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| ABAI Business Meeting |
| Monday, May 31, 2010 |
| 8:00 AM–8:50 AM |
| 201 (CC) |
| Domain: Service Delivery |
| Chair: Raymond G. Miltenberger (University of South Florida) |
| Panelists: MARC N. BRANCH (Publication Board Coordinator), MICHAEL F. DORSEY (Practice Board Coordinator), TIMOTHY D. HACKENBERG (Science Board Coordinator), PHILIP N. HINELINE (Membership Board Coordinator), RAMONA HOUMANFAR (Annual Convention Program Committee Sr. Co-Chair), MARIA E. MALOTT (Chief Executive Officer), CHARLES T. MERBITZ (Education Board Coordinator), GORDON BOURLAND (Trinity Behavioral Associates) |
| Abstract: This is the annual business meeting of ABA International. |
| MARC N. BRANCH (Publication Board Coordinator) |
| MICHAEL F. DORSEY (Practice Board Coordinator) |
| TIMOTHY D. HACKENBERG (Science Board Coordinator) |
| PHILIP N. HINELINE (Membership Board Coordinator) |
| RAMONA HOUMANFAR (Annual Convention Program Committee Sr. Co-Chair) |
| MARIA E. MALOTT (Chief Executive Officer) |
| CHARLES T. MERBITZ (Education Board Coordinator) |
| GORDON BOURLAND (Trinity Behavioral Associates) |
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| Behaviorism in the News Media |
| Monday, May 31, 2010 |
| 9:00 AM–9:20 AM |
| Seguin (Grand Hyatt) |
| Area: CSE |
| Chair: Josh Pritchard (University of Nevada, Reno) |
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| Behaviorism in the News Media: Analysis of Experts, Lay People, and Opinions in Television Broadcasts |
| Domain: Theory |
| CHELSEA WILHITE (University of Nevada, Reno), Thomas Wade Brown (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno), Melissa Nosik (University of Nevada, Reno), Josh Pritchard (University of Nevada, Reno) |
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| Abstract: People within the field of behavior analysis often comment on how, despite the efficacy of their technologies, behavior analytic practices are not widely accepted by mainstream cultures. Television and internet multimedia are readily available tools which behavior analysts can use to disseminate technologies, principles, and philosophy. In order to effectively utilize multimedia, however, behavior analysts must study and develop protocols for contacting and interacting with the gatekeepers of those media outlets. This paper will include an inside look at the process (task analysis) through which many news media gatekeepers go when looking for “experts” to interview in any given field. The task analysis has been developed by an Emmy award winning television news journalist who, after 12 years in the media, is now working in the behavior analytic field. The paper will also present some of the relevant data within the process and dissemination of television and internet news media and point to some steps behavior analysts can take to more effectively make use of these common technologies. |
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Invited Paper Session #346 |
| Behavioral Economics: Bridge Between Behavior Analysis and Government Policy |
| Monday, May 31, 2010 |
| 9:00 AM–9:50 AM |
| Ballroom A (CC) |
| Area: EAB; Domain: Theory |
| Chair: Timothy D. Hackenberg (Reed College) |
| STEVEN R. HURSH (Institutes of Behavior Resources) |
 Dr. Steven R. Hursh (Ph.D., University of California, San Diego, 1972) is the President of the Institutes for Behavior Resources and Professor of Behavioral Biology, Johns Hopkins University School of Medicine. Dr. Hursh has over thirty-five years experience as a researcher, is author of over 65 articles, book chapters and books and is a former associate editor of the Journal of the Experimental Analysis of Behavior. |
| Abstract: A fundamental tenet of behavior analysis is that operant behavior is strengthened by its consequences and that the strength of a reinforcer determines the strength of the behavior it supports. Behavioral economics provides a framework for understanding and measuring reinforcer strength, and by implication, the strength of the behavior it supports. The demand curve is a standard tool used in economics to define how reinforcer consumption varies as a function of the requirements to obtain the reinforcer (price). A model is now available that describes the shape of such curves and provides a single parameter that scales the sensitivity of consumption to cost. Coupled with this model is a related model that effectively categorizes and quantifies interactions between reinforcers—an economic foundation for choice. Together these tools provide an economic framework for translating the findings from laboratory and clinical research to governmental policy. Government policy is often concerned with how to increase or decrease behavior—be it the use of illegal drugs, over-eating, excessive use of alcohol or tobacco, unsafe operation of motor vehicles, inadequate use of preventive health care resources, or risky sexual behavior. Government policy is often about arranging various conditions that affect the cost and benefits of these behaviors, through penalties, taxes, refunds, tax deductions, or opportunity costs. Furthermore, government agencies are required to do an economic analysis of new regulatory requirements, so the framework relating economics to policy already exists. What is missing often is hard data defining the relationship between those costs and the changes in behavior sought by the regulation. Behavior analysis provides the empirical tools to define these relationships and behavioral economics provides the bridge between those data and the economic implications of regulatory initiatives. |
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| Measuring Movement and the Behavior Function Scale |
| Monday, May 31, 2010 |
| 9:00 AM–9:50 AM |
| Bonham C (Grand Hyatt) |
| Area: TPC |
| Chair: Parsla Vintere (Queens College, The City University of New York) |
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| Measuring Movement: Molar and Molecular Measurement Procedures |
| Domain: Theory |
| PARSLA VINTERE (Queens College, The City University of New York) |
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| Abstract: The purpose of the present paper is to examine the molar and molecular movement measurement procedures reported in the behavior analysis literature and that of sub-disciplines of kinesiology. Although a variety of measurement techniques have been used in movement research, the present paper will focus on studies presenting psychological level of analysis. Some of the critical theoretical questions in the study of movement and action are related to issues in measurement. As any other behavior, movement can be analyzed on different levels from large units of complex responses to the fine-grained topography of moment-to-moment quantitative and qualitative changes. The choice of measurement type depends not only on the problem and the question being posed but also on knowledge of different measurement techniques that are available. The discussion will focus on whether some of these techniques could potentially be used by behavior analysts who study movement and on potential collaborative opportunities with other researchers in the field of kinesiology. |
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| A Beginning Validation Study of the Behavior Function Scale Pre-Adolescent Form |
| Domain: Experimental Analysis |
| JOHN R. LUBBERS (LeafWing Center) |
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| Abstract: This version of the behavior function scale (BFS) was adapted for children between the ages of 7 to 13 years. The BFS pre-adolescent form is a 31-item, forced choice questionnaire used to assess behavior functions. In the earlier version (BFS-child form), factor analysis revealed three behavior functions: escape to access (ETA), sensory (SENS), and attention-communication. The functions of access and escape were found to be highly correlated thus resulting in the function, ETA. The creation of this new function demonstrates the difficulty in distinguishing whether a child escapes an environment or activity with relatively low reinforcement characteristics, or escapes a demand so as to access a preferred activity, location, person, or tangible that took on more reinforcing properties. The present study was conducted to validate the questionnaire in pre-adolescent individuals diagnosed with autistic spectrum disorders. Behavioral topographies include: aggression, stereotypy, and tantrum behaviors. Parents, instructional aides, and supervisors completed the BFS along with the questions about behavior functions (QABF) and the motivation assessment scale (MAS). An oblique promax rotation of the factor analysis was utilized to determine behavior functions because these functions were viewed to be interrelated rather than independent from each other. This study will provide psychometric properties of the BFS pre-adolescent form. |
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Symposium #348 CE Offered: BACB |
| Extreme Makeover: The Sustained Outplacement of a Chronically Institutionalized Individual—What Is Making It Work? |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 206AB (CC) |
| Area: AUT; Domain: Service Delivery |
| Chair: Deena Holmes (ASAP-Autism and Support Programs) |
| Discussant: Catherine A. Demis Gill (Behavioral Consulting, Inc.) |
| CE Instructor: Catherine Demis Gill, M.A. |
| Abstract: This presentation will focus on the necessary components in providing effective treatment in a community based setting for individuals who have been previously institutionalized. This clinical case study will provide an overview of a nineteen year old man diagnosed with autism who has been institutionalized since the age of ten due to severe and chronic self-injury. Safety had only previously been maintained by the use of habituated mechanical restraint which greatly limits his range of motion and hence his ability to engage in meaningful activities. Procedures that have effectively lowered maladaptive behaviors combine a number of interventions including functional communication training, DRO and limiting use of physical restraint while fading the highly desired and sought after mechanical restraint. In addition, components affecting successful treatment in group home settings will be discussed. These will include values, philosophy, treatment fidelity, coordination of services and durability of trouble shooting. Data indicate a decrease of self-injurious behavior with a simultaneous increase of time free of mechanical restraint. The development of reinforcement assessment methods and rationale for the use of that method may reduce future use of mechanical restraints will aslo be presented. Additional data will be collected and presented. |
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| A Mother's Eye: A Review of the Social Validity of Programming Across the Years |
| JUDY CLARK (ASAP-Autism and Support Programs), Catherine A. Demis Gill (Behavioral Consulting, Inc.), Ruth M. Hurst (University of North Carolina, Wilmington) |
| Abstract: This presentation is important because the social validation of programs used by behavior analysts is rarely formally assessed. The parent will provide an overview of her reactions to the types of programs that have been used over the years for a nineteen year old young man with mental retardation and autism who engages in severe self injurious behavior and aggression. This discussion will encompass programs used during and after institutional placement. The parent’s perspective on behavioral program content and effectiveness will be discussed in light of family values and long term goals for the client. There will be a particular emphasis on the severity of the problem behaviors emitted by the young man and the high degree of restrictiveness (continual mechanical restraint) of programming procedures that he has undergone over the last eight years. The effects of this client’s behavior and programs on the emotional health and wellbeing of the client’s family will be shared. The parent will provide summary statements about the degree of social validity perceived to be present in his behavioral programming over the course of treatment. |
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| A Behavioral Package for a Recently Deinstitutionalized Man With Autism for the Treatment of Self-Injurious Behavior |
| CATHERINE A. DEMIS GILL (Behavioral Consulting, Inc.), Ruth M. Hurst (University of North Carolina, Wilmington), Deena Holmes (ASAP-Autism and Support Programs), Chris Mitchell (ASAP-Autism and Support Programs), Emily L. Baxter (University of North Carolina, Wilmington), Janeal Guy (ASAP-Autism and Support Programs) |
| Abstract: This clinical case study will provide an overview of a 19-year-old man diagnosed with autism who was institutionalized between ages 10 and 18 due to severe, chronic self-injury and who now requires continual mechanical restraint for protection from self-injurious behavior (SIB). The focus of this presentation will be on behavioral programming since deinstitutionalization. The use of restraint was begun at the institution following an episode of high rate SIB which resulted in severe and multiple hematomas to the face and head. Following this episode, safety began to be maintained by the continual use of mechanical restraint which not only limited his range of motion but also limited his ability to engage in meaningful activities. Further, less severe forms of SIB continued to occur even when restrained. The restraint became a highly valued and sought after stimulus and remains so. In the client’s new setting, continual restraint persists. However, a combination of functional communication training, schedules, schedules of reinforcement for appropriate behavior and DRO have effectively lowered the rate of self-injurious behavior, and these data will be presented. Data to be collected will demonstrate the continued effects of this behavioral package and modifications to it, including possible fading of restraint. |
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| Restraint Versus Reese’s: Strengthening Reinforcer Assessment by Assessing response strength |
| EMILY L. BAXTER (University of North Carolina, Wilmington), Ruth M. Hurst (University of North Carolina, Wilmington) |
| Abstract: This talk will provide the rationale for development of a new reinforcer assessment method and its relevance to a 19-year-old deinstitutionalized male with mental retardation and autism who engages in self injurious behavior (SIB) managed with constantly worn mechanical restraint. The development of this assessment may be particularly important in general and helpful in this case where there is a long standing history of severe SIB accompanied by an apparent high preference for restraint and a historic use of restraint contingent on SIB. The assessment is being designed so that it will include procedures compatible with those used in the assessment of behavioral momentum. This will include assessing reinforcer preference and choice under schedules of reinforcement as well as behavioral strength under behavioral challenges such as extinction and satiation. The proposed assessment methods will be presented and discussed with special attention to how they may be implemented and useful in cases such as the one described above. Hypothetical outcomes will also be discussed along with how they might influence programming decisions that could lead to a reduction in restraint use. |
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Symposium #349 CE Offered: BACB |
| Increasing Social Performance of Children With Autism Spectrum Disorders via Randomized Clinical Trials and Manualized Protocols |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 204AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Stephen R. Anderson (Summit Educational Resources) |
| CE Instructor: Dana Reinecke, Ph.D. |
| Abstract: There is a significant need for comprehensive social interventions for children with autism spectrum disorders (ASD), yet highly-controlled studies are scarce. Recent reviews of social treatment studies have identified a number of weaknesses including small samples and lack of random assignment, control groups, treatment manuals, and fidelity measures. A NIMH working group proposed a four-phase model to serve as a guide for conducting psychosocial intervention research. The four phases progress from development and systematic testing of new techniques, to manualized protocols, to randomized clinical trials, and finally community-based effectiveness studies. Following this four phase model, researcher from Summit Educational Resources, Canisius College and the University at Buffalo have developed and tested manualized protocols designed to increase social performance of children with ASDs. The research team has conducted four studies including (1) two RCTs of a manualized summer socialization program for children with HFASDs (RCT and replication RCT), (2) a RCT of a manualized social skills curriculum for more severely impaired center-based children with autism, (3) a pilot study teaching emotion recognition(ER) to children with HFASDs, and (4) a RCT of the manualized summer socialization program with ER instruction. This symposium will report outcomes for these studies. |
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| Randomized Clinical Trials of a Manualized Social Treatment for High-Functioning Autism Spectrum Disorders |
| Christopher Lopata (Institute for Autism Research at Canisius College), MARCUS LUCAS THOMEER (Institute for Autism Research at Canisius College), Martin Volker (University at Buffalo), Jennifer Toomey (Summit Educational Resources) |
| Abstract: Two randomized clinical trials (RCTs) examined the efficacy of a manualized social intervention for children with high-functioning autism spectrum disorders (HFASD). Each RCT included 36 children ages 7-12 diagnosed with a HFASD. Participants were randomly assigned to the treatment or wait-list control condition. Treatment included intensive instruction and therapeutic activities targeting social skills, face-emotion recognition, interest expansion, and interpretation of non-literal language. A response-cost behavioral program was applied to reduce problem behaviors and foster acquisition and maintenance of social skills. Pre-post efficacy measures were administered; results of the repeated measures ANOVAs/ANCOVAs for the initial RCT indicated significant treatment gains for 14 of the 17 outcome measures. These findings were replicated in the replication RCT. Standardized effect size estimates in both RCTs were generally medium to large for the treatment groups. Both studies reported high parent, child, and staff satisfaction and treatment fidelity was > 94%. Results of the initial and replication RCTs strongly supported the validity of the intervention for improving social functioning of children with HFASDs. |
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| Evaluation of a Manualized Social Skills Curriculum for 72 Center-Based Children With Autism and Related Disorders |
| Marcus Lucas Thomeer (Institute for Autism Research at Canisius College), JENNIFER TOOMEY (Summit Educational Resources), Rebekah Lindamer (Summit Educational Resources), Christopher Lopata (Institute for Autism Research at Canisius College), Stephen R. Anderson (Summit Educational Resources), Christin A. Crossman (Summit Educational Resources), Martin Volker (University at Buffalo) |
| Abstract: This study evaluated a manualized social skills curriculum (MSSC) for 72 lower-functioning children, ages 5-12 years, with autism and related disorders. Implementation of treatment was staggered across three 6-month intervals allowing for waitlist controls in the first two 6-month intervals. Treatment consisted of daily direct instruction in two of six skill sets followed by three 10-15 minute sessions conducted during the school day which allowed each student to practice skill(s) taught. Children in the waitlist conditions received social intervention as it was typically offered in their school programming (i.e., “business as usual”). Stratified random cluster sampling was used to assign classrooms. Teacher and parent ratings were collected prior to and at the end of each treatment interval. All ratings were analyzed using repeated measures ANOVAs. Direct observations of participants in both structured and unstructured settings were collected at predetermined points throughout the study. Findings and implications for research and practice will be discussed. |
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| Pilot Evaluation of a Manualized Protocol to Teach Emotion Recognition in Children With High-Functioning Autism Spectrum Disorders |
| Marcus Lucas Thomeer (Institute for Autism Research at Canisius College), Jonathan D. Rodgers (University at Buffalo), CHRISTIN A. CROSSMAN (Summit Educational Resources), Jennifer Toomey (Summit Educational Resources), Christopher Lopata (Institute for Autism Research at Canisius College), Martin Volker (University at Buffalo), Rebekah Lindamer (Summit Educational Resources) |
| Abstract: Impairment in social communication is a central characteristic of high-functioning children with autism spectrum disorders including deficits in recognizing basic and complex emotions in facial expressions, disorganized scanning of faces, and reduced attention to core facial features. While research is limited, attempts to increase emotion recognition of children with high-functioning autism spectrum disorders (HFASD) using traditional instructional techniques have produced mixed results. Computer-based interventions have been proposed as a way to increase emotion recognition. This pilot study evaluated a manualized administration of Mind Reading (MR) for its effect on emotion recognition and social behaviors of 11 children with HFASDs, as well as its overall feasibility. Following 12 sessions of MR over 7 weeks, emotion recognition and display skills were rated significantly higher than pretest. Significant reductions were also found on ratings of problem social behaviors (i.e., autism-associated symptoms) on a standardized rating scale. Assessment of feasibility (i.e., fidelity and satisfaction) indicated high levels of treatment fidelity and high levels of parent and child satisfaction. Effect size estimates were medium to large for scales on which significant changes were observed. Implications for future studies are proposed. |
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| Randomized Clinical Trial Teaching Emotion Recognition to Children With High-Functioning Autism Spectrum Disorders in a Manualized Summer Program |
| Christopher Lopata (Institute for Autism Research at Canisius College), Marcus Lucas Thomeer (Institute for Autism Research at Canisius College), JONATHAN D. RODGERS (University at Buffalo), Christin A. Crossman (Summit Educational Resources), Rachael Smith (University at Buffalo), Gaetano Gullo (University at Buffalo), Jennifer Toomey (Summit Educational Resources), Martin Volker (University at Buffalo) |
| Abstract: One technique for teaching decoding skills and emotion recognition is the mind reading (MR) interactive software program. Two recently conducted uncontrolled studies found MR produced significant increases in decoding of facial and vocal emotions for children with high-functioning autism spectrum disorders (HFASD). This current RCT included 24 children ages 7-12 with a HFASD. Participants were randomly assigned to the treatment (MR + Manualized Summer Program) or control condition (Manualized Summer Program Only). All participants were participating in a manualized five-week summer social development program that included intensive instruction and therapeutic activities targeting three core areas: social skills, interest expansion, and interpretation of non-literal language. Additionally all children’s prosocial and inappropriate social behaviors were monitored via a response cost system. Children in the MR condition received 17 ½ hours of instruction using the MR program. Control children practiced previously learned social skills while the other children received MR instruction. Pre-post staff, parent and child data is being analyzed via repeated measures ANOVAs. Results of satisfaction ratings and treatment fidelity will also be reported. Results, implications, and limitations will be discussed. |
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Symposium #350 CE Offered: PSY/BACB |
| Functional Analyses and Treatment Analyses in School- and Home-Based Settings |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 203AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Donald M. Stenhoff (BISTA Autism Center) |
| Discussant: Thomas S. Higbee (Utah State University) |
| CE Instructor: Frank Bird, M.Ed. |
| Abstract: When working with individuals in applied settings it is often necessary to conduct experimental analyses in the setting in which the behavior occurs. Natural settings for individuals may include home and school environments. Experimental analyses conducted in these settings may capture relevant antecedent or consequence stimuli affecting an individual’s behavior. This information is important as behavior analysts develop effective treatment plans for students or clients. Function-based interventions that are derived from experimental analyses are typically more effective than interventions that are based on other assessments. Thus, it is imperative that a function derived from experimental analyses is used to inform the behavior analyst’s treatment design. In this symposium, three studies will be presented that include individuals with autism and other developmental disabilities. Two of the studies were conducted in a school environment, and one of the studies was conducted in a home and clinical environment. The outcomes of the studies indicated that DNRA, DRA, and the use of a parent as an intervention agent were successful in changing the participants’ behaviors. |
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| A Functional Analysis on the Aggressive and Destructive Behavior of a Boy With Autism in the Context of Parent Child Communication Patterns |
| MARIA F. WYNNE (STAR, Inc.), Douglas Moes (STAR, Inc.) |
| Abstract: Best practices and recent changes to entitlement services (i.e., Lanterman Act) require that parents actively participate in the assessment and intervention process when addressing the needs of children with autism who exhibit challenging behavior. These conditions necessitate effective parent and non-public agency collaboration. Within this collaboration, key components that are necessary to ensure resolution of severe problem behaviors are (1) the development of a technically sound and contextually relevant behavioral intervention plan, and (2) parent implementation of the behavior intervention plan within typical parent-child interactions. In this study, an alternating treatments design was utilized to evaluate the effects of parent implementation of a behavior intervention plan derived from a functional analysis conducted in both the home and in a clinical setting. Responsibility for implementation of the BIP was assumed by the parent using an active learner model that monitored fidelity of implementation over time. Results are discussed in terms of achieving meaningful improvements in the quality of parent-child interactions for this family. |
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| Functional Analysis and Treatment of Self-Injury and Aggression in a Private Day School |
| CHRISTINA BAROSKY (ACCEL), Bryan J. Davey (ACCEL), Rebecca Renee Wiskirchen (ACCEL) |
| Abstract: This study addresses the efficacy of a comprehensive functional analysis and treatment of self-injury and aggression at a private day school. The descriptive assessment indicated that both self-injury and aggression were being maintained by positive reinforcement in the form of attention and negative reinforcement in the form of escape. Due to the severity of the self-injurious behavior, the decision was made to assess this behavior. Functional analysis results showed higher rates of self-injury during the escape condition. While the functional analysis did not specifically address aggression, data showed that aggression also occurred at a higher rate during the escape condition. Treatment was implemented across two therapists and two settings. The systematic use of functional communication training (FCT), 3-step prompting, and differential negative reinforcement of alternative behavior (DNRA) where selected based on the functional analysis outcome. Treatment analysis results indicated the treatment package reduced self-injury and aggression across both therapists and settings. |
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| Functional Analysis of Inappropriate Behavior in a Classroom Setting During Preferred and Nonpreferred Activities |
| REBECCA RENEE WISKIRCHEN (ACCEL), Christina Barosky (ACCEL), Bryan J. Davey (ACCEL) |
| Abstract: The current study addresses results obtained from a classroom-based functional analysis of inappropriate behavior during preferred and non-preferred activities at a private special education school. Both functional analyses included an escape, attention, and free-play (control) condition. The initial functional analysis was conducted during a non-preferred activity (morning meeting). Combined inappropriates (aggression and elopement) were highest during the escape condition, indicating that combined inappropriates were negatively reinforced during a non-preferred activity. It was hypothesized that during a preferred activity, combined inappropriates would be highest during the attention condition. However, in the second functional analysis conducted during a preferred activity (Arts and Crafts/Play Time), inappropriate behavior was highest during the escape condition. Results from the functional analysis and direct assessment data were used to develop a treatment plan that included a differential negative reinforcement of alterative behaviors (DNRA) as well as differential reinforcement of alternative behaviors (DRA) using a token economy to increase intervals between play breaks. Treatment results were positive. Discussion points will include the analysis of the treatment package as well as the use of booster sessions prior to treatment sessions to train the token economy. Issues surrounding classroom based functional analyses will also be discussed. |
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Symposium #351 CE Offered: BACB |
| Using Video Modeling to Teach Children With Autism: Examining Procedural Variations |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 201 (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Rebecca P. F. MacDonald (New England Center for Children) |
| Discussant: Jane S. Howard (California State University, Stanislaus) |
| CE Instructor: Dwight Harshbarger, Ph.D. |
| Abstract: Video modeling has been demonstrated to be an effective procedure to teach a variety of skills to individuals with autism. In this session we will describe studies demonstrating the use of video modeling to teach social skills. Over the years we have found that some children have difficulty learning using video instruction. We will present data from approximately 40 children with autism on a pre-assessment battery of skills that identifies the prerequisites necessary for learning using video instruction. We will present a study that examines rates of acquisition using commercial videos compared to teacher constructed videos to teach pretend play. We will examine the use of a generalization matrix model to construct pretend play scripts and present data recombinative play using video modeling. We will also discuss the implications for these procedural variations on the acquisition of play in children with autism |
