatizing Emotional Support: A Next Generation Classroom with Behavior Analysis at the Core |
| Area: EDC; Domain: Applied Research |
| ILEANA HELWIG (Children Crisis Treatment Center), Joseph D. Cautilli (Children Crisis Treatment Center), Nadine Harrington (Children Crisis Treatment Center), Todd Mitchell (Children Crisis Treatment Center) |
| Abstract: Many school districts are currently in the process of privatizing emotional support classrooms to community behavioral health agencies. Few research based models exist for the management of emotional support. One model which has been extensively researched over the last 30 years is Hill Walkers Engineered Learning Program. This model combines classroom rules, a classroom point system in which points are earned for on task behavior, work completion, and accuracy of work, with response cost for rule infraction and verbal or physical aggression, time out, a de-escalation procedure, curriculum based measurement and Direct Instruction teaching techniques. We modified this model with the use of Functional Behavioral Assessment, direct teaching of social and problem solving skills, and individualized behavior intervention plans. This paper explores our start up challenges in a large urban school district that was privatizing its emotional support program. Issues covered in this poster included training and feedback for staff, daily operations, and methods for ensuring program integrity. |
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| 116. Research on Behavioral Interventions in Schools at Individual, Classroom, School System, and District Levels |
| Area: EDC; Domain: Applied Research |
| TARY J. TOBIN (University of Oregon) |
| Abstract: Behavioral interventions in schools were studied in terms of effects and outcomes at four different levels. Processes and results are presented for (a) individual students identified by their kindergarten or first grade teachers as “Internalizers” or “Externalizers” and who were (or were not) provided with individualized function-based support, (b) classroom teachers’ behavior management strategies, (c) school level changes in systematic ways of organizing responses to teachers’ requests for behavioral assistance, and (d) district level options for improving the use of applied behavior analysis in schools. Although individual children whose behavior places them at risk for school failure often need support that is unique in some way, schools using teamwork, proactive planning, and data-based decision-making can find efficient ways to provide behavioral interventions without resorting to exclusion or punishment. Project FIVE (Functional Interventions in Versatile Environments), extends the work of the “Individualized Positive Behavior Support Project” (Tobin, Lewis-Palmer, & Sugai, 2002, see http://www.behavior-analyst-online.org/BAT/BAT31.pdf) to promote inclusion and support for students with challenging behaviors by taking an ecological approach to organizational behavior management within districts, schools, and classrooms. For many students, combining individualized function-based support with more general behavioral strategies was the most efficient and effective approach. |
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| 117. A Technical Assistance Model for Providing Behavioral Consultation to Schools: An Analysis of Treatment Efficacy |
| Area: EDC; Domain: Service Delivery |
| BOB A. BAGGETT (Tennessee Technological University), Morgan Chitiyo (Tennessee Technological University), John J. Wheeler (Tennessee Technological University) |
| Abstract: The Make A Difference Project (MADP) at Tennessee Technological University is a service delivery program that provides training and technical assistance in the area of positive behavior supports to the 23-county Upper Cumberland region of middle Tennessee. MADP is grant-funded through the Tennessee Department of Education and is currently in its tenth year of operation. MADP provides schools with technical assistance in addressing individual student referrals, training opportunities in the areas of positive behavior supports/functional behavior assessment, and with the development of behavior support plans. The purpose of this study was to evaluate the efficacy and social validation of MADP as perceived by school personnel.A survey was administered using a 5-point Likert-type scale with responses ranging from strongly agree to strongly disagree and very good to very poor. First, respondents indicated the type of services they received from MADP. Second, using a Likert-type scale, respondents indicated their level of satisfaction with those services received. Data will be produced with a summary of findings as to the perceived efficacy of these services by school personnel. |
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| 118. An Examination of Variables Surrounding Use of Functional Assessment in Schools: A Meta-Analytic Review |
| Area: EDC; Domain: Applied Research |
| FLORENCE D. DIGENNARO REED (Syracuse University), Derek D. Reed (Syracuse University), Laura Lee McIntyre (Syracuse University) |
