|
| DEV Sunday Poster Session: Odd-Numbered Posters |
| Sunday, May 29, 2022 |
| 1:00 PM–2:00 PM |
| Exhibit Level; Exhibit Hall A |
| Chair: Einar T. Ingvarsson (Virginia Institute of Autism) |
|
| 83. A Systematic Review of Self-Control Training |
| Area: DEV; Domain: Applied Research |
| Kacey Renee Finch (West Virginia University), REBECCA CHALMÉ (West Virginia University), Brianna Sarno (West Virginia University), Kathryn M. Kestner (West Virginia University) |
| Discussant: Einar T. Ingvarsson (Virginia Institute of Autism) |
| Abstract: Self-control training is a behavioral intervention for increasing self-control choice by presenting opportunities to choose between a smaller reinforcer delivered immediately (i.e., impulsive choice) and a larger reinforcer delivered after a delay (i.e., self-control choice). Additional independent variables are applied in self-control training to shift response allocation toward self-control choice. We conducted a systematic review of the self-control training literature ranging from 1988-2021. We identified 26 experiments that met inclusion criteria and scored general article characteristics, design characteristics, assessment types, intervention components, and participant-by-participant outcomes. Progressive delays to larger-later reinforcers and intervening activities (implemented in isolation and simultaneously) were the most common intervention components, and generally produced successful outcomes in terms of achieving longer terminal delays and shifting response allocation to the self-control choice. Recommendations for future research include further investigating effects of each intervention component alone on relevant outcome measures, increasing the duration of the achieved terminal delays, conducting assessments to individualize self-control training, and assessing generalization and maintenance of self-control choice. Recommendations for clinical application are limited but briefly discussed. |
| |
|
| 85. Considering Establishing Operations When Calculating Contingency Values from Descriptive Data |
| Area: DEV; Domain: Applied Research |
| MARISELA ALICIA AGUILAR (West Virginia University), Claire C. St. Peter (West Virginia University), Kathryn M. Kestner (West Virginia University), Jeffrey Byrd (BehaviorLogger Observational Coding System), Olivia Harvey (West Virginia University), Kacey Renee Finch (West Virginia University) |
| Discussant: Einar T. Ingvarsson (Virginia Institute of Autism) |
| Abstract: Mathematical evaluations of naturally occurring caregiver-child interactions can illustrate how contingencies operate in naturalistic contexts. Multiple ways to analyze descriptive data mathematically have appeared in the literature. In some, contingencies are considered based on the delivery of a potential reinforcer following behavior. Others consider any event that occurs after the behavior as a potential reinforcer, even if the event also occurred before the behavior. Direct comparisons of these two approaches are rare. Thus, the purpose of this study was to determine if the method of calculation changed outcomes. We conducted telehealth descriptive assessments for 3 caregiver-child dyads, each consisting of a parent and young child who experienced opioid withdrawal at birth. We used the descriptive data to calculate conditional and background probabilities in two ways: considering establishing operations (EOs) and based on any events that followed behavior (without EOs). Contingency values across the two forms of calculation varied substantially. These findings suggest that consideration of EOs may change the perceived function of problem behavior or the identification of potential naturally occurring contingencies. |
| |
| |