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| Prerequisite Skills for Learning Through Video Modeling: Role of Delayed Imitation and Delayed Matching |
| MEGHAN E. ROBINSON (New England Center for Children), Chata A. Dickson (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: In the current study, over 40 preschool students diagnosed with autism were tested with 14 different assessments in order to determine if low performance on delayed match-to-sample (DMTS) and delayed imitation were correlated to low performance of a video modeling tasks. The fourteen assessments included video modeling and a variety of immediate and delayed discrimination tasks. Results showed three types of responders. Group one demonstrated mastery of all assessments including video modeling. Group two did not demonstrate immediate imitation, simultaneous matching or learning through video. Group three did not demonstrate DMTS, delayed imitation or learning through video. Initial findings showed a significant correlation between DMTS accuracy and video modeling performance (r=0.74, p<.01). That is, participants who performed better on the DMTS subtest, also tended to perform better on the video modeling performance subtests. Statistical analysis also revealed a correlation between delayed imitation performance on video modeling tasks. |
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| A Comparison of Play Skill Acquisition Using Teacher-Created Video Models and Commercially Available Video Formats |
| GAIL D. PALECHKA (The Kolburne School), Rebecca P. F. MacDonald (New England Center for Children) |
| Abstract: The purpose of the current study was to compare the rate of acquisition of play skills following the viewing of an instructor-created video model to the rate of acquisition of play skills following the viewing of a corresponding commercially available children’s video. The study included three children with autism who received educational and clinical services in a preschool setting. Each participant was exposed to one video of each type and the number of actions and vocalizations was measured. Two participants learned more rapidly using the instructor-created video format and the third participant showed no difference in rate of acquisition. Additionally, probe data were taken to further examine the participants’ attending to video and toys across the two video formats. Participants were found to attend less to the video and more to the toys as they mastered the video modeling script. |
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| Video Modeling and Matrix Training to Teach Pretend Play in Children With Autism |
| CORMAC MACMANUS (University of Ulster), Rebecca P. F. MacDonald (New England Center for Children) |
| Abstract: Video modeling has been shown to result in rapid acquisition of scripted pretend play however the emergence of play variations has been limited. The purpose of the present study is to combine video modeling and matrix training, a generative instruction approach to teaching where skills are taught and others emerge without direct training, in order to teach children with autism to engage in long sequences of play and to generalize and recombine the scripts across previously unlearned combinations of figurines and objects in related toy play sets. Results of the first participant showed that after training on two of three video modeling scripts, the participant was able to recombine learned vocals and actions across previously unlearned combinations of materials. Probes after training on a the third video modeling script resulted in further recombinations of learned vocals and actions, and the emergence of novel play that was unseen in baseline sessions. |
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Symposium #352 CE Offered: BACB |
| Sensory Integration: What Is the Emperor Wearing and Why Does Everybody Think He Looks Great? |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 202AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Ann Filer (BEACON Services) |
| Discussant: David M. Corcoran (BEACON Services) |
| CE Instructor: James Boscoe, M.A. |
| Abstract: Despite and absence of empirical support for the etiology of sensory integration (SI) theory or evidence for the effectiveness of SI therapy, the practice of an SI approach is popular if not predominant in autism treatment. This widespread and often unquestioned acceptance of SI contrasts with the skeptical reception (if not outright rejection) of the educational community to applied behavior analysis based interventions. This symposium will examine SI from three perspectives. First a review of the research on SI will be conducted highlighting the lack of empirical support for the effectiveness of SI interventions will be conducted. The second presentation will focus on the common practices of SI treatment with a focus on procedural descriptions of treatments implemented and how the common SI practices often do not address basic standards of treatment. The final presentation will be a look at three studies involving SI treatments that were conducted with experimental controls in place. |
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| Sensory Integration: What Does the Research Say, and Does It Matter? |
| JOSEPH M. VEDORA (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Among the most commonly implemented interventions for children with a diagnosis of autism spectrum disorder are procedures purported to address “sensory issues”. These interventions are predicated on the hypothesized existence of a condition described as sensory integration dysfunction (Ayres, 1986). According to a review conducted by sensory integration advocates (Ayres sensory integration), “over 80 studies have been published on evidence in the effectiveness of sensory integration methods sensory integration, many have methodological flaws. Most do not report fidelity and those that do have minimally adhered to the fidelity principles that define Ayres Sensory Integration”. The fact that a large number of studies have been conducted and that the evidence in support of sensory integration (SI) procedures is still missing has been largely ignored. Proponents of SI as well as the administrators of educational settings where SI interventions are typically implemented do not appear to view this absence of support as problematic. This presentation will review some potential reasons for this reality and its implications for the acceptance of applied behavior analysis based treatments. |
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| Implementation Practices in Sensory Integration Treatment: What Are the Standards? |
| KIM KLEMEK (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many students diagnosed with autism spectrum disorders (ASD) are also often described as having “sensory processing dysfunction” or “sensory Integration issues”. As a result many of these children receive recommendations for sensory integration (SI) therapy. The current presentation is an empirical review of the methods of identifying SI issues, treatment recommendations, and procedures to implement SI interventions in a sample of over 50 children with ASD. A review of the treatment records of these individuals indicated that over 40% have been identified as having SI issues. The data on how SI issues were identified (formal assessment protocols versus informal methods) will be presented. Additionally, data on the specific treatment recommendations will be reviewed. This review will consider the presence or absence of specified treatment goals and defined treatment procedures, and whether or not baseline levels of the behaviors in question were established. These data clearly indicate that basic treatment standards are typically not met for the individuals receiving these forms of treatment in the records reviewed in this sample. Recommendations for minimum requirements of SI procedures will be described. |
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| Implementation of Sensory Integration Procedures: Outcome Data |
| DAVID ROBERT DILLEY (BEACON Services) |
| Abstract: Despite the fact that many students with autism spectrum disorder (ASD) are treated with interventions for hypothesized “sensory integration” (SI) issues. The effectiveness of protocols implemented to address these conditions remain largely unsubstantiated. Unlike other unsupported treatments for children with autism such as Secretin injections, facilitated communication, etc., SI Therapies enjoy unprecedented acceptance in early childhood educational settings. A recent review of 50 randomly chosen individualized education programs (IEP) of children with ASD receiving applied behavior analytic services found that over 40% had sensory issues identified and or SI goals included in the IEP. The current presentation is a review of the outcomes of four research projects where SI treatments were recommended by certified occupational therapists. These data indicate that the SI treatments had little to no effect on the target behavior. A discussion of why SI treatments continue to be widely accepted despite the absence of efficacy data and what applied behavior analysis practitioners can do to highlight the cost in resources to implement such treatments. |
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| Practical Challenges in Training and Providing Services |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 207AB (CC) |
| Area: AUT |
| Chair: Shari L. Schatzman (Eden II Programs) |
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| Challenges for Speech-Language Pathologists in Accessing Training and Acquiring Knowledge in the Area of Autism |
| Domain: Service Delivery |
| SHARI L. SCHATZMAN (Eden II Programs), Amy Bergen (TIPSE/Eden II) |
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| Abstract: Significant impairments in the area of communication are a hallmark of autism. The American Speech Language and Hearing Association (ASHA) has released a series of documents pertaining to the guidelines, roles and responsibilities of the Speech-Language Pathologist (SLP) with regards to the diagnosis and treatment of autism spectrum disorder (ASHA, 2006a; ASHA 2006b). However Speech-Language Pathologists often encounter difficulties attaining sufficient specialized training in the area of autism (Schatzman et.al, 2009; Schwartz and Drager, 2008; Stone, 1987). Since autism is often not sufficiently addressed within the college curriculum, it becomes essential for Speech-Language Pathologists to have access to appropriate professional development in the area of autism. The challenges encountered by Speech-Language Pathologists acquiring continuing education hours at professional conferences will be discussed. |
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| Continuous Versus Discontinuous Data Collection During Discrete Trial Training: Effects on Skill Acquisition and Maintenance |
| Domain: Applied Behavior Analysis |
| PAUL MICHAEL MENG (Central Washington University), Season Almason (Children's Village), Ryan M. Zayac (Central Washington University) |
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| Abstract: In seeking to optimize service delivery for individuals with autism, it is necessary to evaluate all procedural variations that occur during specific methods of intervention. This study utilizes an alternating treatments design to examine the effects of two data collection procedures, continuous (i.e., all trials) and discontinuous (i.e., the first trial only) data collection, on the acquisition and maintenance of skills during discrete trial training. Skill acquisition is measured by calculating the number of trials to mastery and follow-up probes are used to determine whether maintenance occurred. Participants are preschool aged children (24 to 60 months) with a diagnosis of autism or significant delays in the areas of communication and social behavior (i.e., 1.5 or more standard deviations from the mean on a standardized evaluation). Previous research found that given a static mastery criterion (i.e. 100% correct trials across two consecutive days), mastery typically occurred faster when using discontinuous measurement, but skills were typically maintained better when continuous measurement was used (Cummings & Carr, 2009). This study seeks to replicate and extend past findings by looking closer at other potential factors influencing these outcomes. Data to be collected. |
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| Speech-Language Pathology and Applied Behavior Analysis: Survey Results and Future Implications |
| Domain: Theory |
| JULIE M. RAY (University of North Texas), Susan Marie Nichols (University of North Texas) |
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| Abstract: Speech-language pathologists work closely with students who have autism spectrum disorders (ASD). Though some research has been conducted regarding speech-language pathologists knowledge of ASDs, it is unknown to what extent speech-language pathologists have knowledge about applied behavior analysis (ABA). Speech-language pathologists with and without training in ABA were surveyed as part of a doctoral dissertation. Education, training, experience, and knowledge of ASDs were analyzed to determine what made a speech-language pathologist most knowledgeable and best prepared to work with children who have ASDs. The research design, survey results, and future implications will be discussed as they relate to speech-language pathology training and knowledge. In addition, a comparison of relationships between the two groups of speech-language pathologists will be addressed. |
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| Social Skills Instruction: Using Task Analysis to Teach Phone Conversation Skills to Adolescents With Asperger's Disorder |
| Domain: Applied Behavior Analysis |
| SARA LAUREN GIANINO (Florida State University) |
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| Abstract: Deficits in social interaction skills are among the most salient features of Asperger’s disorder. The current pilot study assessed the effects of using a task analysis to teach a complex social behavior (phone conversation skills) to three adolescent males with Asperger’s disorder. An AB design was implemented and included the use of total task presentation of five components of a successful phone conversation. A token economy which employed reinforcers specific to each participant was utilized and enforced via contingency contract. Results showed significant improvements from baseline in phone conversation skills for all three participants. Follow up data reveal that the skills were maintained at post-treatment levels and generalized to multiple settings and people when skills were probed one year following termination of the study. |
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| Quantitative Analysis of the Effects of Drugs on Behavior |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| Travis C/D (Grand Hyatt) |
| Area: BPH/EAB; Domain: Experimental Analysis |
| Chair: Alice A. Keyl (Utah State University) |
| Abstract: In this symposium, data will be presented on the quantitative analysis of the effects of drugs on behavior. The first presentation, by Keyl and colleagues, focuses on the effects of methylphenidate on the within-session response rates of rats responding on random-interval schedule of food delivery. The second presentation, by Johnson and colleagues, uses the generalized matching law to describe the effects of pre-session pramipexole on rats’ allocation of responding and time spent responding in a concurrent-chains schedule. The third presentation, by Reilly and Hand, examines the responding of rats for sucrose and ethanol solutions, and models the effects of various manipulations with Mathematical Principles of Reinforcement. The fourth presentation, by Pitts and colleagues, describes the effects of morphine on choice in a dynamic environment in which different reinforcer ratios occurred within the same session. Overall, these papers show the utility of characterizing drug effects on behavior using methods of quantitative analysis. |
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| Methylphenidate Changes the Within-Session Pattern of Response Rates of Rats |
| ALICE A. KEYL (Utah State University), Robert N. Johnson (Utah State University), Wesley P. Thomas (Utah State University), Amy Odum (Utah State University) |
| Abstract: Changes in responding during experimental sessions may reflect systematic decreases in reinforcer effectiveness. One important area of interest to examine is the effect of drugs on within-session rates of responding and whether particular drugs potentially enhance or decrease the effectiveness of reinforcers. The present study examined the effects of methylphenidate on the within-session response patterns of 4 rats. Subjects were administered 4 different doses of methylphenidate (3.0 - 17.0 mg/kg) while responding for food pellets on a random-interval 45 s schedule of reinforcement. Under control conditions, on average response rates showed a slight increase, then decrease as the session progressed. Overall, results suggest that methylphenidate increases within-session response rates depending on the dose, indicating slower habituation to the reinforcer. This may have important clinical implications for individuals taking stimulant drugs such as methylphenidate. Specifically, applied researchers may develop ways to maximize these effects on adaptive behaviors (slower habituation to reinforcers). |
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| Effects of Acute Pramipexole on Delay Sensitivity in a Concurrent-Chains Procedure |
| PATRICK S. JOHNSON (University of Kansas), Jeff S. Stein (University of Kansas), Adam T. Brewer (University of Kansas), Monica T. Francisco (University of Kansas), Gregory J. Madden (University of Kansas) |
| Abstract: In recent years, a number of clinical reports have implicated pramipexole, a common component of dopamine replacement therapy for Parkinson’s disease (PD), in the development of impulse control disorders in patients with PD. Experimental evaluations of pramipexole’s effects on traditional measures of impulsivity in humans (Hamidovic, Kang, & de Wit, 2008) and nonhumans (Madden et al., in preparation) have produced mixed results. However, even in the case of positive findings like those of Madden et al.’s Experiment 1, in which acute pramipexole increased rats’ impulsive choices, the specific behavioral mechanism (e.g., delay sensitivity) by which pramipexole modulates choice remains unknown.The present study used the generalized matching law to describe the effects of pre-session pramipexole on rats’ allocation of responding and time spent responding in a concurrent-chains schedule. Of particular interest were changes in the slopes of linear regressions obtained from drug sessions relative to those from non-drug or saline sessions (i.e., changes in delay sensitivity). Preliminary group findings suggest pramipexole dose-dependently decreased sensitivity to differences in reward delay, as indicated by shallower slopes at larger doses. Given similar decreases in total response output and local response rates, these results are likely attributable to pramipexole’s motor suppressing effects. |
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| Quantifying Oral Ethanol Reinforcement Using Mathematical Principles of Reinforcement |
| MARK P. REILLY (Central Michigan University), Dennis J. Hand (Central Michigan University) |
| Abstract: Two experiments will be presented that involve rats lever pressing under fixed-ratio schedules for access to a liquid solution. The solution consisted of various concentrations of sucrose and ethanol, depending on the experiment and condition. The response rates were modeled using mathematical principles of reinforcement, with an emphasis on the effects the various solutions have on the free parameter, a, representing specific activation. This parameter is interpreted to reflect reinforcer effectiveness. One experiment involved a commonly-used fading technique in which the sucrose concentration is decreased from an ethanol solution across conditions. Another experiment involved a comparison of ethanol reinforcement in two groups of rats, where one group received experiences with drinking ethanol beforehand and outside the operant chamber. Overall, ethanol’s reinforcing effectiveness was modest and greatly reduced at lower sucrose concentrations. Prior experience with ethanol resulted in better maintenance of response rates but only at lower ratio values, a finding which possibly constrains the application MPR. The results stress the importance of considering pharmacological and taste-related components of oral ethanol reinforcement. |
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| Effects of Morphine on Choice in a Dynamic Environment |
| RAYMOND C. PITTS (University of North Carolina, Wilmington), David A Pelley (University of North Carolina, Wilmington), Christine E. Hughes (University of North Carolina, Wilmington) |
| Abstract: Four pigeons responded under concurrent schedules of food presentation in which seven components were arranged within a mixed schedule (i.e., components were unsignaled). Each component programmed a different left:right reinforcer ratio (1:27, 1:9, 1:3, 1:1, 3:1, 9:1, 27:1). Components occurred in a random order within each session, ended after 10 reinforcer presentations, and were separated by 10-s blackouts. After sufficient exposure to these dynamic conditions: a) preference adjusted rapidly (i.e., sensitivity to reinforcement increased) within components; b) preference for a given alternative increased with successive reinforcer deliveries via that alternative (“confirmations”), but was substantially attenuated following a reinforcer delivery via the other alternative (a “disconfirmation”); and c) food deliveries produced immediate, local, increases in preference for the just-reinforced alternative (“preference pulses”). Effects of various doses of morphine on the dynamic structure of choice were determined. These effects may have resulted from a disruption of stimulus control by individual reinforcer presentations. |
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Invited Symposium #355 CE Offered: PSY/BACB |
| A Range of Disciplines, a Range of Evidence, and Can We Nurture Our Enviroment Through Behavioral Science |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 103AB (CC) |
| Area: CSE/OBM; Domain: Theory |
| Chair: Michael Weinberg (Orlando Behavior Health Services, LLC) |
| Discussant: Michael Weinberg (Orlando Behavior Health Services, LLC) |
| CE Instructor: Patrick McGreevy, Ph.D. |
| Abstract: This is an 80-minute symposiusm for a group of two separate invited events. |
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| A Range of Disciplines, a Range of Evidence: Behavioral Practices in Multiple Disciplines |
| PHILIP N. CHASE (Cambridge Center for Behavioral Studies) |
| Abstract: Many opportunities are afforded behaviorists today because people respond positively to our science. Managers and workers recognize the importance of behavioral safety. Parents, pediatricians, and teachers opt for behavioral treatment plans for people with autism and developmental disabilities. Zoos and pet owners hire behaviorists to solve problems related to human interaction with other animals. But as Neuringer (1991) warned, we need to be humble about what we know and do not know, and part of this humility involves being as skeptical of our own work as we are of others (Chase, 1991). Behaviorists’ skepticism comes naturally from our research traditions: we are skeptical of practices that are not evidence-based. But evidence is not sufficient, we need to collect evidence on outcomes the culture values. After all, behaviorists are pragmatists, seeking practices that work successfully. This pragmatism extends to the kinds of evidence we collect, and if our evidence is not valued by the culture, the practices they support will not survive. Because the evidence that is valued varies from discipline to discipline (e.g., what works in autism may not work in health), we need to prepare ourselves with the tools of evidence used by the variety of disciplines we hope to influence. The integration of these tools is critical to our success in the world at large. |
| Dr. Chase has a Ph.D. in Psychology from the University of Massachusetts -Amherst, where he studied with Beth Sulzer-Azaroff, and John Donahoe, and was influenced by a host of UMASS behavior analysts. He has conducted research on the basic environmental processes that facilitate problem solving and conceptual behavior. He has applied behavioral findings to the design of curricula for learning mathematics and other problem-solving repertoires. He has served as an editor, associate editor, and reviewer for many journals, including a three-year stint as Editor of The Behavior Analyst. He has co-organized a number of international scientific conferences, and reviewed grants for four US federal agencies. Dr. Chase received a Fulbright Scholarship to study rule governance in Italy and a Benedum Distinguished Scholar Award from West Virginia University. He is currently employed as the Executive Director of the Cambridge Center for Behavioral Studies. |
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| Nurturing Environments: A Framework for Comprehensive Cultural Change |
| ANTHONY BIGLAN (Oregon Research Institute) |
| Abstract: Epidemiological and prevention research has helped to pinpoint a small number of basic conditions that are essential in ensuring young people’s successful development and preventing diverse psychological and behavioral problems. It is useful to label these conditions "nurturing environments," both for the purpose of further research and in enhancing efforts to improve human wellbeing. Nurturing environments (a) minimize toxic biological and psychological conditions, (b) richly reinforce prosocial behavior, (c) teach and promote prosocial skills and values, (d) limit prompts and opportunities for problem behavior, and (e) promote psychological flexibility. I will briefly review the prevention and epidemiological research that supports these assertions. The analysis will provide a framework for focusing further behavioral science research on increasing the prevalence of nurturing family, school, workplace, and neighborhood environments. I will describe how a concerted public health effort can achieve this type of cultural evolution. I will use the Promise Neighborhood Consortium as an example. The goal of this recently funded consortium is to assist the nation’s high-poverty communities in establishing effective prevention practices. |
| Dr. Biglan has conducted numerous experimental evaluations of interventions to prevent tobacco use both through school-based programs and community-wide interventions. He has also done experimental evaluations of school- and family-focused interventions to prevent aggressive social behavior and reading failure, as well as clinical interventions to prevent high-risk sexual behavior. During the 2000-2001 school year, Dr. Biglan led a team of scholars in a review of current knowledge about the development and prevention of multiple problem behaviors of adolescence (Biglan, Brennan, Foster, & Holder, 2004). He is the author of the 1995 book, Changing Cultural Practices: A contextualist framework for intervention research, published by Context Press. His current work focuses on fostering the beneficial evolution of societal practices using behavioral science knowledge. |
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Symposium #356 CE Offered: PSY/BACB |
| Advances in Precursor Analyses to Identify the Operant Functions of Behavior Disorders |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 217A (CC) |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Richard G. Smith (University of North Texas) |
| Discussant: Brian A. Iwata (University of Florida) |
| CE Instructor: Carin Thompson, M.Ed. |
| Abstract: A recent extension of functional analysis methodology is precursor assessment (e.g., Smith & Churchill, 2002), in which the operant function of severe behavior disorders is inferred based on the outcomes of a functional analysis of milder forms of behavior that are observed to occur just prior to the severe behavior. The papers in this symposium address issues related to the identification of precursor behaviors, the relationship between precursor and more severe behavior, and the utility of clinic-based precursor assessment for developing treatments that can be implemented and evaluated in natural environments. |
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| Formal and Functional Characteristics of Precursors to Problem Behavior |
| TARA A. FAHMIE (University of Florida), Brian A. Iwata (University of Florida) |
| Abstract: Several studies have examined the relation between precursor and problem behavior in the context of assessment and treatment. Research has shown that precursor and more severe problem behaviors often are members of the same response class (e.g., Smith & Churchill, 2002) and that precursor responses may be substituted for high-risk severe behaviors in a functional analysis. The purpose of this study was to examine the relation between precursor and severe problem behavior along two dimensions: response topography and response function. Theoretical and practical implications, along with potential areas of future research, will be discussed. |
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| Evaluation of Precursor Selection Methods During Structured Assessment |
| JENNIFER N. FRITZ (University of Houston-Clear Lake), Carly Compagnari (University of Houston-Clear Lake), Daniel LeSage (University of Houston-Clear Lake) |
| Abstract: Previous studies have shown that severe problem behavior often is preceded by relatively milder forms of behavior, and these “precursors” are often part of the same response class as the more severe behaviors. Precursors have been identified through descriptive analyses (DA), but this typically requires numerous occurrences of severe problem behavior before the response-response relationship is determined. Furthermore, initial descriptions and definitions of precursors assessed in DAs have largely relied on caregiver report or informal observation. Only one study to date has empirically identified precursors using a trial-based assessment. The trial-based assessment was able to accurately identify precursors that were in the same response class as the more severe problem behavior, as shown in subsequent functional analyses (FA), while minimizing risks posed by the severe behaviors. One limitation of that study, however, was that not all precursors initially identified during the trial-based assessment were observed during the subsequent FA. Therefore, the purpose of the current study was to evaluate different data analysis methods in order to identify precursors likely to occur during the FA. To date, three individuals diagnosed with developmental disabilities have participated and the various methods have yielded different results. Additional data will be collected. |