| Abstract: Despite amendments to the Individuals with Disabilities Education Act (IDEA 1997) mandating the use of functional behavioral assessments (FBA) in some educational situations, research has suggested that the majority of published studies fail to utilize FBA in designing interventions for students with problem behavior. A review of last decade’s school-based interventions has shown that 52% of studies published in JABA failed to utilize FBA in designing student interventions. Furthermore, the inclusion of FBA data did not result in greater intervention effects when compared to studies that did not utilize FBA data (Gresham et al., 2004). The purpose of the present study was to extend the findings of Gresham and colleagues. Specifically, a meta-analysis of school-based interventions published in 17 journals between 1991 and 2004 was conducted to identify use and effectiveness of descriptive FBA and experimental functional analyses. Variables of interest included: participating student characteristics, setting, response class, type of assessment, time of intervention, and efficacy of intervention. Results will be presented in light of the passage of the 1997 amendments of IDEA. Discussion will focus on training school personnel to utilize FBA procedures in school settings and refining our functional analysis technology to be more amenable to school settings. |
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| 119. The Effects of Instructional Directives and Strategies on Compliance |
| Area: EDC; Domain: Applied Research |
| TODD G. KOPELMAN (University of Iowa Hospitals and Clinics), David P. Wacker (University of Iowa Hospitals and Clinics) |
| Abstract: A two phase experimental analysis was conducted within an outpatient clinic with three young children who displayed noncompliant behaviors. Both phases were conducted within multielement designs. Results of the functional analysis(Phase 1)indicated that problem behavior (i.e., tantrums, task refusal) was maintained by escape from demands. A brief antecedent evaluation of instructional directives (Phase 2) was then conducted in order to evaluate the effects of specific types of demands on accuracy and compliance. The results of this evaluation indicated that idiosyncratic patterns of the demands (i.e., the number of steps in a directive, the modality of the directive, or an interaction between steps and modality) emerged across participants. Interobserver agreement was collected for at least 50 percent of the participants' sessions and mean agreement was not less than 80 percent across all sessions. |
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| 120. Effects of Matching Intervention to Problem of Stealing in Single Subject Case Study |
| Area: EDC; Domain: Applied Research |
| DANA WAGNER (University of Minnesota), Jennifer J. McComas (University of Minnesota) |
| Abstract: This study illustrates the usefulness of functional behavior assessment practices in the school setting. An eleven year old, sixth grade boy was suspected of stealing monetarily insignificant, but necessary items from peers and adults who were likely to react upon realization of the missing objects. A time out procedure followed by restitution resulted in no behavior change. The results of a functional assessment of the stealing behavior suggested that the behavior was maintained by positive reinforcement in the form of attention. An intervention was designed in which the student was challenged to secretly perform random acts of giving across school settings. Positive reinforcement in the form of attention from the recipients was delivered. During this intervention phase, stealing behavior decreased and was maintained at zero levels. When treatment was removed, the number of stealing incidents returned to baseline levels. Reimplementation of the intervention again extinguished the behavior. Giving behavior was generalized across settings. Results and discussion in terms of matching intervention to the results of functional assessment in a classroom setting follow. |
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| 121. Functional Analysis in a Public School Setting with an Adolescent Boy with Mental Retardation and Autism |
| Area: EDC; Domain: Service Delivery |
| D. REED BECHTEL (Bechtel Behavioral Services), Susan J. Heatter (Sue Heatter & Associates) |
| Abstract: An analogue functional analysis was used to assess the variables controlling the throwing behavior of a 14 year old boy diagnosed with mental retardation and autism who attended the public school system. The role of social attention, escape, and automatic reinforcement were assessed using ten minute sessions. Idiosyncratic variables also were identified during automatic reinforcement conditions to assist in developing a successful intervention for the IEP.Classroom intervention data are presented regarding the effectiveness of the intervention as well as the occurrence of additional maladaptive behavior. |
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| 122. An Antecedent Experimental Analysis to Reduce Self-Injury in a School Setting |