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| Progressing From Functional Analysis of Precursor Behavior to Treatment of Self-Injury |
| JOSEPH DRACOBLY (University of North Texas), Richard G. Smith (University of North Texas), Nathan Lyon (University of North Texas), Claire Anderson (University of North Texas), Christine Marie Mosso (University of North Texas) |
| Abstract: An evaluation of the utility of assessing and treating severe problem behavior through precursor functional analysis was completed. Previous research has suggested that the analysis of precursor behaviors may be an effective, albeit indirect method of assessing severe problem behavior. However, previous studies have not included ongoing measurement of the problem behavior in the natural environment, which permits a direct evaluation of the effectiveness of precursor-based interventions to treat problem behavior. In the current study, ongoing measurement of problem behavior in two settings in the participant’s natural environment was conducted for the duration of the study. A precursor to self-injurious behavior was identified using descriptive assessment and conditional probability analyses. An analogue precursor functional analysis was then conducted. Subsequently, a treatment in which precursor behavior produced the maintaining variable identified in precursor assessment was implemented in the natural environment. Treatment was implemented in one of the natural settings, resulting in increases in measures the precursor behavior and decreases in self-injury in both the treatment setting as well as the second setting in which observations occurred. |
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Symposium #357 CE Offered: BACB |
| Procedural Extensions of the Functional Analysis Methodology |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 217D (CC) |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| CE Instructor: Maranda Trahan, M.S. |
| Abstract: Functional analysis represents a state of the art model for the assessment of the function of problem behavior. These general procedures are considered to be best practice for the assessment of problem behavior and the development of function-based treatments. Since the publication of the seminal study by Iwata, Dorsey, Slifer, Bauman & Richman (1982/1994), these procedures have become more refined and applicable to novel applied issues. The current symposium reviews several different procedures extensions of the functional analysis literature. Presentations in the current symposium include modifications of traditional models of analysis to account for problem behavior that occurs outside of traditional settings, such as elopement and the assessment of problem behavior that occurs in the context of transitions. Another presentation will evaluate procedures for refining the session construction for demand conditions in functional analyses. Specifically the authors will provide a model for selecting items to use in the demand condition in functional analyses. The final presentation will evaluate data about the effects of functional analysis on out-of-session maladaptive behavior. |
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| Effects of Functional Analysis on the Rates of Problem Behavior Outside the Functional Analysis Setting |
| KELLY MCKNIGHT (The Marcus Autism Center), Nathan A. Call (Marcus Autism Center), Addie Jane Findley (Louisiana State University) |
| Abstract: Functional analysis (FA) methodology typically involves the reinforcement of problem behavior on an FR 1 schedule (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/84). It has been suggested that one side effect of reinforcing problem behavior on such a dense schedule is a potential increase in problem behavior outside of the FA sessions (Carr, 1977). There are, however, few investigations that evaluate the effects of reinforcing problem behavior during a FA on problem behavior outside of the assessment setting. In the current study, we assessed the likelihood of generalization of problem behavior outside of the FA setting with 11 participants. Baseline data were collected outside the FA assessment prior to and during the FA and were evaluated in a multiple baseline design. Interobserver agreement was assessed during at least 20% of all sessions and always exceeded 80% agreement. Results suggested that increases in problem behavior outside of the FA context occurred only very rarely. |
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| A Comparison of Methods for Assessing Demands as Potential Negative Reinforcers |
| NATALIE A. PARKS (Marcus Autism Center), Nathan A. Call (Marcus Autism Center), Robert S. Pabico (Center for Behavior Analysis and Language Developm) |
| Abstract: An extensive body of research exists on the methods for identifying highly preferred items and activities to be used as potential reinforcers for behavior maintained by positive reinforcement (DeLeon & Iwata, 1996; Hagopian, Long, & Rush, 2004; Piazza, Fisher, & Hagopian, 1996). One application of these methods is to identify potential positive reinforcers to include in functional analyses. However, identification of demands for inclusion in functional analyses is typically accomplished via caregiver report. Call, Pabico, & Lomas (2009) presented a method for identifying demands based on direct observations using the latency of onset to problem behavior for each demand as the dependent measure. Demands with shorter latencies to problem behavior were shown to be more likely to produce an escape function in functional analysis than demands with longer latencies. The current study used an alternative method to assess demands based on a concurrent operants design similar to the model used by Fisher et al. (1992) to identify preferred items. For 5 participants demands that were chosen rarely (i.e., “less preferred”) were more likely to result in the identification of an escape function when included in a functional analysis than more preferred demands. Results of the concurrent operants demand assessment were also compared directly to those of the latency-based demand assessment described by Call et al., with results showing a moderate correlation between results of the two methodologies. Finally, the relative clinical advantages and disadvantages (e.g., length of assessment, amount of problem behavior observed, etc.) of each method is discussed. |
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| Assessment and Treatment of Elopement Utilizing a Trial-by-Trial Format |
| CHRIS A. TULLIS (Marcus Autism Center), Nathan A. Call (Marcus Autism Center), Robert S. Pabico (Center for Behavior Analysis and Language Developm) |
| Abstract: Previous research has demonstrated the effectiveness of functional analysis (FA) methodology for identifying the reinforcers that maintain elopement (Piazza, et al., 1997; Tarbox, Wallace, & Williams, 2003). One challenge of assessing the function of elopement is that, due to safety reasons, the individual must be retrieved, generally immediately, which can make it difficult to determine the effects of attention on elopement. Piazza et al. (1997) used a modified FA in a clinic setting that was arranged to allow elopement to occur without requiring immediate retrieval. However, in some cases the Piazza et al. methodology may be untenable because it may preclude the inclusion of certain highly preferred leisure activities that may function as positive reinforcers that maintain elopement, such as playing on playground equipment. In the current investigation a trial-by-trial FA was conducted in the natural environment that included access to a preferred leisure activity that could not be included in the clinic setting (i.e., an elevator) while still controlling for the delivery of attention. Results demonstrated that elopement was maintained by positive reinforcement in the form of access to preferred activities and treatments based on the assessment results successfully reduced elopement. |
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| Assessment and Treatment of Problem Behavior Evoked by Transitions in Learners With Autism |
| JILL A. SZALONY (Douglass Developmental Disabilities Centers, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Mary Jane Weiss (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Todd Frischmann (Rutgers University), Tina Rivera (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Christopher Manente (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), James Maraventano (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| Abstract: Transitions are defined as changes from one activity or setting to another (Archer & Hosley, 1969; Newman et al., 1995). Difficulties with transitions are common for individuals with pervasive developmental disorder (PDD). Several studies have documented that transitions frequently evoke problem behavior in this population. To date, relatively little research has evaluated assessment and treatment models designed to address problem behavior occasioned by transitions. This dearth in the literature is likely due to the fact that transitions involve complex relationships between activities and settings. Transitions have at least three different components that need to be accounted for during assessment: the interruption of the initial activity, the physical movement to another setting, and the start of a different activity. As problem behavior can be occasioned by any component of a transition, assessment procedures need to be developed to identify which components are problematic to design effective function-based treatments. The purpose of the current investigation is to evaluate a model for assessing the function of challenging behavior occurring in the context of transitions. After the assessment, the impact of function-based treatment based on the results, such as warnings, replacement skills (e.g., requesting additional time), behavioral momentum, video priming, and differential reinforcement, will be evaluated. |
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Symposium #358 CE Offered: PSY/BACB |
| Reducing Restraint: Some Practical Strategies for Children With Severe Challenging Behavior |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 217B (CC) |
| Area: DDA/EDC; Domain: Service Delivery |
| Chair: Jonathan Seaver (The New England Center for Children) |
| CE Instructor: Kathleen McCabe-Odri, Ed.D. |
| Abstract: Physical restrain is often used to safely manage dangerous aggressive and self-injurious behavior exhibited by some children with autism spectrum disorders (ASD). Although physical restraints may be effective in many cases, they are not without risk and are subject to abuse. Safely and effectively reducing or eliminating the use of physical restraints, however, can present considerable practical challenges. This symposium contains four papaers. One paper discusses the elimination of physical restrain through the use of an alternative intervention. The second paper discusses the gradual fading and elimination of physical restraints. The third paper discusses the reduction of the use of physical restraints through behavioral programming and medication. The final paper discuses the elimination of restraint through simply not doing it. Each paper discusses the considerations involved in each approach to eliminating or reducing physical restraints, as well as the risks and benefits. Case studies are used to illustrate successful implementation of each approach. Overall, these papers demonstrate that physical restraint can be safely reduced or eliminated even in cases involving difficult to treat dangerous behavior, but not without risks and costs. |
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| Reducing Physical Restraint Through the Use of Alternative Interventions |
| JONATHAN SEAVER (The New England Center for Children) |
| Abstract: Physical restraint is often used as an intervention for children who engage in severe self-injury. Fading or eliminating physical restraint may be especially difficult in these cases as (a) physical restraint may function as a reinforcer for some children, (b) physical restraint may be a functional replacement for self-restraint, and (c) alternatives to physical restraint may expose the children to significant risks of injury from their own behavior. The use of equipment may reduce the self-injurious behavior and thereby reduce the frequency of physical restraint. In this paper, data on physical restraint and self-injury are presented from several cases involving the use of arm splints to reduce self-injury. Procedures for using the splints are reviewed and risks and benefits are discussed. |
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| Reducing Physical Restraint Through Systematic Fading |
| KELLY L MCCONNELL (New England Center for Children), Leah L Bean (New England Center for Children), Paula Ribeiro Braga-Kenyon (New England Center for Children) |
| Abstract: Although physical restraint is used to safely manage aggressive and self-injurious behavior, even under the best circumstances physical restraint carries the risk of harming those it is used to protect. For this reason as well as others, the reduction or elimination of physical restraint is a common goal for schools and agencies using such measures. One method for reducing and eventually eliminating restraint is to systematically fade dimensions of the restraint. The intrusiveness of a physical restraint may be faded by reducing the form of restraint and/or the number of people implementing the restraint, as well as by reducing the duration of the restraint. In this paper, data from several cases on the systematic fading of restraint is reviewed. Procedures for determining how and when to fade are reviewed, and the risks and benefits of this procedure are discussed. |
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| Reducing Physical Restraint Through Behavioral Programming and Medication |
| MAEVE G. MEANY (The New England Center for Children), Allen J. Karsina (The New England Center for Children) |
| Abstract: Severe aggressive and self-injurious behavior can result in life-long injuries, social isolation, reduced opportunities, and lower quality of life for the individuals who exhibit such behavior. When the use of applied behavior analytic techniques alone do not eliminate or significantly reduce dangerous behavior, the use of behavioral medication may be warranted, especially if physical restraints are necessary to protect the individual and/or his or her care-givers. In this paper, several cases in which behavioral programming and medications have been correlated with a significant decrease in dangerous behavior and physical restraint are presented. The risks and benefits of the use of medication are reviewed, and future directions for research are discussed. |
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| Reducing Physical Restraint Through Simply Not Doing It: Risks and Benefits |
| SORREL RYAN (The New England Center for Children), Shawn E. Kenyon (New England Center for Children), Myrna E. Libby (New England Center for Children) |
| Abstract: Schools and agencies are faced with increasing pressure to reduce or eliminate the use of physical restraints to manage dangerous aggressive or self-injurious behavior. However, there is very little empirical guidance for how these schools and agencies should best proceed. In some cases, it may be that criteria for restraint is too conservative, resulting in unnecessary restraints. In these cases, the criteria can be adjusted so that implementation of restraint becomes rare or non-existent. In this paper, considerations for determining appropriate criteria for restraint are examined, and several such cases are presented. The risks and benefits of this procedure are discussed. |
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Symposium #359 CE Offered: BACB |
| Recent Research on Child Behavior Management |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| Travis A/B (Grand Hyatt) |
| Area: DEV/CBM; Domain: Applied Behavior Analysis |
| Chair: David A. Wilder (Florida Institute of Technology) |
| Discussant: Matthew P. Normand (University of the Pacific) |
| CE Instructor: Jennifer Austin, Ph.D. |
| Abstract: Three studies on recent advances in managing the behavior of young children will be presented. In the first study, a timeout procedure was evaluated to decrease problem behavior and increase compliance to the timeout demand in five preschool children. In the second study, advance notice was evaluated as a method of increasing compliance among three preschool children. Finally, in the third study, a human operant preparation was used to examine resurgence of problem behavior during treatment integrity failures and extinction. This was then examined in a young child with autism. |
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| Evaluating a Timeout Procedure to Decrease Problem Behavior and Increase Compliance to the Timeout Demand |
| JEANNE DONALDSON (University of Florida), Timothy R. Vollmer (University of Florida), Theresa Marie Yakich (University of Florida), Carole M. Van Camp (University of North Carolina, Wilmington) |
| Abstract: Timeout is a commonly used intervention to decrease inappropriate behavior. Some children refuse to go to timeout when asked, making timeout more difficult for parents and teachers to implement. This study evaluated a timeout procedure designed to decrease inappropriate behavior during free time (either on the playground or at home) and increase compliance to the timeout demand. Participants were 5 typically developing preschool children between the ages of 4 and 5. A reversal combined with a multielement design was used to evaluate and compare the effectiveness of two timeout procedures. The timeout procedure designed to increase compliance to the timeout demand allowed the child to serve a 1 min timeout if he or she went to timeout within 10 s of being asked, but required the child to stay in timeout for 4 min if he or she did not comply within 10 s. The comparison timeout procedure required the child to stay in timeout for 4 min regardless of compliance. Both timeout procedures were effective at decreasing inappropriate behavior of the participants thus far, but the effects on compliance have been mixed. |
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| An Evaluation of Advance Notice to Increase Compliance Among Preschoolers |
| JANELLE ALLISON (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Katie A. Nicholson (Florida Institute of Technology) |
| Abstract: Advance notice of an upcoming instruction was evaluated to increase compliance among three 4- to 5-year-old children who exhibited noncompliance. The procedure was ineffective for all three participants and extinction was necessary to increase compliance. Problem behavior was most common in the advance notice condition for two of the three participants. |
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| Resurgence of Problem Behavior During Treatment Integrity Failures and Extinction |
| TONYA M. MARSTELLER (West Virginia University), Claire St. Peter Pipkin (West Virginia University), Casey Kanala (West Virginia University) |
| Abstract: We conducted two experiments to assess the extent to which resurgence would occur when reinforcement of an alternative response was reduced or discontinued. First, we used a human operant preparation to compare response rates during baseline, differential reinforcement of alternative behavior, omission errors (some earned reinforcers for alternative behavior omitted), and extinction of both responses (as a traditional test for resurgence) with 5 participants. Resurgence of problem behavior occurred during extinction of the alternative response in all of the participants, and during omission errors of the alternative response with 4 of the participants. However, rates of problem behavior were higher during extinction than during omission errors in each of the 4 participants. The second study was a replication with a child diagnosed with autism, who engaged in problem behavior maintained by escape from adult attention. Resurgence of problem behavior occurred during extinction of the alternative response and during omission errors. The rate of responding was higher during extinction than omission errors. The results of both experiments suggest that resurgence occurs during extinction of an alternative response and during one type of treatment integrity failure (omission errors), but that the effect is more robust during extinction. |
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Symposium #360 CE Offered: BACB |
| The Sense and Nonsense of Implicit Testing in Behavior Analysis |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| Lone Star Ballroom Salon F (Grand Hyatt) |
| Area: EAB/VBC; Domain: Experimental Analysis |
| Chair: Bryan T. Roche (National University of Ireland, Maynooth) |
| CE Instructor: Linda LeBlanc, Ph.D. |
| Abstract: In recent years psychology has witnessed what has been described as an “unstoppable juggernaut” of research interest in a form of “implicit testing” known as the implicit association test (IAT). Researchers claim that the IAT can reveal unconscious processes, such as prejudice, and can serve as an indicator of behavioral probability. If these claims can be substantiated in laboratory research then the IAT represents one of the most useful psychological tools ever developed. However, while the advent of this test represents one of the most talked about developments in psychology’s recent history, little is known about how this test actually functions. Surprisingly, however, the test and functionally similar variants, are now being used by behavior analysts to assess behavioral history and probability in the absence of a satisfactory program of research into the test’s core processes. The current session presents a series of experiments designed to develop and test a behavior-analytic model of the IAT. The session will also illustrate the role of several procedural and data-analytic artifacts that contribute to the IAT test effect. Cautionary advice will be offered to researchers who employ implicit test methods in behavior analytic research. |
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| Establishing and Eliminating Implicit Association Test Effects in the Laboratory: Extending a Behavioral Model of the IAT |
| BRYAN T. ROCHE (National University of Ireland, Maynooth), Iseult Ridgeway (National University of Ireland, Maynooth), Amanda Gavin (University of Tesside), Maria R. Ruiz (Rollins College) |
| Abstract: In previous research, Gavin, Roche & Ruiz (2008) demonstrated that implicit association test (IAT) effects can be modeled in the laboratory in the form of a test that establishes competing contingencies for derived relational responding. The current study replicates and extends this finding by firstly establishing a laboratory-controlled IAT effect using nonsense syllables as stimuli, and then eliminating that effect with a simple experimental intervention. Eleven subjects were exposed to an equivalence training procedure that led to the formation of two three-member equivalence relations each containing three nonsense syllables. Subjects were then exposed to a word-picture association training phase in which one member of each of the equivalence relations, printed in blue or red font, was paired with either plant or animal images, respectively. Subjects were then exposed to an IAT whose outcome was successfully controlled by the organization of the trained relations. Following a stimulus equivalence re-training procedure that reorganized the stimulus equivalence relations, the IAT effect was eliminated or reversed for five of the six subjects who showed reorganization of the equivalence class and the associated derived transfer of functions. These findings lend additional support to a behavior-analytic account of the IAT. |
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| The Generalization of Implicit Association Test Practice Effects Across Semantic Categories: Testing a Key Prediction of a Behavioral Model of the IAT |
| ANTHONY O'REILLY (National University of Ireland, Maynooth), Claire Bedford (National University of Ireland, Maynooth), Bryan T. Roche (National University of Ireland, Maynooth), Maria R. Ruiz (Rollins College) |
| Abstract: The current paper reports on a study designed to test a key prediction of the behavioral model of the implicit association test (IAT). According to the behavioral model, the IAT measures the relative fluency of relational responding to various related and unrelated stimulus pairs. In effect, the IAT is a measure of relative stimulus class strengths that have been established in the history of the subject. Consequently, learning effects established with a given stimulus set should generalize to related stimulus class members. The current paper reports on a study designed to test this idea. Subjects were exposed to an IAT for racial bias, after which they were provided with extensive practice on that test. Practice resulted in the erosion of the very fluency differences across task-types on which the IAT depends. Subjects were then exposed to another IAT using synonyms for the target verbal stimuli employed in the first test. The results showed that IAT effects were absent due to near perfect fluency levels in relating the novel but related stimuli. Practice effects did not generalize to a novel IAT employing semantically unrelated stimuli. |
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| How Corrective is Corrective Feedback in the Implicit Association Test? |
| MARIA R. RUIZ (Rollins College), Micah Purdy (Rollins College), Ingrid Atiles (Rollins College), Anthony O'Reilly (National University of Ireland, Maynooth), Bryan T. Roche (National University of Ireland, Maynooth), James McFarlane (National University of Ireland, Maynooth) |
| Abstract: The implicit association test (IAT) employs a curious corrective feedback procedure in which only erroneous responses are consequated by feedback and a response observation requirement. From a behavior-analytic perspective this procedure is replete with experimental artifacts and has serious implications for the way in which responses are coded. In addition, it is unclear if corrective feedback on the IAT is even reinforcing in the first instance. This paper describes an experiment designed to examine the effects of feedback delivery in the IAT on response fluency. Specifically, a non-contingent response observation requirement without reinforcing properties was developed to mimic the delivery of feedback in the IAT. The requirement to make the non-reinforcing observation response was imposed on one quarter of trials during each of the two main testing blocks of an IAT across two experimental conditions. A third condition involved the delivery of an IAT in the absence of both corrective feedback or response observation requirements. Results indicated that the delivery of corrective feedback in the IAT may have a punishing, rather than a reinforcing effect. The paper will explain how such an effect enhances rather than detracts from reported IAT effect sizes. |
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| The Implicit Association Test Measures Relational Responding Fluency, Not Attitudes! Empirical Evidence From the Laboratory |
| INGRID ATILES (Rollins College), Maria R. Ruiz (Rollins College), Bryan T. Roche (National University of Ireland, Maynooth), Micah Purdy (Rollins College) |
| Abstract: A behavioral model of the implicit association test (IAT) suggests that the IAT works by comparing the relative fluencies in responding to related and unrelated pairs of stimuli. The current study tested this idea. Two groups of subjects were exposed to an equivalence training procedure that led to the formation of two three-member equivalence relations each containing three nonsense syllables. One group was trained using a strict fluency criterion that required responses to be produced within 3s on every trial of the stimulus equivalence training and testing phases. Both groups were exposed to a word-picture association training phase in which one member of each of the equivalence relations, printed in blue or red font, was paired with either plant or animal images, respectively. All subjects were subsequently exposed to an Implicit Association Test whose outcome was predicted and controlled by the organization of the trained relations. However, the relative fluencies in relating pairs of related and unrelated stimuli during the IAT were more different for subjects from the "high fluency" condition. Consequently, larger IAT effects were calculated for this group, thereby supporting a key prediction of a behavioral model of the IAT. |
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Symposium #361 CE Offered: BACB |
| Task Presentation and Reinforcement Schedule Manipulations in Facilitating Skill Acquisition |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Natalie Rolider (Kennedy Krieger Institute) |
| CE Instructor: David Wilder, Ph.D. |
| Abstract: Four papers describing manipulations to task presentation and reinforcement schedules and their effects on skill acquisition will be presented. The first study compared the effects of massed and interspersed trials on sight-word reading in typically developing preschool children. In addition, the authors examined whether reinforcement and error correction procedures were necessary for skill acquisition and participants’ preferences for the training procedures. The second study examined the effects of pictures paired with associated words on performance of sight-word recognition in three children with autism. The blocking effect typically observed under these preparations was further examined with the inclusion of both familiar and unfamiliar pictures during training. The third study evaluated the effects of differential reinforcement of independent versus prompted responses in reducing prompt dependency and facilitating sight-word to picture discriminations. Two children with autism received a highly-preferred reinforcer following correct, independent responses and either a) a highly-preferred reinforcer, b) a moderately-preferred reinforcer, or c) no reinforcement following correct, prompted responses. The fourth study examined rates of task completion during token- and exchange-production schedule thinning conditions. Two participants with mental retardation showed different sensitivities to schedule thinning with token-reinforced behavior. |
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| Massed Versus Interspersed Training: An Evaluation of the Variables That Affect Response Acquisition |
| ERICA SEVERTSON (University of Kansas), Claudia L. Dozier (University of Kansas), Pamela L. Neidert (University of Kansas), Brooke Ashley Jones (University of Kansas), Amy Harper (University of Kansas) |
| Abstract: When evaluating the effectiveness of teaching strategies, one important variable is the order and composition of training trials which are presented. Several researchers have shown that interspersal of previously acquired (maintenance) tasks among new (acquisition) tasks is a superior training procedure as compared to a massed-trial procedure (Dunlap, 1984; Neef, Iwata, & Page, 1977; Schroeder & Baer, 1972), but the mechanism(s) by which interspersing previously mastered items with acquisition items has not been systematically assessed. The purposes of the current study are to (a) compare the effects of a massed- vs. interspersed-trial training for teaching sight-word reading to typically developing preschool children , (b) determine the necessity of reinforcement and error correction procedures for skill acquisition under massed and interspersed training conditions, and (c) determine child preference for these training procedures. Results of the study suggest (a) massed-trial training is equally effective to interspersed-trial training for teaching sight-word reading to typical preschool children, (b) acquisition under both conditions occurs in the absence of reinforcement (i.e., when error correction alone is delivered), and (c) most participants have shown a preference for interspersed- over massed-trial training procedures regardless of whether reinforcers are delivered. |
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| Further Analysis of Blocking When Teaching Word Recognition to Children With Autism |
| LAURA HARPER-DITTLINGER (Texana Behavior Treatment & Training Center), Dorothea C. Lerman (University of Houston-Clear Lake) |
| Abstract: Previous research indicates that pairing pictures with associated words when teaching sight-word reading may hinder acquisition (e.g., Didden, Prinsen, & Sigafoos, 2000; Singh & Solman, 1990; Solman & Singh, 1993). However, little is known about the mechanism(s) responsible for this phenomenon. In the current study, three children with autism were taught to recognize words that were presented alone or paired with pictures that the participants either could or could not identify prior to training. All participants learned the words more quickly when they were presented alone rather than with pictures, regardless of the participants’ prior learning history with respect to pictures representing the words. This finding is consistent with the phenomenon of overshadowing. Nonetheless, consistent with blocking, all participants also acquired the words presented alone more quickly if the participants could not identify the associated pictures prior to training. Together, these findings have important implications for using prompts when teaching skills to individuals with developmental disabilities. |
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| Differential Reinforcement of Prompted and Independent Responses: An Alternative Procedure to Decrease Prompt Dependency |
| CATIA CIVIDINI-MOTTA CIVIDINI (New England Center for Children), Tala Williford (New England Center for Children), Kathleen M. Clark (The New England Center For Children), William H. Ahearn (The New England Center for Children) |
| Abstract: This study attempted to identify a procedure which would be effective at decreasing prompt dependency and facilitating acquisition of sight word to picture discrimination. Several assessments were conducted to determine the most effective and most preferred reinforcer for each of the two participants while also identifying another stimulus which had moderately reinforcing effects. Three sets of three sight words were then taught to each of the participants using three reinforcement procedures. Reinforcement for independent and correct responses was the same across all three procedures, the highest preference stimulus; however, these conditions differed in that reinforcement for correct, prompted responses was either the same (noDR), was a moderate reinforcer (DR1), or reinforcement was not provided (DR2). Interobserver agreement (IOA) and procedural integrity (PI) data were collected over 33% of the sessions across both the reinforcer and the training phases and averaged over 90% agreement. The results of this study suggest that providing the most effective and preferred reinforcer following independent and correct responses while delivering a moderate reinforcer contingent on prompted and correct response was the most effective reinforcement procedure. |
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| Production Ratios and Schedule Thinning in Token Reinforcement |
| KATHRYN JANN (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Barbara Tomlian (Kennedy Krieger Institute), Mariana I. Castillo Irazabal (Kennedy Krieger Institute) |
| Abstract: Token economies are second-order schedules commonly implemented to increase task completion in school and vocational settings. Basic research shows that token-reinforced behavior is affected by token- and exchange-production ratios (Bullock & Hackenberg, 2006; Foster & Hackenberg, 2004; Kelleher, 1957; Webb & Malgodi, 1978). Analogue clinical studies are needed to assess responding while thinning token reinforcement. During the current study, rates of task completion and pre-ratio pauses exhibited by 2 individuals diagnosed with mental retardation were assessed under a free-operant arrangement. Task completion was assessed during two conditions in which either the token- or exchange-production schedule was thinned. During baseline in both conditions, task completion resulted in no programmed consequence. Following token training, one production schedule was thinned in each condition while the other schedule was held constant at FR1. Idiosyncratic responding was observed across participants during reinforcement thinning. For example, Oliver’s response rates decreased and were sensitive to changes in token-production. His pre-ratio pauses increased and were sensitive to changes in exchange-production. Overall, Mari’s response rates increased and her pre-ratio pauses decreased with more sensitivity to token-production. These findings build upon basic and applied research by providing information on methods of thinning token-reinforced task completion. |
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| Literacy Interventions for Students With Disabilities |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon B (Grand Hyatt) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Katelyn M. Fishley (The Ohio State University) |
| Abstract: Reading skills are critical for success in and out of school and throughout adulthood, and schools are being held increasingly more accountable for demonstrating adequate yearly progress in academic content and skill areas (particularly in reading) for all students. Students with disabilities often struggle to acquire these important literacy skills. In this symposium, results from several investigations of literacy interventions will be presented. Targeted skills included letter-sound identification, sight word identification and fluency, oral reading fluency, morpheme knowledge, and comprehension. Participants ranged from early elementary through high school and were identified with mild to severe disabilities. The interventions that were examined included a commercially available reading program (i.e., REWARDS; Archer, Gleason, & Vachon, 2005) as well as teacher- or researcher-developed programs, including a computer-assisted instruction program, an explicit instruction program, and fluency drills. Participants made moderate to substantial gains in basic and advanced reading skills. Implications for practice and future directions for research will be discussed. |
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| The Effects of a Rate Plus Accuracy Criterion and an Accuracy-Only Criterion on the Maintenance and Endurance of Sight Word Reading |
| SHANNON S FLEMING (The Ohio State University), John W. Eshleman (The Chicago School of Professional Psychology), Denise E. Ross (Chicago School of Professional Psychology) |
| Abstract: The significance of fluency-building methods, compared to accuracy-only methods, has emerged as a salient issue in behavior analysis in recent years. The variables that determine fluency, what is required to produce fluency, and whether or not training behavior to fluency is necessary represent important sources of controversy within the field of behavior analysis. The purpose of the current investigation was to address some of the potential confounding variables listed in earlier research, as well as investigate the effect of response frequencies under two different criteria, on the maintenance and endurance of sight word reading. In addition, response latency as an independent variable was examined. An alternating treatments design was used with two kindergarten males diagnosed with autism spectrum disorders. When rates of reinforcement and opportunities to respond were held equal, response frequencies above the fluent aim appeared to be the best predictor of higher maintenance and endurance frequencies. |
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| The Effects of Computer-Based Practice on the Acquisition of Basic Academic Skills in Children With Moderate to Intensive Needs |
| JULIE EVERHART (The Ohio State University), Sheila R. Alber-Morgan (The Ohio State University), Ju Hee Park (The Ohio State University) |
| Abstract: In this age of technology, computer assisted instruction has become an important and useful tool for teaching literacy and academic skills. The purpose of this study was to investigate the effects of computer-based practice on the acquisition of basic academic skills for early elementary children who have moderate to intensive educational needs. Academic concepts were chosen based on Individualized Education Program (IEP) goals and areas of need for each participant, all of whom had multiple disabilities. The computer games were designed by the experimenter to focus on these concepts and provided discrete trials with immediate feedback on each skill addressed. A multiple baseline design across skills was used to compare the effects of computer practice across three skills for each of three participants. Results showed that computer practice was effective in increasing the acquisition and maintenance of targeted academic skills in children who have moderate to intensive educational needs. |
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| The Effects of the REWARDS Program on Fluency, Comprehension, and Reading Achievement for Struggling Readers |
| KRISTALL J. GRAHAM (The Ohio State University), Ralph Gardner III (The Ohio State University), Dorothy L. Morrison (The Ohio State University) |
| Abstract: This study examined the effects of the REWARDS program on the reading skills of 5 students across grades 4 through 10. REWARDS is an explicit instruction program that teaches students a strategy to decode longer words. The students in the study were considered to be at-risk or were diagnosed with mild disabilities. The dependent variables included oral reading fluency, comprehension, and overall reading achievement. The students were assessed using AIMSweb materials, generalization probes from grade level texts, and the Woodcock Reading Mastery Test. A multiple baseline design across 3 groups was utilized to assess changes in reading behavior. Results indicate that overall reading achievement increased for all participants. Fluency and comprehension increased for some students, but there were high levels of variability in responding. Students reported that they enjoyed the program and felt that it helped them read bigger words. |
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| Effects of an Explicit Teaching Package on Morpheme Definition Fluency |
| KATELYN M. FISHLEY (The Ohio State University), Moira Konrad (The Ohio State University), Susan Keesey (The Ohio State University) |
| Abstract: A recent trend in vocabulary instruction is the teaching of Greek and Latin roots (morphemes) to increase students’ comprehension of novel vocabulary terms and teachers’ instructional efficiency. However, very little experimental research is available to document the effectiveness of this method. A multiple probe design was used to examine the effects of explicit instruction and fluency drills on the acquisition, generalization, and maintenance of morpheme knowledge. The subjects were four suburban high school students with learning disabilities. The independent variable was a package that included explicit instruction with a graphic organizer and fluency training sessions. The primary dependent variable was the number of correctly stated morpheme definitions on see-say flashcards in 30-second timings. Secondary dependent variables included the reading of words containing morphemes within sentences and the spelling of morphemes within words. Generalization measures included pre/post scores on (a) the Woodcock Reading Mastery Test and (b) the reading section of the state graduation practice test. Data to be collected. |
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| School-Based Applications of Behavior Analysis: Functional Assessments, Analyses, and Interventions |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Emily D. Shumate (Kennedy Krieger Institute) |
| Abstract: Function-based assessments and treatments are regarded as best practice in school settings. In an ideal situation, a function-based assessment would provide information as to which conditions to include during an experimental functional analysis to determine the function of a student’s problem behaviors. Then based on the results of the experimental functional analysis, a function-based intervention would be developed and implemented. This symposium will provide a review of the literature and describe function-based approaches currently being implemented in school settings. The first presentation will provide the results of a comprehensive review of the literature on school-based experimental functional analyses of problem behaviors and suggest areas for future research. The second presentation will discuss the effects of function-based interventions for a participant across multiple academic times. The third will be a presentation of a series of studies looking at the effects of training educators to implement function-based support as a pre-referral intervention. The final presentation will describe a class-wide function-based intervention program implemented across 14 urban elementary classrooms. |
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| A Review of the Literature on School-Based Experimental Functional Analyses of Problem Behaviors |
| EMILY D. SHUMATE (Kennedy Krieger Institute), Howard P. Wills (Juniper Gardens Children's Project) |
| Abstract: This presentation will review and summarize a broad range of information from 74 articles published from January 1988 through July 2009 in which a school-based experimental functional analysis was conducted to identify the maintaining consequences of problem behaviors in a variety of school settings. Overall, results from the review suggest that an experimental functional analysis is an effective method for identifying the variables that maintain problem behaviors when conducted by a researcher or school personnel aided by a researcher. However, there are no studies to date that have had school personnel conduct the experimental functional analysis independently. Moreover, few studies have presented the method in which the school personnel were trained. Furthermore, few studies have reported social validity or fidelity of implementation data. While experimental functional analyses have been demonstrated to be effective in school environments, more research is needed in several areas before it is an assessment tool that school personnel can use without the aid of a researcher. |
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| School-Based Functional Behavioral Assessment and Intervention Across Multiple Settings |
| BLAKE HANSEN (University of Kansas), Howard P. Wills (Juniper Gardens Children's Project), Debra M. Kamps (Juniper Gardens Children's Project) |
| Abstract: Functional behavioral assessment (FBA) based interventions have been recommended for addressing behavioral problems in schools for several years. Despite multiple examples of this type of research, little is known about the effects of function-based interventions across times of day, people, and in different instructional contexts. This study presents an example of a function-based intervention across four academic times during the day for a child at-risk for behavioral disorders in an urban elementary school. The results from the FBA identified adult attention as the reinforcer for problem behavior. The intervention included adult praise for appropriate behavior, attention and prompts for replacement behavior, and extinction for inappropriate behavior. Utilizing a multiple probes design, the same intervention was used in reading, language arts, special education, and math. Results show large decreases in disruptive behavior, and gains in replacement behavior. One finding of interest is that overall rates of attention to student behavior remained fairly stable. Changes in behavior occurred when teacher attention was shifted from problem behavior to appropriate behavior. |
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| Bringing Research to Practice: Training General Educators to Use Function-Based Support |
| LYNNETTE CHRISTENSEN (Brigham Young University), Tyler Renshaw (Brigham Young University), James R. Young (Brigham Young University), K. Richard Young (Brigham Young University) |
| Abstract: Function-based support (FBS) is an intervention strategy aimed at decreasing problem behaviors and increasing replacement behaviors via a three component process: 1) functional behavioral assessment (FBA), 2) using the FBA to develop a behavior support plan (BSP), and 3) implementing and monitoring the BSP. Although FBS is considered best practice in school settings, students without disabilities who exhibit problem behavior seldom benefit from the practice. This occurs despite teacher reports that the high frequency problem behaviors of this group of students are as disruptive to the teaching and learning process as the problem behaviors exhibited by students with severe disabilities. In response, this series of studies investigated the effects of training elementary school general educators to implement FBS as a pre-referral intervention. A streamlined training model designed to help teachers effectively implement FBS processes will be described. Results of four single subject studies and social validity measures suggest that this is a practical way to train general educators in behavioral practices that lead to improved outcomes for an underserved population of students. Limitations, as well as future directions for research and practice, will be discussed. |
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| The Effects of a Tiered Model of Function-Based Interventions in Elementary School Classrooms |
| HOWARD P. WILLS (Juniper Gardens Children's Project), Blake Hansen (University of Kansas), Debra M. Kamps (Juniper Gardens Children's Project) |
| Abstract: The current study examined the effects of the Class-Wide Function-Based Intervention Team (CW-FIT) program. The program was established to broadly target common functions maintaining problem behaviors in elementary classrooms (teacher attention, peer attention, escape). Within CW-FIT, students not responding to the primary intervention receive targeted strategies including help cards or self-management. Functional assessment and analysis is then utilized for students not responding to targeted strategies. A randomized experimental-control group design was used to examine the effects of the intervention in 88 classrooms across 14 urban elementary schools and including over 800 students. In addition to this primary design, an ABAB reversal design was conducted in 42 of the intervention classrooms. The effects of functional assessments and analyses were documented with single-subject methodology such as multi-element designs. Measures included multiple probes of student engagement and problem behavior, as well as teacher praise and reprimands. Results indicate an increase in student engagement and teacher praise with subsequent decreases in problem behaviors in intervention classrooms as compared to control classrooms and as compared to baseline rates. Results will be presented at each level (primary, targeted, and tertiary or function-based). |
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| Increasing Engagement and Self-Control: Innovative Strategies for Supporting Students in Elementary, Middle, and High School |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC |
| Chair: Rick Shaw (Behavior Issues) |
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| Functional Relation of High School Behavior Education Program and Academic Engagement for Escape Maintained High School Students |
| Domain: Applied Behavior Analysis |
| JESSICA L. SWAIN-BRADWAY (University of Oregon) |
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| Abstract: Engagement in academic tasks is critical to completion of academic tasks, accumulating credits and graduating high school. The High School Behavior Education Program (HS-BEP) is an intervention that is organized to increase academic engagement by providing explicit instruction in foundation organizational skills and participation in a Check-In Check-Out cycle. Explicit instruction and repeated opportunities to correctly practice organizational skills decreases the likelihood that students will encounter academic punishers within the school environment. The HS-BEP research project is the application of behavior analysis to support academic engagement. Six high school students identified as, a) at risk for school failure and b) engaging in escape maintained behaviors, participated in a non-concurrent multiple baseline study that sought to determine if a functional relation existed between implementation of the HS-BEP intervention and increases in academic engagement. A functional relation was demonstrated for five of the six participants. Increases in academic engagement ranged from 20% to 60% in intervention phase. Additionally, academic engagement data for participants during intervention phase more closely mimicked peer composite data. This study demonstrates the efficacy and utility of a function-based intervention for increasing academic engagement for students at risk of school failure. |
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| Evidence-Based Practice in a Singapore Classroom: Managing Behavior and Learning |
| Domain: Service Delivery |
| SHOBANA MUSTI-RAO (National Institute of Education), Carol Tan (National Institute of Education) |
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| Abstract: In this study, two teacher educators worked closely with a Language Arts teacher to differentiate instruction based on behavioral and learning needs of 20 middle-school students. The purpose of the study was to reduce students’ off-task behavior and increase reading competencies. Using a collaborative-problem solving approach, the researchers and teacher reviewed baseline data and designed an action plan that included implementation of evidence-based practices to increase students’ on-task behavior (e.g., group contingencies, teacher praise, and behavioral contracts) and increase students’ oral reading fluency. An A-B design was used to evaluate the effectiveness of the strategies and analyze the data. The effects of the interventions were studied as it related to change in reading levels and increase in students’ on-task behavior. Treatment integrity data showed that the teacher implemented the various strategies with high degree of fidelity. Key discussion points will include (a) ways in which general education teachers can use evidence-based practice to differentiate instruction in a general education classroom, (b) challenges or barriers to using evidence-based practice, and (c) ways in which schools can build on teacher capacity by using a more hands-on approach to teacher training and professional development. |
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| Classwide Interventions With Differential Reinforcement and Response Marking |
| Domain: Applied Behavior Analysis |
| RICK SHAW (Behavior Issues), Sue Browder (Kent School District), Heidi Maurer (KentWood High School) |
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| Abstract: Six high school classes were selected to reduce disruptive behaviors and teacher redirections. The classes were two special education reading classes, one English Language Learner's class, and three social skills classes. The students ranged in disability areas including; autism, ADD, conduct disorder, depression, bipolar, OCD, and specific learning disabilities. Baseline data was recorded for the frequency of teacher redirections during each class period. Following baseline, a differential reinforcement of low rates program was implemented at or near the original baselines. The instructor utilized a visual (golf tally counter) and a verbal statement each time that a student was redirected to stay on-task, pay attention, stay in their seat, raise their hand, or stop engaging in challenging and disruptive behaviors. At the end of the class period, if the class as a whole was at or below their set goal for teacher redirections, they received a piece of candy. Furthermore, if the class averaged at or below their goal across a two-week period, they received a “free day.” The DRL criterion was lowered the following day after a class earned their “free day.” |
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| Assessing Self-Control Training in Children With Attention Deficit Hyperactivity Disorder |
| Domain: Applied Behavior Analysis |
| CHRISTOPHER BLOH (Kutztown University) |
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| Abstract: This study examined the use of a progressive delay procedure with and without a concurrent activity to teach self-control to children with attention deficit hyperactivity disorder (ADHD). Procedures included conducting a Natural Baseline, Choice Baseline, Self-Control Training, and training in a Replication Setting. Three participants were identified who possessed a diagnosis of ADHD and had a history of opposition to authority (school personnel, parents, foster parents, etc.). They were initially required to wait progressively longer periods of time for access to preferred edible reinforcers. After demonstrating this self-control, they were tasked by waiting for engagement in an activity identified as a preferred reinforcer. Results show that self-control training of these types could enable a person to delay gratification in his/her typical environment, thus replicating previous research showing that self-control may be increased through progressive delays and participation in concurrent activities. These methods have utility for professionals working with children who demonstrate an inability to delay gratification. |
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| Organizational Behavior Management in Italy |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| Republic A (Grand Hyatt) |
| Area: OBM; Domain: Applied Behavior Analysis |
| Chair: Fabio Tosolin (AARBA) |
| Abstract: Precision Teaching, OBM and B-BS: “the state of the art”. Historical and methodological issues and applied researches in large companies in Italy . |
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| Precision Teaching: “The State of the A” to Build Effective e-Learning. Historical and Methodological Issues and Applied Researches in Large Railway Companies and in a Helicopter Company in Italy |
| FABIO TOSOLIN (AARBA), Adriano Bacchetta (AARBA), Elena Algarotti (AARBA), Maria Gatti (AARBA) |
| Abstract: The lecture is focused on the importance of scientific methodology in the e-learning design. Precision Teaching is presented from both a methodological and applied point of view. A particular light will be put on the use of PT as the most adequate measurement tool and the state of the art procedure for instruction and training via e-learning. Precision Teaching exclusive adequacy in achieving both accuracy (rate of response) and speed (frequency of response) will be discussed. The authors trace the evolution of procedures and findings associated with fluency, discuss on the folly of traditional e-learning without frequent, immediate and contingent feedback and analyze the need of an experimental analysis in developing and delivering effective e-learning in specific areas of complex behavior. An experimental research in two large railway companies in Italy was made to compare the effect of precision teaching vs traditional learning methods. The adoption of PT training in e-learning dramatically reduces learning time, increases fluency (accuracy plus speed) and develops stronger resistance to extinction. |
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| From Teaching Machines to the Exploitation of Virtual and Augmented Reality: Role of Behavior Analysis to Support Manual Workers in Aerospace Industry Within European Project ManuVAR |
| GUIDO TOSOLIN (AARBA), Alessandro Valdina (AARBA) |
| Abstract: In 1958 Harvard professor B.F. Skinner invented teaching machine applying the laws of behavior to consequence-providing machine. The revolutionary idea of putting together learning psychology and electromechanical systems led to instruments that could detect and measure response and automatically provide consequences in order to make learning more effective and pleasant. Notwithstanding the great effectiveness of these machines, their application was limited because, despite maturity of behavior laws, electro-mechanical technology of that time offered limited possibilities to measure behaviors and to provide antecedents and consequences in a likely simulated environment.Nowadays, development of technologies such as Virtual and Augmented Reality offers great opportunity to exploit laws of behavior and to use them in new teaching machine where the content (behavior laws) remained the same while “external appearance” (electromechanical devices) has highly improved. They are already employed in training application like flight and driving simulators.In 2009 EU project ManuVAR started with the aim to exploit Virtual and Augmented Reality in order to support manual work. The project will develop a technological platform and will apply it in 5 different industrial cases throughout Europe. A.A.R.B.A. (Association for the Advancement of Radical Behavior Analysis) is leader of the Italian industrial case and will apply behavior laws to provide training and to improve performance of manual workers in aerospace component assembly facilities of Thales Alenia Space, one of the worldwide leaders for aerospace infrastructures. |
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| The Growth of Organizational Behavior Management in Italy and Europe: How to Involve Governmental, Institutional, Scientific and Productive Organizations on Disseminating Behavioral Safety and More |
| FABIO TOSOLIN (AARBA) |
| Abstract: Organizational Behavior Management (OBM) is far to be largely adopted in the European countries. Most of the institutional, scientific and productive organizations has poor, if any, knowledge about Performance Management or Behavior-Based Safety. Further, very few companies adopt Training Technologies which are based on the law and the principles of Behavior Analysis. Governmental institutions ignore the findings of Behavior Analysis and consequently many decisions and bylaw managerial rules inhibit productive and safety performances instead of facilitate it. Nevertheless, in the last five years a complex, integrated approach to spread ABA in all the areas of the Italian society was performed by a small group of behavior analysts, with particular emphasis in the field of B-BS (Behavior-Based Safety). The astonishing effects of such an approach in the governmental, academic, associative, professional and industrial are reported and the elements which leaded to such results are analyzed and proposed as a standard.The author speaks about how to plan and to implement an integrated approach for a fast and effective dissemination and adoption of ABA methods at a national/international level. |