| Area: EDC; Domain: Applied Research |
| JOHN D HOCH (University of Minnesota), Ellie Mauel (University of Minnesota), Michelle Rennie (Minneapolis Public Schools), Jennifer J. McComas (University of Minnesota) |
| Abstract: We conducted a descriptive assessment (DA) and an experimental analysis (EA) to identify an effective treatment for high-rate self-injury (SIB)(head-punching) of a 7 year old, Neil, with profound disabilities. Neil's teachers spent most of the day blocking his SIB. As a result, Neil received little instruction. Instead, the teachers to engage his hands with free-play activities such as playing with sensory materials. Approximately 20 hours of video were collected during special education class, inclusion activities, and meals and were coded for engagement, self injury (SIB) and type of adult interaction. The resultant descriptive data suggested that SIB rarely occurred during structured activities. Next, an EA compared two conditions, free play and task demands, to test the hypothesis that SIB was less likely to occur during structured instructional activities. During several of the demand sessions, we taught Neil to use a microswitch to request preferred items. Rates of SIB were differentially lower across all demand sessions. Interobserver agreement averaged at least 80% (A/A+D) for 30% of all observations. Implications for behavioral consultation in applied settings are discussed. |
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| 123. Extinction of Screaming Maintained by Escape with and Without the Use of a Token Economy |
| Area: EDC; Domain: Applied Research |
| CRYSTAL BROOKE ALLEN (Northeastern University) |
| Abstract: Various forms of assessments have historically assisted in the identification of a behaviors particular function. Assessments are critical because it is important to understand behavior before changes are made. Iwata, Dorsey, Slifer, Barman, and Richman (1982) identified four general conditions of variables that maintain aberrant behavior. The varying methods, functional analysis, interviews, and/or direct observation, have found that demands can be related to aberrant behaviors, and have suggested that these behaviors can be maintained by negative reinforcement (Repp & Karsh, 1994). Many interventions employ escape extinction to some degree. In the present study, the aberrant behavior of screaming by 1 preschooler was researched using interviews, direct observations, and a functional analysis. As the behavior functioned for escape, extinction and extinction plus a token economy were utilized. |
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| 124. Use of Functional Communication Training as Treatment for Eloping Behavior of a Child that is Emotionally Disturbed |
| Area: EDC; Domain: Applied Research |
| ANTONIO CONTRERAS, JR. (California State University, Sacramento) |
| Abstract: Functional Communication Training (FCT) was utilized to assist with eloping behavior of a child that is emotionally disturbed, in a non-public school run by a mental health agency. It was hypothesized that the participant of this study was engaging in the problematic behavior due to deficits in communicating his desire for attention from school staff. Sessions were conducted to teach the participant to appropriately communicate this desire. These sessions consisted of eliciting the appropriate response by prompting the participant and then reinforcing the participant for successfully engaging in the appropriate response. |
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| 125. A Comparison of Multiple-Schedule Arrangements to Teach Children to Recruit Attention at Appropriate Times |
| Area: EDC; Domain: Applied Research |
| NICOLE HEAL (University of Kansas), Jeffrey H. Tiger (University of Kansas), Gregory P. Hanley (University of Kansas), Jillian White (University of Kansas) |
| Abstract: Correlating salient discriminative stimuli with the availability and unavailability of attention (i.e., creating a multiple schedule of reinforcement and extinction components) and providing rules describing the contingencies is an effective means of teaching children to recruit teacher attention at appropriate times (Tiger & Hanley, 2004). The purpose of the present study was to assess the effectiveness of two multiple-schedule arrangements of reinforcement and extinction, relative to a schedule that involved no schedule-correlated stimuli (i.e., a mixed schedule). More specifically, this study examined the effectiveness of multiple schedules involving a signal correlated with reinforcement, or two signals, each correlated with periods of reinforcement and extinction. Interobserver agreement was assessed during at least 20% of sessions for all children and averaged above 85% for all measures. Both multiple-schedule arrangements were effective at generating discriminated social responses for all children, above the level observed under the mixed schedule. However, children’s preferences for each arrangement may emerge based on the number of responses emitted during extinction periods. |
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| 126. Concurrent Schedules: Using Immediacy of Reinforcement to Bias Responding Towards Use of a Communicative Device |
| Area: EDC; Domain: Applied Research |
| ANNA-LIND PETURSDOTTIR (University of Minnesota), Jennifer J. McComas (University of Minnesota), Joe Reichle (University of Minnesota), Tracy Bradfield Morgan (University of Minnesota), Frank J. Symons (University of Minnesota) |
| Abstract: This study explored a child’s response allocation as a function of reinforcer immediacy. The participant was 6-year old boy with significant cognitive, communicative, and adaptive impairments following the surgical removal of a brain tumor. A functional analysis revealed that problem behavior (crying) was positively reinforced by access to preferred activities and toys. Following brief training in using a communicative switch, schedules of reinforcement were arranged to compare immediate versus delayed reinforcement contingent on switch use and crying, respectively. An ABA reversal design showed that the participant allocated responding to the immediate reinforcement contingency. Inter-observer agreement averaged better than 80% across all sessions. Treatment involved relatively shorter delay to reinforcement contingent on the use of the communicative switch then following crying. Results suggest that reinforcer immediacy can be effectively used to bias responding towards more appropriate ways of communicating in situations when extinction is not feasible. |
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| 127. Helping Behavior and Matching Law Among Elementary-Aged Children |
| Area: EDC; Domain: Applied Research |
| TAWNYA J. MEADOWS (Munroe-Meyer Institute), James Meadows (Private practice), Nancy L. Foster (Munroe-Meyer Institute) |
| Abstract: The current study examines helping behavior of children and determine if responding corresponds to matching law. Twenty-seven participants, between the ages of 8 and 11 years, completed an analogue condition (computer task). Environmental contingencies were manipulated and static characteristics of the participants were examined in relation to helping behavior. Responding conformed to matching law given an equal schedule of reinforcement. When exposed to an unequal reinforcement schedule, participants engaged in undermatching. That is, children responded more on the key associated with the highly preferred peer even though they earned more reinforcers on the key associated with the non preferred peer. In addition, age differences were found. Implications for future research, as well as limitations, are discussed. |
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| 128. Performance Patterns of High, Medium, and Low Performers During and Following a Reward versus Non-Reward Contingency Phase |
| Area: EDC; Domain: Applied Research |
| RENEE OLIVER (University of Tennessee), Robert Lee Williams (University of Tennessee), Janet Beth Winn (University of Tennessee), Elizabeth Benhayon (University of Tennessee) |
| Abstract: Three contingency conditions were applied to the math performance of 4th and 5th graders: bonus credit for accurately solving math problems, bonus credit for completing math problems, and no bonus credit for accurately answering or completing math problems. Mixed ANOVAs were used in tracking the performance of high, medium, and low performers during the experimental phase across a mandatory follow-up phase and a choice follow-up phase. The two reward contingencies produced generally higher performance than the non-reward contingency (control condition) in the experimental phase, but all performance levels did better in the mandatory follow-up phase after the non-reward contingency than after either reward contingency. Plus, high performers did substantially better in the choice phase following a non-reward contingency than following either reward contingency. The pattern of results generally points to an over-justification effect for contingent bonus credit, with this effect more attributable to a perception of control than a perception of competency. |
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| 129. Effects of Reward Contingencies on Performance and Intrinsic Motivation Depend on Interpersonal Context |
| Area: EDC; Domain: Basic Research |
| KATHERINE M. BANKO (University of Alberta), W. David Pierce (University of Alberta), Judy Cameron (University of Alberta) |