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| Behavior Based Safety as a Scientific Tool to Get Safety Measurable Results in the Workplace: The Application of Behavior Based Safety in a Glassworks |
| MARIA GATTI (AARBA), Paola Silva (AARBA), Carlo Sala Cattaneo (AARBA), Andrea Torretta (AARBA) |
| Abstract: The implementation in a glassworks of a Behaviour and Values Based Safety Program (VBSP) it founds on the awareness that the most of work-related events in which an injury or fatality occurred (very little in this company: ones a year in the last three years) is due to behaviours, actions, insecure habits, more than inadequate structural conditions or not available DPI. B-BS allows to drastically reduce the number of accidents in a measurable way, trough the observation and reinforcement of workers’ safe behaviours (i.e. wearing the DPIs, anticipating the supervisors’ requests, acting in absence of specific orders or in presence of competing alternatives...). Any safety behaviour can be put under control acting on the root "causes" of the safe/unsafe behaviours and manipulating their contingencies. Verbal and even emotional behaviours can be considered, developing the organization’s safety values and culture, the main problem in this company. The purpose to brief term of the realization of B-BS Program is the reduction of at-risk behaviours, with contextual increase of the sure behaviours through the survey of the frequency of the behaviours before, later and during the intervention. Consider the lower index of accidents that is verified in the company, the objective to middle term of program is the maintenance of the safe behaviors. The authors illustrate the results during first months of the application of the program. |
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| Best Practices in Behavior Based Safety: Programs Accredited by the Cambridge Center for Behavioral Studies |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| Republic B (Grand Hyatt) |
| Area: OBM/CSE; Domain: Applied Behavior Analysis |
| Chair: Mark P. Alavosius (University of Nevada, Reno) |
| Abstract: This session presents a guided tour of data from organizations receiving accreditation from the Cambridge Center for Behavioral Studies (CCBS) for demonstrated excellence in safety management. The CCBS examines written descriptions of safety management systems, outcome data demonstrating effectiveness, and then conducts site visits to view implementation. Companies receiving accreditation demonstrate sustained safety management and data show exceptional results in complex work sites. The presenters describe the accreditation process, show data depicting effectiveness of accredited companies, and discuss the dissemination of behavior analysis via this mechanism. |
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| Sustaining World-Class Safety Performance Through Innovation |
| TIMOTHY D. LUDWIG (Appalachian State University), Dwight Harshbarger (Department of Community Medicine, West Virginia University), Bill L. Hopkins (Auburn Emeritus) |
| Abstract: The first industrial behavior based safety program was accredited by the Cambridge Center for Behavior Studies in 2003. Since then this site has been re-accredited twice due to their sustained low incident rate. Maintaining such statistically significant safety results requires continuous improvement of safety processes. Otherwise, production and other pressures will cause the incident rate to regress to the industry mean. This site, which produces Acetate Fibers, has been a leader in innovation in their use of leading indicators of safety, safety training and mentoring of new employees, communication systems, and contractor involvement in BBS. These innovations will be presented along with more than a dozen years of safety data from their Accreditation applications. |
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| A Gasoline Refinery’s Behavioral Technologies for Sustained Excellence |
| MARK P. ALAVOSIUS (University of Nevada, Reno), Dwight Harshbarger (Department of Community Medicine, West Virginia University), Bill L. Hopkins (Auburn Emeritus) |
| Abstract: A refinery division of a global petroleum company has achieved accreditation and re-accreditation by the CCBS for sustained operation of its employee-run behavioral observation system. The refinery shares its practices with its contractors to enable comprehensive safety practices among the many workers employed at the refinery. Leadership by the refinery safety team has shown sustained management of an outstanding effort and achieved successful transfer of their technology to other employers. The results indicate that successful BBS programs may be disseminated systematically within industry groups and the accreditation process enables this mechanism. |
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| Back From the Brink: Using Behavioral Based Safety to Manage Safety After a Three-Fold Increase in Production |
| TIMOTHY D. LUDWIG (Appalachian State University), Dwight Harshbarger (Department of Community Medicine, West Virginia University) |
| Abstract: This talk will present a data-based case study of one of the world class behavior-based safety programs accredited by the Cambridge Center for Behavior Studies. After numerous years of incident rates significantly below industry average, this grocery distribution warehouse experienced a three-fold increase in volume due to a merger. To respond the site doubled its employee staff often having to bring in inexperienced employees and temporary help from other warehouses. As a result their injury incident rates increased substantially. The employee and management team stuck to their Critical Incident Management (CAM) approach to Behavior-Based Safety (BBS) to bring their incident rates back in control over the next two years. Ten years of safety data from Accreditation applications will be presented. |
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| An Electrical Contractor Adopts and Adjusts a Proven System |
| MARK P. ALAVOSIUS (University of Nevada, Reno), Dwight Harshbarger (Department of Community Medicine, West Virginia University), Timothy D. Ludwig (Appalachian State University) |
| Abstract: A gasoline refinery shares its accredited practices with its contractors to enable comprehensive safety practices among the many workers employed at the refinery. One contractor, an electrical contractor, has earned accreditation by the CCBS for its sustained use of a system derived from the refinery process. Other contractors are preparing for accreditation. Leadership by the refinery safety team has included contractor personnel in the design and oversight of the inter-connected safety systems. The results indicate that successful BBS programs may be systematically extended within industry groups and the accreditation process enables diffusion of behavioral technologies from centers of excellence into other workforce sectors. |
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Symposium #367 CE Offered: BACB |
| A Multi-State Discussion of Legislation, Licensure and Certification |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 213B (CC) |
| Domain: Applied Behavior Analysis |
| Chair: Kenneth MacAleese (Advanced Child Behavior Solutions, LLC) |
| CE Instructor: Christopher Perrin, M.S.Ed. |
| Abstract: Behavior analysis is emerging into an era in which third party funding for behavioral treatment for children with autism and other individuals with developmental delays. While some behavior analysts have hired professional lobbyists, others have attempted the legislative game on their own. This symposium brings together behavior analysts from four different states to tell their story of legislative advocacy, its successes, or lack thereof, and what lessons they have learned and wish to pass on. |
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| Florida: Misinformation, Missteps, and Mischief in Our Pursuit of Licensure for Behavior Analysts |
| JON S. BAILEY (Florida State University) |
| Abstract: Over 15 years ago two naïve but eager young behavior analysts inserted themselves into the legislative process, were pummeled by the politicos, and emerged wiser and more wary than ever of “the real world.” We subsequently worked with the FABA Board, hired a lobbyst, wrote a bill, got a sponsor, and entered the fray again. Now, many years later we still bear the scars, and the fears; in this presentation I will attempt to tell our story for the edification and amusement of others who may be seeking licensure in this new, perhaps more progressive, era. |
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| Nevada: A Case Study in Licensure of Behavior Analysts |
| KENNETH MACALEESE (Advanced Child Behavior Solutions, LLC), Josh Pritchard (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.), Erick M. Dubuque (University of Nevada, Reno), Molly L. Dubuque (Advanced Child Behavior Solutions, LLC) |
| Abstract: Nevada was the 11th state to pass legislation to mandate insurance companies to cover behavior analytic treatments for children diagnosed with Autism. In the development of Assembly Bill 162 (AB 162), legislators and representatives of the insurance industry required licensure for behavior analysts practicing in Nevada. Once the bill became law, the Nevada State Board of Psychological Examiners (NSBPE) received the task of developing the details of governance of the behavior analytic profession as it related to autism treatments. A small group of professional behavior analysts in Nevada organized and attended the NSBPE subcommittee meetings to provide insight and guidance while these rules were created. This paper discusses the various triumphs and tribulations experienced during the creation of the licensing language with the NSBPE and will examine the rationale behind the language proposed. A contingency analysis of the exam board’s motivating factors will be discussed that enabled a positive and productive dialogue between behavior analysts and the NSBPE. |
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| Texas: The Development of Funding for Applied Behavior Analysis |
| JEFFREY C. ENZINNA (Texana Center) |
| Abstract: This presentation describes the activities over the past several years directed toward obtaining funding for services provided by board certified behavior analysts in Texas. The outcomes include changes to state regulations which now include BCBAs as eligible providers in three Medicaid Waiver programs and in the state-funded services for people with developmental disabilities. Also achieved was the passing and subsequent expansion of legislation mandating insurance reimbursement for services for children with autism, including applied behavior analysis services provided by BCBAs. Strategies used to accomplish these outcomes will be described including methods used to gain support and language used in legislation. The results described have enabled expansion of behavior analytic services for people with developmental disabilities in Texas. These results have also enabled agencies to employ BCBAs to provide services which were previously either unfunded or funded only when delivered by licensed psychologists. It has enabled BCBAs in private practice to be reimbursed by sources in addition to private pay. These outcomes have enabled expansion of the number of BCBAs in Texas. |
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| Missouri: The Path to Insurance Coverage for Applied Behavior Analysis |
| TODD M. STREFF (Great Strides Behavioral Consulting, Inc) |
| Abstract: Many parents, providers, and Senators are pushing the insurance companies to pass insurance coverage for therapies related to autism treatment. In early 2009, SB167 was proposed to provide ABA services to individuals with Autism under the age of 18 years old. It passed through the house on a 29-2 vote but was not taken up by the House before the session expired. In that proposal, individuals were required to be either certified by the Behavior Analyst Certification Board or under the supervision of someone with that certification. A revised bill is currently being discussed that will be filed in December for the 2010 session. During testimony for the 2010 bill, the insurance companies are proposing language for state licensure of Behavior Analysts. This push for licensure brings forth many questions and concerns regarding the benefits of licensure versus certification for providers of ABA services and for the families receiving those services across the state. These issues will be discussed and the rationales for both will be identified. |
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| College Teaching: Techniques, Timing, and Technology |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| Chair: Christine Hoffner Barthold (University of Delaware) |
| Abstract: Many methods exist for college-level teaching, but few have been systematically investigated as a means of promoting desirable student behaviors. The four presentations in this symposium will address instructional techniques, course delivery, and course format variables as they influence products of student learning. In the first paper, the effects of answer format (word versus letter response) and method (automated versus manual) on preferences and acquisition of instructional material with college students is examined. The second presentation concerns the evaluation of practicum supervision format; face-to-face supervision versus technologically aided distance supervision. Also data-based, the third paper addresses the interval of course time (one week versus six weeks) during which students must learn behavior-rich terminology. The forth study compares a standard online to a modified personalized/programmed instruction course format to teach introductory psychology at a community college. All four presentations are linked via an emphasis on use of digital technology as well as behavioral technology to promote effective graduate and undergraduate student learning. |
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| Effect of Answer Format and Method of Review on Student Learning |
| MARCIE DESROCHERS (SUNY, Brockport), Jane Shelnutt (College at Brockport, State University at New York) |
| Abstract: Interactive teaching methods refer to various strategies that facilitate students’ active engagement with course material by providing immediate peer or teacher feedback for their responses. Given that automated student response systems or “clickers” are increasingly being used in the classroom to facilitate interactive teaching, how best to use them needs to be determined. Using a mixed 2 x 2 factorial experiment, we compared the effects of multiple choice answer formats (word versus letter) and methods (automated versus manual) with 70 undergraduate psychology students’ acquisition of instructional material that addressed different types of single organism research designs. Although there was no significant difference in participants’ gain scores between automated (“clickers”) and manual (response cards) methods, higher scores on a multiple choice post-test occurred when participants used the word-over-letter answer format. Despite participants’ preference for letter-over-word format, instructors may still want to consider requiring students to write out their answers to review questions given the improved performance it yields. |
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| Bringing the Web-Cam to Applied Behavior Analysis Practicum: A Comparative Study of Traditional and Technological Practicum Supervision |
| CHERYL A. YOUNG (Montana State University Billings) |
| Abstract: What are the major differences between face-to-face supervision and technologically aided distance supervision? What opportunities can be provided with technology and what barriers stand in the way of BACB applicants, especially in remote areas? In this study, the BACB Intensive Practicum was offered to graduate students through a university 5 credit-hour model. This study examines the progress of two interns, presented as separate cases, as they work through 250 supervised hours of the BACB Intensive Practicum. One subject was a local student who completed the practicum within 5 miles of the university campus. The other subject was a distance or ‘online’ student who resided 7 hours away. Local supervision was conducted in the faculty office, practicum setting, and at a local coffee establishment. Distance supervision was conducted in the practicum setting via web-cam with the assistance of e-luminate application sharing, e-mail, and phone conferencing. Ideas for enhancing supervision via technology will be highlighted. |
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| The Effect of One-Week Versus Six-Week Summer Courses on Learning Outcomes |
| DARLENE E. CRONE-TODD (Salem State College) |
| Abstract: There is a dearth of research on the increasingly popular trend to provide students with an intensive one-week alternative course of study for 3-credit undergraduate courses. In this study, a convenience sample of 25 undergraduate students completed either a one-week (n = 12) or a 6-week (n = 13) intensive Introduction to Learning psychology course. Both courses were taught and carried out the same way by the same instructor, with the only difference being the course duration. Measures included eight quiz scores (each related to 1-2 chapters of material), three cumulative exams, pre/post-test scores, and the amount of material completed in workbook assignments. Results indicate that students in the one-week course score lower on quizzes and on the post-test, but similarly on the pre-test and cumulative exams, and also complete more of the workbook assignments. This suggests that while there appears to be no difference in intermediate cumulative scores, other indicators suggest that despite more assignments completed that one-week courses may not provide enough time in which to build fluency with the material taught in this course. |
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| Not-Quite Programmed Instruction in Teaching Psychology Online |
| INNA GLAZ KANEVSKY (San Diego Mesa College) |
| Abstract: The use of programmed instruction has documented effectiveness as a teaching method in undergraduate education, but it is not widely utilized. The semester structure and administratively imposed requirements of a typical Introductory Psychology course today preclude it from being fully implemented. Online class formats have more flexibility, but often suffer from poor student retention. Thus, the purpose of this study is to compare a standard online format to a modified personalized/programmed instruction format for teaching an introductory psychology course at a community college. One hundred twenty students enrolled in three separate sections of an Introductory Psychology class online participate in the quasi-experimental design, with 80 in standard sections and 40 in modified programmed instruction section. Data on student retention, content knowledge, and student satisfaction will be collected. The study is expected to have an impact on online instruction and to promote the use of programmed instructional design in undergraduate education. |
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Panel #369 CE Offered: BACB |
| Behavioral Interpretations of "Ideas Worth Spreading" |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| Bonham B (Grand Hyatt) |
| Area: TPC; Domain: Theory |
| CE Instructor: Allen Karsina, M.S. |
| Chair: Janet S. Twyman (Headsprout) |
| DAVID C. PALMER (Smith College) |
| HENRY D. SCHLINGER (California State University, Los Angeles) |
| GREG STIKELEATHER (Palo Alto, California) |
| JANET S. TWYMAN (Headsprout) |
| Abstract: Since 1984, the nonprofit organization TED has been hosting conferences devoted to “Ideas Worth Spreading” in technology, entertainment, and design (see TED.com). Over the years its scope has broadened to include talks on science, politics, education, culture, and psychology. More than 500 talks have been viewed online over 100 million times by more than 15 million people around the world. Some talks quickly become shared experiences, with the premise presented gaining widespread cultural appeal. Many TED speakers discuss phenomena directly in the behavioral domain, such as Philip Zimbardo on how people become heroes (or monsters), Barry Schwartz on the paradox of choice, Dan Gilbert on happiness or mistaken expectations, Joachim de Posada on delayed gratification, Jonathan Haidt on moral reasoning, Dan Pink on the science of motivation, or Rebecca Saxe on how we read each other’s minds. In this event, panelists will discuss how some of these popular ideas can be questioned, further explained, or even supported by behavioral research and existing data. Panelists will also discuss ideas on how to promote behavior analysis outside of behavioral conferences and journals, such as supporting behavioral presentations at future TED conferences. |
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Symposium #370 CE Offered: PSY/BACB |
| Testing a Computer-Based Protocol for the Assessment of Generative Verbal Behavior in Children With Autism Spectrum Disorders |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 214C (CC) |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| Chair: Siri Morris Ming (VB3) |
| Discussant: Caio F. Miguel (California State University, Sacramento) |
| CE Instructor: Michelle Duda, Ph.D. |
| Abstract: A key aspect of verbal behavior, and one that is at the core of communication deficits for children with autism, is generativity—put simply, the ability to produce or understand totally new sentences. Relational Frame Theory (RFT) provides new insight into the issue of generativity, by conceptualizing the core skill in language as learned contextually controlled relational responding (referred to as relational framing). Whereas typically developing children learn relational framing through exposure to natural language, children with ASD do not, and thus show deficits in both relational framing ability and generativity. Nevertheless, empirical evidence also shows that children with ASD can benefit from explicit training of this repertoire. This symposium introduces a novel computer-based protocol (Training & Assessment of Relational Precursors & Abilities; TARPA) designed to allow for the assessment and training of a progression of key skills critical to the development of advanced flexible relational framing and hence generative language. We describe the background to and initial development of the TARPA protocol along with the current state and future direction of our research, explain the core stages in the protocol, and discuss the results of initial pilot testing of this protocol with both children with ASD and typically developing children. |
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| Training and Assessing Relational Framing Precursors and Abilities: An introduction to the Training and Assessment of Relational Precursors and Abilities |
| IAN T. STEWART (National University of Ireland, Galway) |
| Abstract: Relational Frame Theory conceptualizes the core skill in language as learned contextually controlled relational responding (referred to as relational framing). The Training and Assessment of Relational Precursors and Abilities (TARPA) is a novel computer-based protocol designed to allow for the assessment and training of a progression of key skills critical to the development of advanced flexible relational framing and hence generative language. The hierarchical ordering and content of the stages and levels of the TARPA is based on relevant theory and research. In this paper, the background to and initial development of the TARPA protocol will be described, along with an explanation of a number of core stages in this protocol including basic discrimination, conditional discrimination with similarity, conditional discrimination with non-similarity, mutually entailed relational responding, combinatorial entailed relational responding, and transformation of function. A brief overview of the current state and future direction of our program of research will be provided. |
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| Assessing Relational Framing Precursors and Abilities of Typically Developing Children |
| SIRI MORRIS MING (VB3), Carey A. Burgess (Play ABA) |
| Abstract: The Training and Assessment of Relational Precursors and Abilities (TARPA) is a novel computer-based protocol designed to allow for the assessment and training of a progression of key skills critical to the development of relational framing and hence generative language. Standardized assessment tools have played a very important role in other domains within behavior analysis and psychology more broadly by providing a normative baseline of age appropriate responding that serves both applied as well as basic science purposes. One of the aims of the TARPA research is to provide a standardized tool for the assessment and training of relational framing abilities themselves and of the precursor skills supporting those abilities. Previous research including Lipkens & Hayes (1993) and Luciano, Gomez & Rodriguez (2007) has tracked the emergence of derived relational responding skills in young typically developing infants. This research has indicated potential developmental sequences of relational framing precursors and skills. In this paper, initial results of pilot testing of the TARPA protocol with a number of typically developing young children in the age range 1-2 years will be discussed with respect to confirmation of the expected hierarchical sequencing of skills assessed by this protocol and correlation with other developmental measures. |
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| Assessing Relational Framing Precursors and Abilities of Children With Autism |
| JOHN D. MCELWEE (Pennsylvania Verbal Behavior Project), Tara Jane Rice (Chrysalis Academy; Play ABA), Ken Smith (Pennsylvania Colonial Intermediate Unit 20) |
| Abstract: Relational Frame Theory conceptualizes the core skill in language as learned contextually controlled relational responding referred to as relational framing. Whereas typically developing children learn relational framing through exposure to natural language, children with ASD do not, and thus show deficits in both relational framing ability and generativity. Nevertheless, empirical evidence also shows that children with ASD can benefit from explicit training of this repertoire. The TARPA is a novel computer based protocol for the assessment and training of relational framing in young children with ASD. The hierarchical ordering and content of the stages and levels of this protocol is based on relevant theory and research. The aim of the work reported here was to evaluate the TARPA as an assessment tool. Initial results with respect to the hierarchical ordering of the stages and levels of the TARPA, correlations with other language measures, and patterns of performance of children with autism will be discussed and compared with results of testing with typically developing children. |
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Symposium #371 CE Offered: BACB |
| Implementation of Behavioral Skills Training in Community Settings |
| Monday, May 31, 2010 |
| 9:30 AM–10:50 AM |
| Seguin (Grand Hyatt) |
| Area: CSE/EDC; Domain: Applied Behavior Analysis |
| Chair: Mark T. Harvey (Florida Institute of Technology) |
| Discussant: W. Joseph Wyatt (Marshall University) |
| CE Instructor: Jason Bourret, Ph.D. |
| Abstract: Behavioral Skills Training (BST) is an active learning approach during which instruction, modeling, participant rehearsal, feedback and in situ assessment are conducted to develop skill mastery. The utility and generality of BST is well documented as an efficient way to teach safety skills and address low probability high intensity problem behavior. This symposium will include three data-based studies that demonstrated the use of BST to diminish aberrant behavioral patterns and concurrently increased appropriate behavior for children and adults in community settings. In the first study, BST was used to teach children adaptive responses when they encountered matches or lighters. The second study included BST procedures to teach a child with Hemophilia A the skills necessary to report medical crises and treat wounds effectively. The third study reports on the use of BST training techniques to teach parenting skills to foster parents. Discussion will focus on the utility, adaptability, and generality of BST training procedures when applied to issues of social significance. |
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| Putting Out the Fire: Behavioral Skills Training and Teaching Fire Safety Skills |
| ANDREW J. HOUVOURAS (Brevard County Public Schools), Patricia Rich (Brevard County Public Schools), Alana Bellizzi (Florida Institute of Technology), Mark T. Harvey (Florida Institute of Technology) |
| Abstract: Fires set by adolescents are responsible for millions of dollars of property damage, thousands of injuries and hundreds of deaths in the United States every year. Most fires set by children are set by lighters and matches. To date, most fire safety programs largely center on increasing knowledge bases and vocal reports. Behavioral skills training (BST), the sequence of instructing, modeling, rehearsing, providing feedback and conducting in situ assessments, has been shown to be highly effective in teaching safety skills. Evaluating these skills by applying BST to fire safety, three elementary school boys, two with prior histories of fire setting, showed an increase in their skill sets. Follow-up data for two of the three subjects showed maintenance of the skills one month after training was completed. We discuss the need for evaluating skill sets empirically and how behavioral skills training offers professionals an efficacious method to address low probability, covert behavior such as fire setting. |
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| Blood Runs Red: Using Behavioral Skills Training to Teach a Child With Hemophilia to Care for Bleeds |
| RAYNA M. HOUVOURAS (Applying Behaivor Concepts), Andrew J. Houvouras (Applying Behavior Concepts) |
| Abstract: Hemophilia A is an x-linked genetic bleeding disorder often resulting in spontaneous bleeding episodes. A rare and incurable chronic medical condition, hemophilia A (as most other bleeding disorders) is most often studied by social workers and psychologists. To date, extensions of applied behavior analysis to individuals with hemophilia have rarely been undertaken. In the present study, behavioral skills training (BST), an adaptive learning procedure, was used to teach a 3 year old child to vocally report and demonstrate self care for two types of bleeds: epistaxis (nosebleeds) and minor cuts. The child successfully acquired four-step vocal reports and self care skills and exhibited them to criterion during follow-up probes. Discussion will focus on the use of artificial agents when using BST, current concerns of bleeding disorder treatment (latency from the onset of bleeds to the seeking of treatment) and advancements in behavioral science that may be applicable to the bleeding disorders community. |