| Abstract: Reward procedures are neither “good” nor "bad" but depend on the context. Reward contingencies presented in a coercive context (controlling situation) are expected to reduce performance and motivation (Sidman, 2001). When the same contingencies are presented in a free-choice context (involving feelings of autonomy) performance and motivation are expected to increase (Skinner, 1971). An experiment is designed to examine the effects of rewards and interpersonal context on performance and intrinsic motivation. Undergraduate students (N=60) are randomly assigned to one of the 4 experimental conditions, in a 2 X 2 factorial design. Half of the participants receive $10 for puzzle solving, half do not receive rewards; also, half the participants solve puzzles in a coercive context involving high surveillance and time pressure while other participants perform the activity in a context emphasizing autonomy and low constraints. Next, participants have a 10 minute free-choice opportunity to do various activities (i.e. solve puzzles, read, etc.). The dependent measures are number of puzzle solutions, the amount of time spent on puzzles in the free-choice period, as well as ratings of task interest. The data are currently being collected as part of my Ph.D. requirements under the supervision of W. David Pierce and Judy Cameron. |
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| 130. A Procedure Based on the Premack Principle to Condition Books as a Preferred Activity |
| Area: EDC; Domain: Applied Research |
| PAUL R. JOHNSON (Teachers College, Columbia University), Dana Visalli-Gold (Teachers College, Columbia University) |
| Abstract: This experiment tested the effect of a conditioning procedure based on the Premack Principle to condition books as a conditioned reinforcer in a middle school classroom. The participants were the entire classroom of 8 students, all diagnosed as emotionally disabled. 7 students emitted reader/writer self-editor repertoires of verbal behavior and 1 student emitted emerging reader/writer levels of verbal behavior. Students were given “Reading Coupons” contingent on reading a book in class for 10 minutes. They could exchange the coupon for 10 minutes free time performing the preferred activity of their choice. Choices in the classroom were computer use with internet access, Sony Play station, music listening, puzzles or drawing/coloring. In addition they were allowed to exchange self-management points for backup reinforcers during the 10 minutes of free time. The design was a multiple baseline across students. Students were monitored during free time which they received upon completion of classwork at the end of the day. The students increasingly manded for reading books under the contingencies of the program. Two students also emitted independent unprompted book reading during the experiment. |
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| 131. The Effects of a Book Conditioning Procedure on Stereotypy or Passivity in a Free-Play Setting |
| Area: EDC; Domain: Applied Research |
| SAMANTHA M. SOLOW (Teachers College, Columbia University), JoAnn Pereira Delgado (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: The present study was conducted to investigate the effects of a book conditioning procedure on the occurrence of stereotypy or passivity in two children with developmental disabilities. Two students were studied in a multiple baseline across subjects design. A procedure for conditioning books (Greer, 2003) was used that involved pairing books with reinforcement and testing whether the student would choose books in a free-play setting with low levels of stereotypy or passivity. Generalization was also tested for to determine whether the procedure was effective in reducing stereotypy or passivity across all activities, rather than only with books. Results showed that the procedure was effective for increasing the behavior of looking at books and decreasing the occurrence of passivity for participant B. For participant A, the procedure appeared to be effective until an interruption in the procedure due to a school vacation, at which point her stereotypy returned to baseline levels. |
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| 132. Teacher Report Versus Systematic Preference Assessment in the Identification of Reinforcers for Young Children |
| Area: EDC; Domain: Applied Research |
| CATHERINE COTE (University of Kansas), Rachel H. Thompson (University of Kansas), Gregory P. Hanley (University of Kansas), Paige M. McKerchar (University of Kansas) |
| Abstract: In this study, teachers were asked to identify and rank-order 10 preferred stimuli for five toddler-aged children. Teacher rankings were then compared to results of a systematic preference assessment (Fisher et. al., 1992) that included the same items. Next, stimuli identified as most highly preferred through each method were evaluated concurrently in a reinforcer assessment. Interobserver agreement was assessed during a minimum of 25% of sessions and mean agreement was 90% or higher for all participants. For four of the five children, the correlation between the teacher rankings and the results of the preference assessments was not significant. For three participants, the stimulus identified as most highly preferred through the systematic preference assessment was shown to be a more effective reinforcer than the item identified by teachers as most highly preferred. Nevertheless, in all cases, the stimulus ranked highest by teachers was an effective reinforcer. |
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| 133. An Evaluation of the Effects of Different Levels of Medication on Preference and Reinforcer Assessment Outcomes for Children with ADHD |
| Area: EDC; Domain: Applied Research |
| CARRIE ELLSWORTH (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno) |
| Abstract: We examined the effects of two levels of medication on preference and reinforcer assessment outcomes for children diagnosed with attention deficit hyperactivity disroder (ADHD). Full effects were evaluated when 1-2 hours had passed since the administration of the medication, and partial effects where evaluated when 8-10 hours had passed since medication administration. Results demonstrated that preference for some items shifted under different medication statuses; however, reinforcer effectiveness was not alterated. Implications with respect to the use of reinforcement for academic behaviors in educational settings will be discussed. |
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| #405 Poster Session - TBA |
| Monday, May 30, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 134. Using the Ideal-free Distribution to Describe Human Group Behaviour: A Laboratory Demonstration |
| Area: TBA; Domain: Basic Research |
| MAREE J. HUNT (Victoria University of Wellington, New Zealand), Natasha A. Buist (Victoria University of Wellington, New Zealand), Anne C. Macaskill (Victoria University of Wellington, New Zealand), Lincoln S. Hely (Victoria University of Wellington, New Zealand), David N. Harper (Victoria University of Wellington, New Zealand) |
| Abstract: A reliable finding in the ethology literature is that groups of animals in the wild distribute their numbers across different feeding patches according to the relative wealth of the patches. In the ethology field this behaviour is described in terms of optimal foraging, or more specifically the Ideal Free Distribution, a theory that shares many of the features of the optimisation theory of matching behaviour. Recently a generalised form of the Ideal Free Distribution has been found to describe human group choice and thus provides an ideal context in which to demonstrate concepts underlying generalised matching to senior undergraduate students. In the described laboratory a free operant group choice procedure was employed. The demonstration called “the treasure hunt, incorporated three features that we considered novel and contributed to the engagement of the students and the quality of the data obtained. These were the use of desirable, consumable reinforcers, the game context, and automated scheduling and data collection. Data derived from this exercise allowed class discussion of important phenomena and theoretical issues (e.g. undermatching, optimisation etc) as well providing a basis to demonstrate model-fitting. |
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| 135. The Effects of a ‘Game’ Format on Optional Study Group Attendance and Quiz Performance in a College Course |
| Area: TBA; Domain: Applied Research |
| TRACI M. CIHON (The Ohio State University), Gwen Dwiggins (The Ohio State University), Nancy A. Neef (The Ohio State University) |
| Abstract: We compared two formats for optional study sessions offered to students in two sections of a research methods course. Study sessions alternated between a game format (e.g., Behavioral Jeopardy, Who Wants to be a Behavioral Millionaire, etc.) and traditional student-question: teacher-response format, presented in counterbalanced order across the two sections. The alternating treatments design permitted analysis of (1) preference between the two formats as measured by attendance at the study sessions, and (2) the effects of participation in study sessions on subsequent quiz performance. Students’ performance on each post-study session quiz was compared with respect to (a) participation in games versus standard review, (b) participation versus nonparticipation in study sessions, and (c) performance on quizzes that preceded study sessions. |
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| 136. Differential Effects of Terminology on Caregiver Acceptability Rating: Conversational Versus Technical Explanations |
| Area: TBA; Domain: Applied Research |
| KELLI WHEELER (Kennedy Krieger Institute), Tina Sidener (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), Kellie Hilker (Kennedy Krieger Institute) |
| Abstract: Previous literature (e.g., Hyatt & Tingstrom, 1993; Rolider & Axelrod, 2005) has examined the general public’s understanding and acceptability of behavioral interventions. This research suggests that the terminology used to describe a behavioral intervention may be an important variable affecting caregiver acceptability of treatment procedures. Specifically, conversational or technical descriptions may be rated as differentially acceptable depending on the type of intervention being described. The present study examined conversational versus technical explanations on caregiver acceptability and comprehension ratings of procedures used in a feeding treatment program. In the current study, caregivers were randomly assigned to either technical or conversational treatment descriptions, and then completed an acceptability and comprehension questionnaire, based on the Treatment Evaluation Inventory- Short Form (TEI-SF; Kelley, Heffer, Gresham, & Elliott, 1989). Implications of results will be discussed in terms of best practices for parent training and potential avenues for future research. |