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| Teaching Parenting Tools Using Behavioral Skills Training |
| STACIE NEFF (Private Practice), Bryon R. Neff (Florida Institute of Technology) |
| Abstract: From 2001-2008, the State of Florida’s Department of Children and Families funded and offered behavior analytic services to children in foster care and their caretakers. The Behavior Analysis Services Program (BASP) utilized BST to teach caregiving skills to adults responsible for the well being of children who suffered from abuse and neglect. This presentation will describe how BST was implemented in this statewide program that trained thousands of caseworkers and foster, adoptive and biological parents. Data examples will include pre/post test scores for in-class role-plays as well as in-situ (in-home) performance. Other interesting outcomes related to the BST, such as improving staff interactions in group home settings and reducing restrictive procedures in a locked residential facility, will also be discussed. |
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B. F. Skinner Lecture Series Paper Session #372 |
| Reversing Brewing Behavior Problems in Dogs and Cats |
| Monday, May 31, 2010 |
| 10:00 AM–10:50 AM |
| Ballroom A (CC) |
| Area: AAB; Domain: Applied Behavior Analysis |
| Chair: Kennon A. Lattal (West Virginia University) |
| SOPHIA YIN (San Francisco Veterinary Specialists) |
| Dr. Sophia Yin, a 1993 graduate of the UC Davis School of Veterinary Medicine, is the award-winning pet columnist for the San Francisco Chronicle and the author of The Small Animal Veterinary Nerdbook®, and How to Behave So Your Dog Behaves. She earned her Master's in Animal Science in 2001 from UC Davis where she studied vocal communication in dogs and worked with behavior modification in horses, giraffes, ostriches, and chickens. She currently teaches three upper division undergraduate courses in domestic animal behavior in the UC Davis Animal Science Department and supervises students in various animal training and behavior research projects. She and the Sharper Image are co-developers of the first remote-controlled, automated food reward device ever and professional dog training system marketed on a large scale. |
| Abstract: Veterinarians, shelter staff, and other pet handlers see unmanageable and aggressive companion animals daily. Such professionals do what they can to provide the best services, but the unfortunate fact is that if fear and unruly behaviors aren’t recognized and addressed within the context in which they are exhibited, pets may exit with worse behavior than when they entered. In addition, although early intervention might ameliorate a problem, ignoring the signs may lead to inability to handle the animal in the future and could even result in euthanasia as the animal becomes increasingly difficult to manage and even dangerous on repeated visits. While the common assumption is that such problems are beyond the scope of general practice, a few simple modifications in how animals are handled in clinical environments, plus the use of a basic counter-conditioning technique can dramatically improve the pet’s behavior and experience. Brewing behavioral issues in dogs and cats are best treated before they develop into recognizable problems. This presentation will highlight how body language and action affect the behavior of resident companion animals, and how behavior analysis teamed with an understanding of ethology can be used to prevent or treat a myriad of behavior problems. |
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| Choice |
| Monday, May 31, 2010 |
| 10:00 AM–10:50 AM |
| Lone Star Ballroom Salon E (Grand Hyatt) |
| Area: EAB |
| Chair: Gabriel D. Searcy (Western Michigan University) |
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| Matching and dynamical concurrent schedules |
| Domain: Experimental Analysis |
| ROBERT W. ALLAN (Lafayette College), William L. Palya (Jacksonville State University) |
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| Abstract: Palya and Allan (2003) demonstrated that pigeons' matching behavior would track a dynamically changing concurrent VI VI schedule over relatively brief (5-minute) components. The present experiments sought to delineate the limits of matching in dynamical schedules by doubling the rate of schedule change and then by reducing the difference between highest and lowest VI schedule values. Even with these changes there continues to be evidence of matching to the dynamically changing concurrent VI schedules suggesting that the matching law offers good predictive function in changing choice conditions. |
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| Optimal Risky Choice: Does Amount of Variability Make a Difference? |
| Domain: Experimental Analysis |
| GABRIEL D. SEARCY (Western Michigan University), J. Adam Bennett (Western Michigan University), Maija M. Graudins (Western Michigan University), Cynthia J. Pietras (Western Michigan University) |
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| Abstract: Two experiments investigated risky choice in 15 adult humans across procedural manipulations designed to model energy-budget manipulations. During positive and negative budget conditions, participants were presented with repeated choices between low-variability and high-variability (Experiment 1) or fixed and high-variability compared to low-variability and high-variability (Experiment 2) monetary outcomes. Choice was analyzed in relation to the predictions of static and dynamic optimization modeling. The models provided predictions for which choice was optimal under particular earnings budget conditions (static) or from trial to trial (dynamic). In both experiments, static modeling revealed that choice was generally consistent with the predictions of the energy-budget rule. Also in both experiments, dynamic modeling showed that choice was more consistent with predictions during negative-budget conditions, regardless of the nature of the choice options (i.e., low-variability or fixed). However, in the negative-budget condition of Experiment 2, choice was most consistent with dynamic predictions when choice was between fixed and high-variability options as opposed to low-variability and high-variability. The results from this study present further evidence that the energy-budget rule may have broad applicability and that it can be a useful model for analyzing human decision making. |
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| Quantitative Look at Quality |
| Monday, May 31, 2010 |
| 10:00 AM–11:20 AM |
| Lone Star Ballroom Salon C (Grand Hyatt) |
| Area: EAB |
| Chair: J. J. Tomash (Swansea University) |
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| Reinforcer Quality Matters: A Test of the Mathematical Principles of Reinforcement With Brushtail Possums (Trichosurus Vulpecula) and Domestic Hens (Gallus Gallus Domesticus) |
| Domain: Experimental Analysis |
| Mizuho Osugi (The University of Waikato), Julie-Anne Bruce (University of Waikato), LEWIS A. BIZO (The University of Waikato), Therese Mary Foster (University of Waikato) |
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| Abstract: Predictions of Killeen’s (1994) mathematical principles of reinforcement, that was used to model the effects of qualitatively different types of reinforcer on responding supported by a fixed-ratio schedule of reinforcement, were tested with brushtail possums (Trichosurus vulpecula) and domestic hens (Gallus gallus domesticus). The animals were tested across ascending series of fixed ratio (FR) schedules in each condition and reinforcer type was manipulated across conditions. Lever presses by the brushtail possums were reinforced with rolled oats, bran-flakes, or a mix of sunflower seeds and barley. Key pecks by hens were reinforced with either puffed wheat or wheat. Response rates were well described by a bitonic function. Response rates tended to increase as FR value increased to a point and then decreased with subsequent increases in FR value. The data are discussed in terms of the ability of the model to describe differences in rates of responding supported by qualitatively different reinforcers. |
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| A Parametric Evaluation of Percentile IRT schedules using Log Survivor Plots |
| Domain: Experimental Analysis |
| WENDY DONLIN-WASHINGTON (University of North Carolina, Wilmington), Mary E. Stallings (Murdoch Center), M. Christopher Newland (Auburn University) |
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| Abstract: Components of response rate were examined for several percentile Inter-response Time (IRT) schedules in rats. Under this schedule, lever presses were reinforced by food on an RI 30s schedule, provided that it also fulfilled a designated IRT |
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| The Effect of Trial Number and UCS Ratio on Classically Conditioned Responses to Deception |
| Domain: Experimental Analysis |
| J. J. TOMASH (University of Wales, Swansea), Phil Reed (University of Wales Swansea) |
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| Abstract: This experiment builds upon previous research (Tomash & Reed, 2009; under review), which demonstrated that deception can be conditioned to produce a strong discriminative skin conductance response (SCR) using a basic classical conditioning procedure. The current studies attempted to build upon this research, and take it one step closer to becoming a practical method of detecting deception, by exploring the effect of different variables on the strength of the discriminated response produced. Specifically, across four groups we tested the effect of number of conditioning trials (60 vs. 100) and ratio of CS+ trials reinforced (50% vs. 100%) on the final response. Results were measured in the discriminative SCR subjects exhibited between truthful and deceptive answers on 20 test trials in which no trials were reinforced. Results are currently being analyzed and will be available for presentation at the 2010 ABAI conference. |
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| Behavioral Research: Some Conceptual Problems and Solutions |
| Monday, May 31, 2010 |
| 10:00 AM–11:20 AM |
| Bonham C (Grand Hyatt) |
| Area: TPC |
| Chair: Richard I. Parker (Texas A & M University) |
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| Visual Analysis of Data Plots and Effect Sizes: Is There Any Common Ground? |
| Domain: Theory |
| RICHARD I. PARKER (Texas A & M University), Kimberly Vannest (Texas A&M University) |
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| Abstract: Two quite different research traditions—statistical Effect Size summaries, and visual analysis of graphed data—are meeting, and Behavior Analysts should be alert to what effect sizes can and cannot lend to visual analysis. Articles on statistical analysis of single subject data are increasing, and the US Department of Education is examining how well visual and statistical evidence can support "evidence-based interventions." This presentation will highlight both dangers and a few potential benefits of this confluence. Two Behavior Analysis purposes will be emphasized: a) to permit inference of functional relationships, and b) to document sufficient change in a client to have practical benefit on quality of life. It will be shown that whereas inference tests may at times inform the first purpose, an effect size is of little use. However, the second purpose provides “talking ground” for visual analysis and effect sizes. Data charts from a variety of single case research designs will be used to highlight potential dangers and benefits of effect sizes and inference tests. From the presentation, the audience is encouraged to develop a carefully weighed opinion on this controversial topic, avoiding both uninformed zeal and over-protectionism |
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| CANCELLED Transformation of Functions: Relational Frames of More-Than and Less-Than and the Implicit Relational Assessment Procedure |
| Domain: Experimental Analysis |
| TAYLOR HARRIS (California State University, Fresno), Amanda N. Adams (California State University, Fresno), Marianne L. Jackson (California State University, Fresno) |
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| Abstract: Language is worth studying for social, educational, and pragmatic reasons. Relational Frame Theory is one account of human language that gradually has been gaining support from behavior analytic studies in recent years. Some primary assertions of Relational Frame Theory are that we learn to respond relationally to arbitrary verbal stimuli (such as words) and then transform their function (such as the denotations and connotations of words) to other stimuli depending on their relationship. The current study focuses on the transformation of emotive functions to arbitrary stimuli that have more-than and less-than relationships. Participants were taught more-than or less-than relationships among arbitrary nonsense syllables. After learning that one of the nonsense syllables corresponded to a mood (happy or sad), participants were expected to be able to derive relationships among the various stimuli so that they could identify which stimuli reflect more intense moods. Secondary measures were also recorded. Results did not meet expectations and will be described and discussed. |
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| Why Behavioral Research is Not Conducted at Many Universities and Clinical Settings: Problem-Solving Roadblocks |
| Domain: Theory |
| ZINA A. ELURI (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
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| Abstract: Behavior analysis is known for its use of scientific research and experimentation to understand behavior and assess and inform treatment in clinical settings; however, the amount of research conducted at many sites is limited. Potential reasons for the difficulty of conducting research in this field include issues surrounding human subjects approval, participant recruitment, inadequate research facilities, few financial resources, and time constraints, among others. These limitations can lead to decreased motivation of students and professionals in investing time and energy into critical research areas. Small universities with few graduate programs tend to be less able to conduct behavioral research, while professionals in clinical settings tend to be more constrained by legal issues associated with assessment and treatment of their clientele. Although there are several difficulties with conducting research in this area, professionals in the field have been able to overcome them with great success. This paper will focus on these obstacles and provide strategies that professionals can use to circumvent these issues resulting in the advancement of our understanding of behavior. |
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| Organization Behavior Management Program Development and Implementation Strategies |
| Monday, May 31, 2010 |
| 10:30 AM–11:20 AM |
| Republic B (Grand Hyatt) |
| Area: OBM |
| Chair: Manuel A. Rodriguez (Continuous Learning Group, Inc.) |
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| Miners Dig Behaviour: Organizational Behavior Management Application in a Northern Mine |
| Domain: Applied Behavior Analysis |
| LAURA L. METHOT (Continuous Learning Group, Inc.), Judith A. Johnson (Continuous Learning Group, Inc.), Manuel A. Rodriguez (Continuous Learning Group, Inc.), Kelly L. Therrien (Continuous Learning Group, Inc.), Susan Shaw (Continuous Learning Group, Inc.) |
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| Abstract: The objective of this project was to create an environment that supports and promotes sustainable, superior business results by helping leaders build fluency in behaviourally based leadership skills. Over seventy leaders from three divisions participated in the programme which involved creation of behaviour-results maps, short learning sessions to train basic behavioural concepts and associated leadership tools, and use of cascaded behaviour action plans to drive new results. Impact of the new leader behaviours was evident in improved productivity, reliability and cost management. Data also showed that the behavioural focus led to substantial lift in improvements that were already underway due to other (non-leadership based) improvement efforts. Methodology and results will be shared. |
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| Behavior Based Safety Implementation Strategies and Internship Opportunities |
| Domain: Applied Behavior Analysis |
| SERGIO E. PINTO (B.E.S.T. Consulting, Inc.), Tarek Abousaleh (Western Michigan University) |
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| Abstract: Quality Safety Edge offers several different implementation strategies appropriate for different types of organizations: turnkey, train-the-trainer, and internal consultant models. Dr. McSween will provide an overview of each and talk about situations appropriate for each. He will also discuss problems and challenges with each approach.Sergio Pinto and Tarek Abousaleh will discuss their experiences and the training they received with Quality Safety Edge. |
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| Use of Evidenced-Based Approaches for Teaching Adolescents With Autism Spectrum Disorders Functional Daily Living and Social-Communication Skills |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 206AB (CC) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Bonnie Kraemer (San Diego State University) |
| Discussant: Gregory S. MacDuff (Princeton Child Development Institute) |
| Abstract: Although many evidenced-based strategies exist for teaching functional daily living, communication, and social skills for children with autism, they are often less employed with older youth with ASD. However, it is known that the adolescent years prove to be challenging years for this population, as they prepare to leave the school system and enter the adult world. Lack of functional skills across key domain areas can result in reduced opportunities for community participation and social-isolation. The present symposium will present data from three empirical studies involving adolescents with Autism Spectrum Disorder. The first paper addresses the critical skill of teaching adolescent girls with ASD self-care during menstruation. The second paper focuses on teaching three teenage boys with ASD functional communication skills within the context of a typical high school setting. Lastly, the third paper will present findings from a manualized social skills intervention program for middle-school youth with high-functioning autism. All three papers address skills that are important for this population of young people and will demonstrate how critical it is to continue to use approaches grounded in research when designing educational programs and interventions. |
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| Teaching Adolescent Females With Autism to Self-Care During Menstruation Using Social Stories and Task Analysis |
| LESLEY KLETT (San Diego State University), Yasemin Turan (San Diego State University) |
| Abstract: To date there is a lack of empirically valid sexual-education interventions for individuals with autism spectrum disorders (ASD) (Hellemans, Colson, Verbraeken, Vermeiren, & Deboutte, 2007; Koller, 2000; Stokes & Kaur, 2005; Sullivan & Caterino, 2008; Ternai & Wolfe, 2008). This study is designed to evaluate the effectiveness of using social stories combined with task analysis to teach the self-care skill of changing a sanitary pad. The participants are three adolescent females with ASD between the ages of 11 and 13 who have recently experienced their first menstrual cycle. A multiple baseline across individuals design will be utilized to evaluate the effectiveness of the intervention procedures. The intervention procedures will be carried out in each participant’s home with parents’ assistance and generalization from home to the school setting will be evaluated. It is hypothesized that the use of social stories with task analysis will increase the participants’ skill of changing a sanitary pad, while providing needed context to a social situation. This study contributes to research on empirically sound interventions for the sexual education of individuals with ASD. |
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| Using Scripts Paired With Self-Monitoring to Increase Social Communication Skills in Adolescents With Autism |
| PAMELA JOHNSON (San Diego State University), Bonnie Kraemer (San Diego State University) |
| Abstract: An increasing number of youth with autism are entering secondary and transition programs in public school systems. Many of these students lack the specific skills necessary to initiate and maintain social conversations with typical peers. While research has shown the benefits of using scripts and script-fading techniques to teach young children communication skills (Brown et al., 2007; Ganz et al., 2008; MacDuff et al., 2007), there is a gap in recent research regarding the use of scripts as an empirically validated intervention with adolescent and young adult populations with ASD. The purpose of the present study is to examine the effectiveness of a commercial curriculum using scripts and a self-monitoring system to teach conversation skills to three adolescents with autism between the ages of 14-18 who attend a public high school. Outcome variables to be measured include initiations made by students with autism to typical peers, their responses to initiations made by others, and their ability to extend conversation with additional comments or questions. This study will contribute to the literature by addressing the needs of both adolescents with autism and public school teachers looking for empirically validated interventions that are low cost and simple to implement. |
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| School-Based Social Skills Training for Adolescents With High Functioning Autism |
| SHAYLA A. GREEN (San Diego State University), Bonnie Kraemer (San Diego State University) |
| Abstract: The adolescent years prove to be challenging years for individuals with autism spectrum disorders (ASD) as they attempt to make and keep friends, “fit in”, and deal with feelings of rejection and incidents of bullying (Adreon & Durocher, 2007; Bauminger & Shulman, 2003; Tse et al., 2007). This study is designed to report on the outcomes of a manualized social skills intervention program, The PEERS Program (Program for the Education and Enrichment of Relational Skills; Laugeson & Frankel, 2010) designed specifically for teens with high functioning autism. The 14 week intervention procedure consists of didactic lessons, followed by role-playing exercises, and performance feedback. The participants are 5 adolescents with high functioning autism ranging in age from 11 to 14 years old, who exhibit deficits in social skill behavior. The intervention will be carried out in a public middle school within a special day class setting. It is hypothesized that the participants will increase their knowledge of social skills, as well as demonstrate an increase in observed appropriate social skill behavior. This study contributes to research on evidence based interventions for increased social skills of adolescents with ASD. |
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Symposium #378 CE Offered: BACB |
| Sure, Go Ahead and Stim! Reducing High-Frequency Ritualistic Behaviors in Children With Autism Using Delayed Permission |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 204AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Elizabeth Martineau (Nashoba Learning Group) |
| Discussant: Elizabeth Martineau (Nashoba Learning Group) |
| CE Instructor: Tiffany Kodak, Ph.D. |
| Abstract: Reducing high-frequency obsessive or ritualistic behaviors in children with autism presents a unique challenge because there is often no reinforcer more potent than engaging in the behavior itself. When unable to engage in certain rituals, many children with autism display anxiety correlates such as sweating, tensing, or increased heart rate. The apparent feeling of relief experienced after after completing the ritual is far more powerful than any item offered as reinforcement for refraining from the ritual. For some students, interruping these ritualistic behavior chains can also trigger tantrum behavior. It is possible, however, to bring the behavior under stimulus control and reduce levels dramatically over time by teaching the student to ask permission or wait for permission to engage in the behavior as a new first step in the behavior chain. We taught several students with autism to ask or wait for permission before engaging in ritualistic behaviors, and then began systematically delaying and eventually denying permission. All students had a history of aggression, self-injury, or non-compliance when redirected from engaging in ritualistic behaviors, but data show that this procedure was effective in bringing these behaviors under stimulus control and significantly reducing rates of stereotypy without triggering dangerous behavior. |
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| Can't Touch This: Reducing High-Frequency Touching and Tapping Behaviors Through Delayed Permission, Denied Permission, and Containment |
| JESSICA SLATON (Nashoba Learning Group), Elizabeth Martineau (Nashoba Learning Group), Joshua Dahlin (Nashoba Learning Group) |
| Abstract: A teenager with autism was taught to ask permission for (and eventually refrain from) repetitive tapping and touching. These behaviors initially occurred over 2,000 times per school day and interfered with all instructional activities. The student attempted to repetitively touch not only his own belongings, learning materials, and familiar items in his environment, but also items belonging to others or jewelry worn by others. Attempts to block the behavior resulted in aggression or property destruction (tackling staff to the ground or breaking furniture). The student was first taught to pause and request "I want to touch" before touching an item, and permission was immediately granted. A delay to permission was then inserted by instructing the student to perform 1-2 simple motor imitations before permission was granted. Once the student was able to tolerate performing up to 8-10 demands before being granted permission to touch, we began denying permission in some locations. We systematically increased the locations in which permission was denied, successfully containing the behavior to one small specified area. Data show that the intervention was effective in significantly reducing the target behavior from 2,000+ per day to less than 4 per day, with near-zero rates of tantrum behavior. |
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| The Weakest Link: Breaking Word Chains by First Transferring Control to a Teacher-Controlled Stimulus, Then Withdrawing That Stimulus |
| TARA L. MONTOURE (Nashoba Learning Group), Robyn E. Stewart (Nashoba Learning Group), Benjamin Fisher (Nashoba Learning Group) |
| Abstract: A young boy with autism engaged in high-frequency verbal stereotypy in the form of word chains, such as adding "please" to the end of every phrase or repeating the phonetic sound of a letter multiple times (kuh, kuh, K). The added words or sounds occurred in the same pattern each time a verbal response was given, making them truly part of a specific behavioral chain and not random word inserations. The student was first taught to produce his word chains on command using cue cards with blank boxes. We instructed the student to say his chain, tapping one box per word (such as "Hi Tara please" while tapping each of 3 boxes in order). Once the student reliably produced his word chain when instructed to and reliably produced only 1 word per box, we removed the boxes representing inappropriate parts of the chain. Because the word chains had come under control of these teacher-controlled boxes, the student automatically deleted words from his chain when the teacher deleted boxes. Over time the use of boxes was faded completely. Data show that this procedure was effective in eliminating inappropriate word chains that were interfering with skill acquisition in multiple programs. |
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| Can't Touch This, Revisited: Replicating the Use of a Delayed Permission Procedure to Reduce Repetitive Touching Behavior |
| CHANELLE HUME (Nashoba Learning Group), Crystal Seagle (Nashoba Learning Group), Elizabeth Martineau (Nashoba Learning Group), Joshua Dahlin (Nashoba Learning Group) |
| Abstract: Another teenager with autism was taught to request permission before accessing tangible items or engaging in motor stereotypy. This student attempted to take toys or rifle through drawers without permission, go to preferred locations without permission, or stereotypically arrange objects and kick objects down the hall. When blocked from accessing a preferred toy or location, the student bolted towards the item and flopped. These behaviors initially occurred at high rates and greatly interfered with all learning activities, particularly because the student was too heavy to be lifted by a single staff member after a f lop. Similar behaviors occurred when the student was blocked from engaging in motor stereotypy with objects (such as kicking a piece of trash down the hall). The student was taught to use a text strip to request access to preferred objects or to request to engage in stereotypy. Permission was at first granted for every request, and then a delay to permission was inserted by requiring the student to complete simple demands. The number of demands was systematically increased and a modified parametric analysis was conducted to determine how many demands were necessary before permission could be completely denied without triggering tantrum behavior. |
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Symposium #379 CE Offered: BACB |
| Recent Findings Using TAGteach in Diverse Populations and Applications Such as Autism and Commercial Fishermen |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 202AB (CC) |
| Area: AUT/EDC; Domain: Service Delivery |
| Chair: Theresa Mckeon (TAGteach International) |
| Discussant: Julie S. Vargas (B. F. Skinner Foundation) |
| CE Instructor: Henry Roane, Ph.D. |
| Abstract: Three presentations analyzing the effectiveness of using an acoustical stimulus in conjunction with reinforcement in various teaching strategies will be presented. Standard teaching curricula (especially those designed for students with autism) are typically based on the use of prompting and shaping procedures. One way to augment these procedures is to pair an auditory or visual event with the delivery of reinforcement to “mark” the correct response. TAGteach© is a technology based on the use of “markers” or auditory stimuli paired with the delivery of reinforcement to teach new behaviors. “TAG” stands for Teaching with Acoustical Guidance and is demonstrated in Dr. Julie Vargas’ new book, “Behavior Analysis for Effective Teaching”. Practitioners of TAGteach argue for its effectiveness in many endeavors across a wide range of populations. Two of the presentations discuss the use of TAGteach combined with currently accepted technologies for teaching early learning curriculum to young children with autism. The third reaches out to a diverse population (commercial fishermen) that showed tangible benefits from this application of behavior analysis. |