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| 137. SIDD Training: Behavioral Deficits and Excesses on Pre- and Post-Tests |
| Area: TBA; Domain: Applied Research |
| DARLENE E. CRONE-TODD (Delta State University), Alicia Satterfield (Delta State University), Marcie Desrochers (State University of New York, Brockport) |
| Abstract: Functional assessment is an essential treatment of severe problem behaviors for individuals with developmental disabilities/mental retardation. Successful treatment of severe problem behaviors requires that behavior analysts are able to develop testable functional hypotheses, and then develop an appropriate treatment plan. Participants (n = 14) were asked to complete 10 clinical cases in Simulations in Developmental Disabilities: SIDD software, which is designed to provide students and staff with the opportunity to acquire and practice skills in the area of behavioral psychology. Analyses of participants' pre- and post-test performance indicate that the number of cases completed in SIDD were related to an increase in the number of correct answers related to: (a) terminology, (b) correct functional hypotheses, and (c) appropriate treatment plans. In addition, following SIDD training errors of commission (behavioral excesses) were more likely to occur, compared to the pre-test, in which errors of omission (behavioral deficits) were more likely to occur. |
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| 138. Utilizing a Competency Validation System to Enhance the Performance of Practicum Students towards Temporary Limited Licensure to Practice Psychology |
| Area: TBA; Domain: Applied Research |
| JESSICA M. NORRIS (Western Michigan University), Megan M. Coatley (Western Michigan University), Alyssa Warshay (Western Michigan University), David Eisenhart (Western Michigan University), James Kaye (Western Michigan University) |
| Abstract: The Western Michigan University Professional Psychology Practicum requires that practicum students not only complete the required 500 hours of applied work, but also that they are deemed competent in the required core and elective competencies. The Competency Validation System (CVS) provides a way for practicum students to validate their skills, abilities, knowledge and experience required by the WMU practicum in order to obtain Michigan limited licensure in psychology. This validation system is based on the competency-based checklist utilized by the University of South Florida and has been adapted to fit the needs and goals of Western Michigan’s program. The CVS is made up of a variety of crucial behavior analytic techniques that are expected of graduating professional psychology students. In addition to these core required competencies, students are also encouraged to choose from a selection of electives. These elective competencies cover areas ranging from autism to emotional impairment and should reflect each student’s personal interests for additional practicum opportunities. |
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| 139. Teacher as Student: Self-Counts of a Student Teacher |
| Area: TBA; Domain: Applied Research |
| ELIZABETH A. SWATSKY (Pennsylvania State University) |
| Abstract: The author will present data collected from her student teaching experience. The behaviors of the author,student teacher, will consist of praise counts, student responses and counts of skills taught and goals met. Also, the data collected from the student teacher supervisor will be shared on similar behaviors. |
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| 140. The Use of Structured Observation in Feedback in Training Graduate Students |
| Area: TBA; Domain: Service Delivery |
| JOHN C. RANDALL (Charles River Industries), John Stokes (Melmark New England) |
| Abstract: We examined the effects that using a structured feed back system based off of research conducted by Reid et.al.(2000) would have on the performance of graduate student working toward meeting proficiency on the skill listed on the BCBA task list. Each section of the task list was broken down into a structured observation tool. Direct observation of performance was conducted on a weekly basis with feedback following. Performance on feedback tool on implementation of skills listed in the different areas of the task list resulted in high rates of performances and a shorter latency of proficiency that staff who were only provided with verbal training and literature on techniques. Inter-observer agreement was taken on 20% of observations for each graduate student. Data is displayed graphically. |
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| 141. Helping Students Study for the GRE and Apply to Graduate School |
| Area: TBA; Domain: Applied Research |
| JODYLEE M. MILLER (Western Michigan University), Cortney Osborn (Western Michigan University), Nicole Metzke (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Undergraduate students nearing the end of their studies often procrastinate on two activities: studying for the Graduate Record Examination (GRE) and preparing for the graduate school application process. Procrastination while applying to graduate school and studying for the GRE can lead to: low GRE scores, lower quality admissions materials, failure to meet application deadlines, greater stress on student and not getting into graduate school. A one-credit independent study course was designed to help our students get and stay on the right track for the GRE and graduate school. This self-management class requires students to create their own individualized plans and then follow them.Each week students are required to: complete 4 hours worth of work, attend a 50 minute class/meeting, turn in a task verification form, graph the four hours they study each week and complete the assigned homework. Throughout the semester students are also required to: take a GRE pre-test and post-test using the GRE software provided on the GRE website, complete a vita and resume, take occasional quizzes and complete evaluations. In order to receive an ‘A’ in the class students must receive an ‘A’ in each of the following categories: attendance, homework, hours studying for the GRE, task verification form and graph. |
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| 142. 360 Honors, Super A |
| Area: TBA; Domain: Applied Research |
| ALLYSON L. HECK (Western Michigan University), Emily Helt (Western Michigan University), Amanda Norton (Western Michigan University), Lori Schroedter (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Psychology 597, Advanced Principles of Behavior Analysis, Super A Super A is a one credit course that one may elected to take in concurrence with Psychology 360, Principles of Behavior Analysis. The purpose of Super A is to train undergraduate students in goal setting and attainment, data graphing, and research experience in order to produce competent behavior analysts, so that future employers, professors, graduate schools, and clients can benefit from the students’ skills. In order to receive credit for Super A, each student must complete and document 50 hours of additional work in the area of behavior analysis and must also receive a grade of an “A” in Psychology 360. Students may elect to do a variety of work in behavior analysis including the completion of extra rat labs, attending departmental functions, implementing self-management projects, conducting or participating in research, writing answers to section questions, and attending weekly meetings. |
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| 143. BACC: Behavioral Academic and Career Counseling; a Supplemental Advisory System that Aids Undergraduates in Preparing for Future Academic and Career Goals |
| Area: TBA; Domain: Applied Research |
| ERIN ANDRES (Western Michigan University), Alison M. Betz (Western Michigan University), Katie Larkin (Western Michigan University), Morgan E. Aue (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Behavioral Academic and Career Counseling (BACC) project is a system that provides undergraduate students with information regarding career opportunities and graduate study in psychology. BACC is an ongoing graduate research project conducted by students in Dr. Richard Malott’s Master’s Program in Behavior Analysis at Western Michigan University (WMU). Through interviewing, planning, and goal setting, BACC helps students achieve their desired goals, such as entrance into graduate school and employment in a psychology-related field. Throughout the academic year, BACC regularly recruits interested undergraduate students to attend an initial orientation to the BACC system. The project’s authors and their faculty advisor give a lecture describing the benefits of participation in the BACC program and providing contact information for making BACC appointments. The author of this project and his colleagues in Dr. Malott’s Masters program conduct the counseling appointments. The counseling sessions follow a one-to-one interview format. After the counselor collects academic information, the counselor surveys the student’s interests in psychology. The counselor then provides answers to any questions that the student may have. After the interview, the authors use a database program to track each student’s information, and then recall it later in order to schedule follow-up appointments. The author of this project supervises the quality of the appointments given by other psychology Masters students by providing 1) training seminar, 2) written job aids, 3) an instruction manual, and 4) a database. The ongoing development of these elements enhances the effectiveness of the BACC system, thereby creating a total performance system. The author intends to facilitate the development of more comprehensive and effective career counseling systems through their presentation of the BACC project at academic conferences. |
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