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| The Combined Effects of TAGteach and Precision Teaching on Learning for Children With Autism |
| KEVIN S. CAULEY (Step by Step Learning Group), Elizabeth Benedetto-Nasho (Step by Step Learning Group Inc.) |
| Abstract: The cognitive profile of children with autism suggests that they require immediate and clear performance feedback with regards to whether or not their responses matched the desired teaching target. The behavior analytic literature has found that performance feedback is greatly enhanced when reinforcement is delivered contingently and immediately (Miller, 2006). TAGteach capitalizes on the principles of reinforcer effectiveness through the use of audible makers that communicate a simple and clear statement that gives students instant feedback. Precision Teaching emphasizes the idea of evaluate then revise. Using this powerful technology, teachers are urged to pinpoint behaviors, count and time them, and then immediately adjust when initial teaching tactics do not produce desired results. A key aspect of viewing student performance through a Precision Teaching paradigm is the concept of child knows best. That is, if a student is progressing, then the instructional arrangement is good. However, if performance falters, then the instructional arrangement should be adjusted (Lindsley, 1972). Combining TAGteach and Precision Teaching provides a template for potentially enhancing the rate of learning for children with autism. This data-based presentation will discuss the use of these combined technologies for teaching early learning curriculum to young children with autism. |
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| Creating and Following Directions in Hazardous Situations—TAGteach on the Bering Sea |
| THERESA MCKEON (TAGteach International) |
| Abstract: This case looks at the Cascade fishing company and how they incorporated positive reinforcement and TAGteach (a set of procedures directly derived from B.F. Skinner’s work) to improve overall communication and substantially reduce onboard injuries over two years. The environment is a trawler that fishes the Bering Sea. The fish are processed on the boat, so workers spend 70 straight days working dangerous equipment while the boat is tossed about in freezing temperatures. Communication difficulties abound from the natural environment and are compounded by cultural and language differences among the crew. In the first year following the TAGteach workshop, injuries during the off loading procedure were reduced from 21 to 0. Year two provided the same results. Going into season 3 the ‘Seafisher’ has had no accidents and has had their insurance rates lowered as a result. In post season interviews, 100% of participants attributed the reduction to the techniques acquired during the workshops.Videos of the interactive training and of subsequent improvements will be shown to emphasize the potential of this type of training. |
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| The Use of TAGteach to Improve the Acquisition of Instruction Following in Children With Autism |
| MARY LYNCH BARBERA (Barbera Behavior Consulting) |
| Abstract: The use of TAG (Teaching with Acoustical Guidance) was examined in the acquisition of various skill deficits in children with autism. Some students demonstrated a deficit in their tact repertoire and others in their instruction following repertoire and/or their ability to identify items receptively. Four students at a non-public school for children with autism participated in the study. The students had not acquired the skills previously mentioned in a structured teaching environment using standard discrete trial teaching nor through incidental teaching (e.g., within routine contexts). A multiple baseline across subjects design was used to examine whether the insertion of TAG, used to reinforce the target response prior to receipt of the highly preferred item, led to an increase in the acquisition of the skill. Students were exposed to a either a tacting, instruction following, or receptive object identification lesson with standard discrete trial teaching (i.e., SD-R-SR) during baseline. The use of TAG was implemented with each student in a staggered fashion and inserted immediately after a correct response. |
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Symposium #380 CE Offered: BACB |
| The Challenges of Running Behavior Plans: Can't We All Just Do What's Written? |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 203AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Shawn E. Kenyon (New England Center for Children) |
| Discussant: Ronnie Detrich (Wing Institute) |
| CE Instructor: Marcie Desrochers, Ph.D. |
| Abstract: The level of procedural integrity (the systematic implementation of an independent variable as written and defined) can influence the outcomes of a behavioral intervention and/or skill acquisition (Wilder, D.A., Atwell, J., & Wine, B. 2006). This symposium includes three papers evaluating training components for increasing procedural integrity of behavior management plans. The first paper discusses the use of video and self-scoring as a tool to increase procedural integrity of behavior program implementation. The second paper discusses the delivery of feedback in a group format for increasing procedural integrity with program implementation. The third paper presents data on the effects of quizzes and individual feedback for increasing procedural integrity with behavior program implementation. The three papers together offer a variety of interventions that were effective in increasing levels of procedure integrity of behavior plans implementation. |
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| The Effects of Procedural Integrity Data Collection on the Implementation of a Behavior Program |
| KYLIE ROBERTS (New England Center for Children), Jonathan Seaver (The New England Center for Children), Shawn E. Kenyon (New England Center for Children) |
| Abstract: The level of procedural integrity (the systematic implementation of an independent variable as written and defined) can influence the outcomes of a behavioral intervention and/or skill acquisition (Wilder, D.A., Atwell, J., & Wine, B. 2006). Modeling, in-service training, written instruction, performance feedback, and role playing have all been used to improve procedural integrity. However, these options are time consuming and require a skilled trainer to implement. The purpose of the current study is to evaluate the effects of an intervention on procedural integrity. Participants were video recorded running a behavior intervention plan in the classroom. These participants were then given the video and a data sheet and told to score themselves on the video. Follow up observations on plan implementation were then conducted. |
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| Increasing Procedural Integrity of Behavior Management Programs Through Group Feedback |
| JESSICA J. ALVERSON (The New England Center for Children), Sorrel Ryan (The New England Center for Children) |
| Abstract: Procedural integrity is important to insure effective programming for students with autism. It is difficult to evaluate the effectiveness of a behavior program if it is not implemented as written. As such, high procedural integrity is important for overall student progress. Studies have looked at increasing procedural integrity using different methods including verbal, written, visual and video. The current study attempted to increase the procedural integrity aggregated across a team of 15 teachers for 2-3 students. During observations, a checklist of student and teacher behavior was used to measure correct implementation of behavior program guidelines. Brief and immediate feedback was only given if the program was implemented incorrectly. During intervention integrity data was presented in a group format and specific feedback on incorrect implementation of behavior program guidelines was delivered. |
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| Evaluating the Effects of Quizzes and Feedback on Procedural Integrity |
| COLLEEN O'GRADY (The New England Center for Children), Shawn E. Kenyon (New England Center for Children) |
| Abstract: Brackett, Reid, and Green (2007) examined effects of reactivity to observations conducted inconspicuously on staff performance. Results showed staff did not complete acquired steps during the observations. DiGennaro (2007) examined the extent to which treatment integrity in teachers was affected by performance feedback. Results showed that treatment integrity increased to high levels after feedback was admitted. Parsons, MB and Reid (1995) showed that feedback training for supervisors improved their teaching skills. The purpose of the current study was to evaluate the effects of quizzes and feedback on procedural integrity of teachers implementing a behavior program for a student with a primary diagnosis of autism. Three participants were observed in a classroom setting implementing a behavior program. A quiz was then given to each of the participants after which a short discussion occurred, covering incirrect responses on the quiz. Follow up observations were then conducted to test the effect of the quiz behavior plan implementation. |
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| The Use of Technology in the Effective Behavior Analytic Programming for Adolescences With Autism |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 205 (CC) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Gloria M. Satriale (PAAL) |
| Discussant: Peter F. Gerhardt (Organization for Autism Research) |
| Abstract: The advancement of technology has made a variety of applications available to improve the productivity and organization of daily life. However, the application of such technology in support of individuals with autism remains rare with few research studies documenting the potential efficacy of this, readily available, intervention. In this session, symposium participants will report on the incorporation of accessible technology in the effective, behavior analytic programming of adolescents and adults with autism. Participants in two studies will be adolescents with moderate to severe autism between the ages of 15 to 21, and their instructors between the age of 26 to 36 will be the participants in a study. All three studies will use multiple baseline treatment designs across students, instructors, across environments, and/ or across behaviors. The data will be collected 3 to 5 times per week over 2-months periods. The authors hope to demonstrate the effective use of assistive and common technology for adolescents with autism and their instructors to promote the widespread use of technology to support the effective programming. |
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| Use of Bluetooth Technology to Promote Independent Functioning in the Community: Targeting the Future |
| GLORIA M. SATRIALE (PAAL), Kaori Nepo (PAAL), Avram Glickman (PAAL) |
| Abstract: Satriale, Chance, and Nepo (2007) demonstrated the Bluetooth technology can reduce stigma associated with frequent physical prompts and increase social acceptance. Although the verbal prompting can be hard to fade, it is hypothesized that the verbal prompts can be faded gradually, and individuals with autism can still benefit from the Bluetooth technology to increase independence and social acceptance. In this replication study, the authors will examine the long term effects of verbal prompting via Bluetooth for adolescents and adults with autism. Participants in this study will be two male students and a female student diagnosed with moderate to severe autism between the ages of 15-21. Verbal prompts to complete tasks will be delivered through Bluetooth and a remote cell phone. The proximity and the frequency of verbal prompts will be gradually faded and the reliance on the verbal prompting will be assessed across students over time. A multiple baseline design across behaviors will be used. The data will be collected 3-5 times per week over 2 month period. Authors hope to demonstrate that the socially accepted instructional strategies will not develop prompt dependency on verbal prompts via Bluetooth. |
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| Use of PDA or Smartphone to Increase Independent Functioning of Adolescents With Autism |
| AVRAM GLICKMAN (PAAL), Kaori Nepo (PAAL), Gloria M. Satriale (PAAL) |
| Abstract: Traditionally, augmentative devices designed to enhance communication have been expensive, cumbersome and stigmatizing. The rapid development of hardware and software applications which serve to make our lives easier continues to expand. As technology continues to advance, these applications have become less expensive and more portable. Studies in typical populations have demonstrated that these devices increase executive function; however few studies exist to demonstrate the efficacy of these devices to increase both the frequency of sentence use and social acceptance for adolescents and adults with autism. In this presentation, the authors will demonstrate the effective utilization of the Microsoft PowerPoint application as an augmentative communication system. Three students diagnosed with moderate to severe autism between the ages of 13 and 21 will participate in the study. Students will receive auditory outputs to model or communicate by selecting visual representations on a touch screen PDA. The frequency of sentence use will be recorded over a two month period in classroom and community settings. Social validity data will be collected to examine the community’s perception and acceptance of this communication system. |
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| The Use of Video Feedback and Bluetooth Data Collection to Improve Staff Performance |
| KAORI NEPO (PAAL), Gloria M. Satriale (PAAL), Avram Glickman (PAAL) |
| Abstract: The on-going staff training is one of critical components for the effective programming for adolescents and adults with autism, although it is often overlooked. The available technology can be useful not only improve productivity and organization of our daily life, but also the work performance. In this study, the authors will examine the effectiveness of technology to improve performance of instructors who are working with adolescents and adults with autism. The multiple baseline treatment design will be used across instructors with the age between 26-36 who had been trained on basic knowledge and extensive application of ABA principles. The data will be collected 3 to 5 times per week via Bluetooth and self monitoring data collection system over two months. The video clips of instruction sessions will be used as a feedback tool and IOA data collection tool. Authors hope to demonstrate the effectiveness of video feedback, self monitoring, and the reinforcement system will improve staff performance. |
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| Issues in the Understanding and Diagnosis of Autism |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 207AB (CC) |
| Area: AUT |
| Chair: Jina Jang (Center for Autism and Related Disorders, Inc.) |
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| An Analysis of Relations Between Challenging Behavior and Symptom Severity in a Large Sample of Children With Autism Spectrum Disorders |
| Domain: Applied Behavior Analysis |
| Dennis Dixon (Center for Autism and Related Disorders, Inc.), JINA JANG (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Arthur E. Wilke (Center for Autism and Related Disorders, Inc.) |
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| Abstract: Children with autism spectrum disorders (ASD) have been reported to engage in a wide range of challenging behaviors (Horner et al., 2002; Matson et al, 2009). However, the overall prevalence of these behaviors in children with ASD is not well known. Further, challenging behaviors have a significant impact upon the delivery of early intensive behavioral interventions (EIBI). In the present study, challenging behaviors were assessed in 88 children with autism spectrum disorders. Overall, 93% of the sample engaged in some form of challenging behavior. When contrasted to the severity of ASD, a significant relationship was found, such that those children with more severe ASD engaged in higher levels of challenging behaviors than children with mild or moderate ASD scores. Prevalence of various topographies of challenging behavior (e.g., aggression, disruption, stereotypy, self-injury) are also analyzed. These data represent an early step in determining the prevalence of challenging behaviors of various sorts and the relations of these behaviors to ASD severity, for children with ASD overall. Results are discussed in terms of the importance of targeting challenging behaviors within EIBI programs. Further, the successful remediation of these behaviors may play a significant role in the overall outcome of EIBI programs. |
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| Comprehensive Contextual Assessment and Antecedent-Based Supports for Individuals With Autism and Complex Needs |
| Domain: Applied Behavior Analysis |
| JOHN KOSMOPOULOS (York Central Hospital) |
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| Abstract: Context is everything in the scientific field of applied behaviour analysis. Individuals with challenging behaviour require comprehensive and effective multimodal assessments and supports based on a more global analysis model of stimulus control variables so that scientist-practitioners may fully comprehend how the function of behaviour is strongly influenced by specific and synergistic physiological, social, environmental and motivational variables. There is a need to fully appreciate and expand our functional behavioural analyses to best meet the needs of individuals with autism, dual diagnoses and complex profiles. This review will address the need for a comprehensive exploration and remediation of broad contextual and motivational variables using newer behavioural models of support. Specifically, the author will review a new and reliable biopsychosocial assessment questionnaire for determining putative and broad contextual and motivational variables, along with possible function(s) of behaviour, and its use in generating hypotheses and possible support strategies. Case studies involving individuals with autism, fetal alcohol syndrome and acquired brain injury will be utilized to illustrate the need for an inclusive analysis of complex behaviours. |
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| Toward an Account of Habituation Patterns in Young Children With Autism |
| Domain: Experimental Analysis |
| THOMAS G. SZABO (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno), Palwasha Ahad (University of Nevada, Reno), Jeffrey Hutsler (University of Nevada, Reno) |
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| Abstract: Habituation is a critical process in infant development that if improperly acquired, will result in inadequate environmental control over a child’s behavior and could have important implications for future acquisition of emotional repertoires, language, and cognitive development. The current investigation examined whether children with autism demonstrate patterns of habituation to repeating auditory stimuli that differ from typically developing peers. In experiment one, three dyads consisting of a child with autism and a typically developing peer matched on age and gender were exposed to repeating pulsating tones of 500, 2000, and 12,000 Hz at a constant intensity of 60 dB while playing a computer game. Subsequently, the children were exposed to repeating 60 dB tones while being read to by the experimenter. In experiment two, three new dyads were exposed to 500, 2000, and 8000 Hz tones at 70 dB during a game condition, and subsequently exposed to tones in both reading and no-activity conditions. The effects of repeated stimulus exposure on orienting response, auditory brainstem response, galvanic skin response, and operant response accuracy were measured to conduct within-subject, within-session, and within-dyad comparisons. Data suggest sensory dysfunction in autism may be mediated by disrupted habituation and moderated by conditioned reinforcement. |
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| Infant Siblings of Children With Autism: Results of a Parent-Child Intervention |
| Domain: Applied Behavior Analysis |
| GRACE W. GENGOUX (University of California), Amanda P. Mossman (Yale University), Katarzyna Chawarska (Yale Child Study Center) |
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| Abstract: As prospective studies of infant siblings at increased genetic risk for ASD begin to identify infants who show signs of atypical social and communication development within the first year of life, there is a critical need for the investigation of evidence-based treatments suitable for an at-risk infant population. The present study investigates the effects of a developmentally-based adaptation of Pivotal Response Treatment (PRT; L.K. Koegel et al., 1999) aimed at improving the prelinguistic communication behaviors in three 12-month-old infants at risk for ASD. The parent-child intervention included 10 hours of instruction and in-vivo practice of strategies to increase the infant’s nonverbal communication. A multiple-baseline design across participants was employed and results indicated immediate increases in frequency and spontaneity of communication and all three parents learned to implement the procedures with at least 75% fidelity. This preliminary study provides support for 1) the feasibility of a developmentally-based adaptation of PRT, 2) the efficacy of these procedures in improving prelinguistic communication in children at risk, and 3) the efficiency of the parent education approach. Implications of these findings for understanding developmental trajectories and treatment needs of infants at risk for ASD will be discussed, and areas for further investigation will be proposed. |
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Symposium #383 CE Offered: BACB |
| Further Advancements in the Assessment and Treatment of Feeding Problems in Children |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Area: CBM/DDA; Domain: Applied Behavior Analysis |
| Chair: Meeta R. Patel (Clinic 4 Kidz) |
| CE Instructor: Adel Najdowski, Ph.D. |
| Abstract: Feeding problems are common in children with autism and other developmental disabilities; however, there is a paucity of research on the assessment and treatment of feeding problems. Previous research has shown that escape extinction has been an effective intervention. However, in some cases escape extinction alone is not effective. Furthermore, escape extinction may produce other side effects such as extinction bursts and/or emotional responding. Studies have also shown that escape extinction combined with differential reinforcement or noncontingent reinforcement may produce less emotional responding. Although escape extinction has been shown to be effective, it may be difficult for caregivers to implement such procedures. In addition, children who display skill deficits with regards to eating (e.g., poor lip closure, poor tongue movement, poor self-feeding skills etc.) may require other treatment components in combination with escape extinction. More research examining assessment tools and alternative treatments is warranted. Therefore, the purpose of this symposium is to present systematic data on both assessment and treatment of feeding problems in children. |
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| Using an Antecedent Assessment to Evaluate the Effects of a High- Probability Instructional Sequence and Food Fading in the Treatment of Feeding Problems in Children |
| NISSA WENDY GOLDBERG (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Michelle L. Waddell (Clinic 4 Kidz), Jennifer Leigh King (Clinic 4 Kidz), Aida Miles (Clinic 4 Kidz) |
| Abstract: Children with pediatric feeding disorders may display a variety of inappropriate behaviors to avoid eating. It has been hypothesized that these behaviors are maintained by negative reinforcement in the form of escape. Typically some form of escape extinction is necessary to increase acceptance and decrease inappropriate behaviors. However, escape extinction (EE) may produce side effects and in some cases EE alone in not a sufficient intervention. Many times antecedent based procedures such as a high-probability (high-p) instructional sequence and stimulus fading are warranted. High-p instructional sequence has shown to be effective in the treatment of feeding problems when topographically similar responses (e.g., presentation of highly preferred food/drink) were used prior to the target response (e.g., presentation of a nonpreferred food/drink) as opposed to using responses that were not associated with eating (e.g., putting a block in the bucket). The purpose of this study was to evaluate the effects of high-p instructional sequence and food fading by first using an antecedent assessment to empirically identify the most appropriate high-p response as well as to evaluate the starting point for treatment. Data from the antecedent assessment showed that each participant had a different high-p response. In addition the data indicated different starting points for treatment (e.g., milk on a spoon, apple juice on a spoon etc.). A multiple probe and multiple baseline across participants designs were used to evaluate high-p instructional sequence, fading and EE. Data from the treatment evaluation showed an increase in acceptance and decrease in inappropriate behaviors for both participants. One participant required the high-p instructional sequence with every food introduced; however, high-p instructional sequence was only required for the first food introduced for the second participant. In addition, no extinction bursts or emotional responding were observed. These data are discussed in relation to behavioral momentum, establishing operations, transfer of stimulus control, and stimulus generalization. |
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| Treating Food and Liquid Refusal in an Adolescent With Asperger’s Disorder |
| KEITH E. WILLIAMS (Penn State Hershey Medical Center), Michael P. Roth (The Pennsylvania State University, Harrisburg), Candace M. Paul (Penn State Hershey Medical Center) |
| Abstract: Food refusal is a complicated and problematic condition that has both medical and social implications. In the current study, a 16-year-old male with Asperger’s disorder, who was dependent on gastrostromy tube feedings for nine years, was treated with a behavioral intervention for both solid and liquid food refusal. The intervention consisted of several components included stimulus fading for both solids and liquids, a token economy for solids, and an escape prevention component for liquids. Prior to treatment the participant consumed three different foods and water. After treatment, the participant was consuming 78 foods and 13 beverages. At the end of 14 days of treatment, all of the participant’s intake was received orally, gastrostomy tube feedings were eliminated, and the patient had gained over one pound on oral feedings. The intervention was generalized to both home and school settings, and maintenance of treatment gains was reported by parents one month after the end of treatment. |
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| Use of Backward Chaining to Develop Self-Feeding Skills in Children With Developmental Disabilities |
| GEETIKA AGARWAL (Marcus Autism Center), David L. Jaquess (Marcus Autism Center), William G. Sharp (Marcus Autism Center) |
| Abstract: Backward chaining is a procedure that has been successfully used to assist individuals of various skill and developmental levels acquire a wide range of behaviors, including self-help skills, personal hygiene, and more complex sequences of behaviors, such as computer use. Few studies, however, have focused specifically on the use of backward chaining to encourage independent feeding skills, such as utensil use and/or self-feeding, in the treatment of pediatric feeding disorders. In the current study, data from a chart review for two children treated at an intensive day-treatment program for severe food refusal are presented. A non-self-feeder treatment package involving escape extinction was successful in increasing oral intake in both cases, but neither child demonstrated self-feeding skills or respond to less intensive prompting procedures to promote independent intake. A backward chaining protocol was successfully employed for both children to increase self-feeding using a spoon. Results from the study are discussed in relation to treatment development and generalization of findings to other children with pediatric feeding disorders. |
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| Use of Swallow Facilitation and a Chaser to Decrease Packing in Children With Feeding Disorders |
| CHARIS L. FARRELL (Munroe-Meyer Institute, University of Nebraska Medical Center), Valerie M. Volkert (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center), Rebecca A. Groff (Munroe-Meyer Institute, University of Nebraska Medical Center), Jana Frese (Munroe-Meyer Institute, University of Nebraska Medical Center), Carrie E. Combs (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Previous research has demonstrated that escape extinction in conjunction with reinforcement- based procedures often is effective in increasing acceptance and decreasing inappropriate mealtime behavior (e.g., head turns, disruptions) in children diagnosed with feeding disorders (Piazza, Patel, Gulotta, Sevin, & Layer, 2003; Reed et. al., 2004). However, additional procedures may be needed when the child packs (pockets) accepted food (Sevin, Gulotta, Sierp, Rosica, & Miller, 2002). The purpose of the current investigation was to evaluate the effects of swallow facilitation (i.e., using a flipped spoon or a Nuk brush) and/or a chaser alone and in combination as treatment for the packing of 2 children diagnosed with a feeding disorder. Neither swallow facilitation nor the chaser alone produced clinically significant decreases in packing. By contrast, the combination of swallow facilitation and a chaser produced clinically significant decreases in packing for both children. |
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| Expanding the Scope of Applied Behavior Analysis: Interventions With Childhood Trauma, Pediatric Pain, Families, and Mental Health |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| Crockett C/D (Grand Hyatt) |
| Area: CBM/CSE; Domain: Applied Behavior Analysis |
| Chair: Jeannie Golden (East Carolina University) |
| Abstract: The presenters in this symposium will discuss issues that are not commonly addressed by behavior analysts in an attempt to highlight the contributions that behavior analysts can make to these areas. The first presenter will discuss the impact that trauma and attachment have on the effectiveness of traditional behavioral treatment programs for children who have been diagnosed with psychological disorders and methods for promoting generalization of treatment effects with this population. The second presenter will discuss the impact that positive and negative reinforcement and other operant and classical conditioning principles have on the treatment of pediatric procedural pain. The third presenter will discuss the use of behavioral principles to improve rapport between the behaviorist and the parents and their children’s other direct care givers to increase the chance of successful implementation of behavior change plans. The fourth presenter will discuss the effectiveness of an integrated, multi-disciplinary approach in providing school-based mental health services of which ABA is an essential and central component. |
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| Treating Children With Trauma and Attachment Difficulties: Redefining Trauma-Based Therapy in Behavioral Terms |
| JEANNIE GOLDEN (East Carolina University) |
| Abstract: Many children who experienced early abuse/neglect, multiple placements and multiple caregivers have experienced trauma and attachment issues. The impact that this may have on the child’s behavior is likely to cause continued problems for the child and those providing care and treatment. Inappropriate behaviors may be related to learning histories and contingencies that are not observable in the immediate environment. Feelings may be establishing operations for the salience of particular reinforcers and punishers. Certain adult and peer behaviors may be discriminative stimuli for particular reinforcers and punishers in children’s learning histories. Negative peer models and naïve adults may provide inadvertent reinforcement for inappropriate behaviors such as lying, stealing and cheating. The presenter will discuss the impact that this learning history has the effectiveness of behavioral treatments as well as generalization of treatment effects. Alternate treatment approaches, such as trauma-based therapy, which are more likely to promote change that will generalize to the natural environment, will be presented in a behavioral framework. |
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| Principles of Learning: Understanding and Treating Pediatric Procedural Pain |
| LYNN OLSON PAGE (Regent University) |
| Abstract: Undermanaged procedural pain has been shown to have short and long term effects on children. While significant progress regarding empirically supported treatments has been made, theoretical bases for the development and management of procedural pain are lacking. This presentation examines the role of classical and operant learning principles in our current understanding of the development, expression, and maintenance of pediatric procedural pain. For example, the role of positive and negative reinforcement in maintaining pain and the role of classical conditioning in pain enhancement and attenuation are examined. Conditioned stimuli include the anxiety and distress that emerges either emotively or vicariously when being told of the procedure or pain. The conditioned response involves the distress, fear and anxiety that precede the procedure. Generalization across settings and situations can occur via classical conditioning. Negative reinforcement (escape or avoidance of from the feared situation) later maintains the behavior. These principles contribute not only to our theoretical understanding of pain, but also provide insight into the mechanisms of effective treatment. Implications for practice and future research recommendations will be discussed. |
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| Behavioral Marriage and Family Therapy: Factors for Successful Interventions |
| BRYAN CRISP (Private Practice) |
| Abstract: Without the necessary support for parents and other caregivers, even the most well-written behavior plans can be compromised. By the time parents appear for therapy, they have often become exhausted with the demands of their role and have little patience, time or energy to consistently implement behavioral plans. Successful intervention depends on the parents’ faithful implementation of the behavior plan and the ongoing relationship between analyst and parent. In this address, it will be shown how the behavior analyst’s attention to rapport between parents and their children’s other direct care givers can increase the chance of successful behavior change. This can be accomplished by conducting functional behavioral assessments and applying the principles of positive and negative reinforcement with parents and other caregivers. Family-wide interventions using these principles beginning with the marital dyad will be discussed as will specific case histories taken from families of children with various mental health diagnoses. |
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| A University and Community Partnership: Implementing Applied Behavior Analysis Within School-Based Mental Health Services |
| JEANNIE GOLDEN (East Carolina University) |
| Abstract: Students with unmet mental health needs are at risk for gang membership, juvenile delinquency, teen pregnancy, substance abuse, continuing the cycle of poverty, relationship violence, academic failure and dropping out of school. School-based programs are providing needed mental health services to children and their families at a time when community-based mental health services are diminishing. A school-based mental health program was developed from a grant awarded to the presenter which incorporates a doctoral practicum student from East Carolina University (ECU) as part of a university-community partnership. Faculty and graduate students from ECU will work with health center staff, school personnel and families to reduce the aforementioned risks. Although “mental health” services sounds like the traditional medical model, this is a new concept in many schools and can be an excellent opportunity for the integration of ABA. The presenter will present data regarding the effectiveness of an integrated, multi-disciplinary approach to providing mental health services of which ABA is an essential and central component. |
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| Measuring Function and Change |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| Crockett A/B (Grand Hyatt) |
| Area: CBM |
| Chair: David Denham Cotter (Western Michigan University) |
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| Tracking Idiographic Behaviors in Clinical Outpatient Therapy: How Will the Journal of Applied Behavior Analysis Accept Us? |
| Domain: Applied Behavior Analysis |
| CRISTAL E. WEEKS (University of Wisconsin-Milwaukee), Jonathan W. Kanter (University of Wisconsin-Milwaukee) |
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| Abstract: Functional analytic psychotherapy (FAP), is a radical behavioral therapy which utilizes the moment-to-moment contingencies inherent in outpatient therapy by strategically applying contingent reinforcement to shape client behavior in-session (Baruch et al., in press). However, a long-standing problem in any clinical outpatient behavioral therapy is monitoring of idiographic target behaviors as they occur out-of-session. While there are many concerns in utilizing self-report data, it remains the most efficient method for obtaining such data. The current paper will outline a history of our attempts to address these concerns using the frequency of interpersonal behaviors scale (FIBS), a measure used to track out-of-session interpersonal behaviors of clients undergoing FAP treatment for relationship issues, including difficulties in validating behavioral tracking using nomothetic measures (the more common method used in clinical outpatient therapy), lessons learned in behavioral definition and client training in self-monitoring of behaviors, and future directions, including a parallel questionnaire for the client’s partners through with reliability of data may be obtained. |
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| Psychometric Evaluation of the Valued Living Questionnaire: Comparing Distressed and Normative Samples |
| Domain: Service Delivery |
| DAVID DENHAM COTTER (Western Michigan University), Jean L. Clore (Western Michigan University), Marchion Hinton (Western Michigan University), Scott T. Gaynor (Western Michigan University) |
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| Abstract: The goal of ACT work is to foster psychological flexibility, which is characterized by broad repertoires of behavior that move the client in valued directions (Dahl, Plumb, Stewart, & Lundgren, 2009). When using ACT in psychological practice, the clinician needs a way to monitor client flexibility and to make judgments on how to aid the client to change behavior in the service of chosen values. To help assess valued living, the Valued Living Questionnaire (VLQ) was developed to measure an individual’s values and the extent to which an individual is behaving consistently with his or her chosen values in everyday life. To date psychometric data on the VLQ has only been provided in one research article (Wilson, Sandoz, Kitchens, & Roberts, in press). Wilson et al. reported two studies that examined variables related to the reliability (study 1) and validity (study 2) of the VLQ. The present paper seeks to further psychometrically evaluate the VLQ with the specific goals of replicating the work of Wilson et al. while also attempting to extend findings to, and compare results with, a distressed sample. |
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| The Relation Between Delay Discounting and Disordered Eating in College Women |
| Domain: Applied Behavior Analysis |
| LINDSEY ALANNA MAYBERRY (James Madison University), Bryan K. Saville (James Madison University) |
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| Abstract: One defining feature of disordered eating is impulsive behavior. Many personality measures of impulsivity have been given to women with eating disorders, but researchers have not used behavioral measures to examine the characteristics of disordered eating. In the current study, we used a delay-discounting task to measure impulsive behavior in a sample of college women who met the criteria for disordered eating. Female participants from James Madison University completed the Eating Attitudes Test (EAT), the Michigan Alcohol Screening Test (MAST), and the Fagerstrom Test for Nicotine Dependence (FTND). Participants also completed a computerized delay-discounting task on which they chose between smaller, sooner monetary rewards and larger, later monetary rewards, both of which were hypothetical. Participants who met the criteria for disordered eating were matched with non-eating-disordered control participants. Our preliminary data suggest that women with disordered eating may discount delayed rewards differently than women who do not meet the criteria for disordered eating. |
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| Assessing the Functions of Eating That Lead to Obesity |
| Domain: Applied Behavior Analysis |
| ALYSSA N. WILSON (Southern Illinois University Carbondale), Becky L. Nastally (Southern Illinois University), Nicholas Mui Ker Lik (Southern Illinois University), Adam D. Hahs (Southern Illinois University), Autumn N. Mckeel (Southern Illinois University Carbondale), Michael Bordieri (University of Mississippi), Mark R. Dixon (Southern Illinois University) |
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| Abstract: Obesity has become a critical problem in the United States and people no longer eat purely to survive. Functional analyses of eating behavior that leads to obesity, such as overeating or binge eating, may be beneficial in assessing the variables involved in the maintenance of this widespread problem. The current study discusses the Eating Functional Assessment; a new assessment that can be utilized in measuring and understanding the functions of eating. This measure assesses three main functions including sensory, negative, and attention/social reinforcement. A factorial analysis will be presented from over three hundred participants and internal validity and reliability of the measure will be discussed. The utility of such a measure in treatment settings, especially when dealing with weight loss, will also be discussed. |
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| Recent Developments in Assessment |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 217D (CC) |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Rachel H. Thompson (Western New England College) |
| Abstract: This session will describe research involving the assessment of the behavior of individuals diagnosed with autism, their teachers, and Behavior Analysts responsible for evaluating intervention effects. Three papers will address restricted and repetitive behavior patterns among individuals diagnosed with autism spectrum disorders. These assessments are aimed at (a) understanding environmental variables contributing to these behavior patterns, (b) comparing the performances of children with autism and their typical peers, and (c) describing some effects of restricted behavior patterns on caregiver behavior. Together these papers help to more clearly describe this characteristic of autism and identify some environmental variables contributing to these sometimes problematic repertoires. One paper will describe the assessment of the behavior of applied researchers. Representative Board Certified Behavior Analysts and Applied Researchers identified as experts were asked to make point-by-point decision regarding the length of a baseline phase. Results showed consistency across participants, although agreement was lower when data were more variable. Behavior Analysts’ written responses to open ended questions provide some preliminary information regarding clinical variables that may contribute to this scientific decision making. Together these presentations will illustrate variations in measurement and assessment type and will highlight the clinical and scientific value of these assessments. |
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| Assessment and Treatment of Arranging and Ordering in Individuals With Autism |
| NICOLE M. RODRIGUEZ (Western New England College), Rachel H. Thompson (Western New England College), Kevin J. Schlichenmeyer (The New England Center for Children), Corey Scot Stocco (New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: Among the diagnostic features of autism, relatively little research has been devoted to restrictive and repetitive behavior, particularly, forms of repetitive behavior that have been described as “higher-level” (e.g., rigidity in routines or “compulsive” behavior such as arranging objects in patterns or rows; Turner, 1999). Like vocal or motor stereotypy, higher-level repetitive behavior can be associated with negative outcomes such as impaired skill acquisition, negative social consequences, and severe problem behavior associated with interruption of stereotyped behavior. In the present study, we extended the functional assessment model to the assessment and treatment of arranging and ordering in individuals diagnosed with autism. Specifically, we (a) gathered information through interviews and direct observation, regarding environmental events associated with the problem behavior (b) experimentally manipulated a subset of environmental events to determine their effects on arranging and ordering, and then (c) developed interventions based on results of our experimental analyses. Results of our study will be discussed in the context of three individuals who received treatment for arranging and ordering and other repetitive behavior. IOA was collected on 30% of sessions and exceeded 80%. |
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| Variability in Activity Completion Among Children With Autism and Their Typical Peers |
| STACIE BANCROFT (New England Center for Children), Rachel H. Thompson (Western New England College), Claudia L. Dozier (University of Kansas), Amy Harper (University of Kansas), Tiffany C. Allard (The New England Center for Children) |
| Abstract: Repetitive behavior in children diagnosed with autism spectrum disorders may limit contact with natural consequences for varied responding. However, there has been little research directed toward assessing the degree of variability exhibited in play. In this study we assessed the amount of variability with which children completed three different activities (coloring, beading, and dressing paper dolls). Participants were 30 children diagnosed with autism and 30 typically-developing children. Each activity could be completed using between 1 and 11 stimuli (e.g., different beads). Activity products were examined by a primary observer. In addition, IOA was collected on 30% of products and exceeded 80%. On average, children diagnosed with autism showed less variable responding (i.e., used fewer stimuli) compared to their typical peers. Neither group displayed frequent repetition of patterns. Similar numbers of children in both groups completed the activity according to the sequence in which stimuli were presented. Directions for future research and implications for intervention are discussed. |
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| The Effects of “Restricted Interests” on Caregiver Presentation of Items |
| COREY SCOT STOCCO (New England Center for Children), Rachel H. Thompson (Western New England College), Nicole M. Rodriguez (Western New England College), Kevin J. Schlichenmeyer (The New England Center for Children) |
| Abstract: Restricted and repetitive behavior (RRB) is more pervasive, prevalent, frequent, and severe in individuals with autism spectrum disorders (ASDs), relative to their typical peers. One subtype of RRB is restricted interests in items or activities, which is evident in the manner in which individuals engage with items the types of items or activities they select or the range of items or activities they select. Restricted interests may limit sources of stimulation, and interruption of engagement with restricted interests may evoke problem behavior (Charlop-Christy & Haymes, 1996). Individuals with restricted interests may respond differentially to an array of items—positively toward preferred items and negatively toward nonpreferred items—potentially affecting the array of items presented to these individuals. The purpose of the present study was to use procedures similar to Carr et al. (1991) to evaluate the effects of the behavior of those with ASDs on caregiver presentation of items. Results show that caregiver presentation of items corresponds with differential responses provided by individuals with ASD. Those with more restricted preference experience a narrower array of items. IOA was collected on 30% of sessions and exceeded 80%. |
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| A Description of Point-by-Point Decision Making by Experts and Board Certified Behavior Analysts |
| NICHOLAS R VANSELOW (New England Center for Children), Rachel H. Thompson (Western New England College), Allen J. Karsina (The New England Center for Children) |
| Abstract: Determining whether an independent variable has had an effect upon a dependent variable is an important scientific behavior. In single-case research, the researcher relies upon visual inspection for these. Research suggests different researchers often reach different conclusions based upon visual inspection of the data. However, no experiment investigated visual decision making on a point-by-point basis. In the current experiment, we examined the decision making of ten researchers who had each served as Editor or Associate Editor of the Journal of Applied Behavior Analysis and 10 BCBAs. Participants responded to a computer program that asked the participant to decide after each data point whether to continue baseline or start an intervention. Data presented were generated based on published studies in JABA. On average, participants created graphs that were one data point different from the mean number of data points in participant created graphs. However, differences between each participant’s graph and the mean increased to four data points on average as the variability of the data increased |
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| Teaching Science Content to Students With Severe Developmental Disabilities and Autism |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 217B (CC) |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Fred Spooner (University of North Carolina at Charlotte) |
| Discussant: Diane Browder (University of North Carolina at Charlotte) |
| Abstract: Since the passage of NCLB (2002) and reauthorization of IDEA (2004), the focus on teaching academic content (reading, mathematics, and science) to all students, including those with significant cognitive disabilities has significantly increased. In general, the field knows more about teaching reading than teaching mathematics, and more about teaching mathematics than teaching science. Based on the fact that we know the least about teaching science, the purpose of this symposium is to present evidence on instructional procedures and evidence-based practices for teaching science content to this population. The first study, presented by Fred Spooner, will focus on a comprehensive literature review for articles published between 1985 and 2009 in an attempt to document evidence-based practices for teaching science content. The second study, presented by Bree Jimenez, examined the effects of inquiry based science using peer-mediated embedded instruction via a multiple probe across science units with between participant replications for the five students. The third study, presented by Vicki Knight, examined the effects of accessible digital text to teach science comprehension via a multiple probe design across books with concurrent replication across three students. The implications for instructional interventions and evidence-based practices will be discussed |
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| Identifying Evidence-Based Practice for Students With Severe Developmental Disabilities in Science Content |
| FRED SPOONER (University of North Carolina at Charlotte), Vicki F. Knight (University of North Carolina at Charlotte), Diane Browder (University of North Carolina at Charlotte), Bree Jimenez (University of North Carolina at Charlotte) |
| Abstract: A comprehensive literature review was conducted on the application of instructional procedures to teach science content to students with severe developmental disabilities in an effort to evaluate evidence-based practices for articles published between 1985 and 2009. To date, we know more about teaching reading than mathematics, and more about teaching mathematics than science. For the 24 years covered by the span of the review, a total of 17 articles were found, and no articles with double experiments were discovered. The 17 experiments were analyzed using quality indicators for single-subject design research, indicators for fidelity of the procedure, and educational and social validity of the procedure. In general, we found that systematic instruction was an evidence-based practice for teaching science content to this population. An interesting discovery is that many of the skills that were taught align with Content Standard F: Science in personal and social perspectives (e.g., safety, injury, exercise). Behavior analysts have been teaching safety related skills since the mid 1980s but have not been calling them science. We discuss lessons learned in summarizing a body of literature to define an evidence-based practice and suggestions for better defining the practice |
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| The Effects of Peer-Mediated Embedded Instruction on Inclusive Inquiry Science for Students With Severe Disabilities |
| BREE JIMENEZ (University of North Carolina at Charlotte), Diane Browder (University of North Carolina at Charlotte), Fred Spooner (University of North Carolina at Charlotte) |
| Abstract: The purpose of this study was to examine the effects of peer-mediated embedded instruction using time delay on the number of science responses correct with middle school students with severe disabilities during inclusive science inquiry lessons. To evaluate the effect of the treatment package, a multiple probe across science concepts was used with between participant replications for five students with severe disabilities. The primary dependent variable was the student’s ability to correctly identify grade-appropriate science vocabulary and concept statements without assistance. Students were taught by same age peers to identify science vocabulary words/pictures and concept statements within inquiry science lessons. Peers also taught students to independently identify the box on the science KWHL (e.g., What do you know?) chart and when that information should be recorded in during the lesson. All five students were able to show significant gains across science units. The results suggest that peers can be trained to embed systematic instruction during inquiry science lessons in inclusive education. The results also suggest that students with severe disabilities can be taught science vocabulary and concepts during the naturally occurring science lesson. |
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| Effects of Supported Electronic Text on Science Vocabulary and Comprehension by Students With Autism Spectrum Disorders |
| VICKI F. KNIGHT (University of North Carolina at Charlotte), Fred Spooner (University of North Carolina at Charlotte), Diane Browder (University of North Carolina at Charlotte) |
| Abstract: Supported electronic text (eText) may promote access to content areas, such as science, for students with disabilities. Book Builder™ uses supported eText to promote reading for meaning for all students. Although little research has been conducted in the area of supported eText for students with autism spectrum disorders (ASD), technology (e.g., computer assisted instruction) has been used for over 35 years to instruct students with ASD in academic areas. The purpose of this study was to evaluate the effects of a universally designed, supported eText on the science vocabulary and comprehension of four middle school students with ASD. Researchers used a multiple probe across participants design to evaluate the Book Builder™ program on measures of vocabulary, literal comprehension, and application questions. Results indicate students were able to access grade aligned science content by using the program. In addition, teachers and students validate the program as practical and useful. |
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Symposium #388 CE Offered: BACB |
| The Use of Stimulus Fading to Increase Meal-Time Behavior and Leisure Skills |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 217A (CC) |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Louis P. Hagopian (Kennedy Krieger Institute) |
| Discussant: Richard G. Smith (University of North Texas) |
| CE Instructor: Jeanine Plowman Stratton, Ph.D. |
| Abstract: Stimulus fading involves highlighting a physical dimension of a stimulus to increase the likelihood of a correct response. Thus, stimulus fading is a useful method of transferring stimulus control to prompt a response. The purpose of this symposium is to present three applied examples of the use of stimulus fading to prompt novel responding. The first two studies used stimulus fading to improve mealtime behavior. Both studies used a spoon-to-cup fading procedure to increase cup drinking in children with pediatric feeding disorders. The first study conducted an analysis to identify the motivating operation for liquid refusal and used this as the basis for their stimulus fading intervention. The second study used a stimulus fading procedure after their initial function-based intervention failed to increase liquid consumption. The results of both studies showed that their stimulus fading procedures led to increased cup drinking. The third study used stimulus fading to increase a novel leisure skill, rock climbing, in children with autism. Stimulus fading in conjunction with an errorless learning procedure and positive reinforcement resulted in the acquisition rock climbing. These studies highlight the utility of stimulus fading strategies to increase behavior. |
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| Acquisition of Cup Drinking Using Stimulus Fading |
| MELANIE H. BACHMEYER (University of Iowa), David P. Wacker (University of Iowa), Linda J. Cooper-Brown (University of Iowa), Joanna Wiese (University of Iowa) |
| Abstract: Stimulus fading procedures have been demonstrated as effective in shaping a wide variety of new behaviors. Specific to the acquisition of feeding skills, stimulus fading procedures have more widely been applied to the acquisition of solid food consumption. The purpose of this study was to demonstrate the efficacy of stimulus fading in the acquisition of cup drinking with two children diagnosed with feeding disorders. An analysis of motivating operations for liquid refusal was conducted within a multi-element design. Results suggested presentation of the liquid via cup was an establishing operation for liquid refusal, whereas presentation of the liquid via spoon was an abolishing operation for liquid refusal. A six-step fading procedure was used to transfer stimulus control from presentation of the liquid via spoon to presentation via cup. Probe sessions using the target cup were conducted between each step of the fading procedure as a control condition in a multiple probe experimental design. Interobserver agreement was collected during 25% of sessions and agreement was above 90%. Results showed that for both children cup drinking skills were established only following the fading procedures. Results will be discussed in terms of motivating operations and transfer of stimulus control. |
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| Assessment of the Effectiveness of Function-Based Treatments and Spoon to Cup Fading in Increasing Mouth Cleans for Cup Drinking |
| REBECCA A. GROFF (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center), Jason R. Zeleny (Monroe-Meyer Institute, University of Nebraska Medical Center), Jack R. Dempsey (Munroe-Meyer Institute) |
| Abstract: Function-based treatments have been demonstrated to be effective in decreasing inappropriate mealtime behavior in children diagnosed with pediatric feeding disorders (Bachmeyer et al., 2009). When a function-based treatment for inappropriate mealtime behavior is implemented, there is often a corresponding increase in acceptance and mouth cleans (a product measure of swallowing). The current investigation provides an example of when a function-based treatment for inappropriate mealtime behavior alone was not sufficient to increase mouth cleans for cup drinking. Attention and escape functions of inappropriate mealtime behavior were identified via a functional analysis conducted with a four-year old child diagnosed with Short Gut Syndrome and Gastrostomy (G-) Tube and Total Parenteral (TPN) dependence. Attention extinction and escape extinction were implemented with liquid presented in a cup and resulted in a decrease in inappropriate mealtime behavior and an increase in acceptance, but did not result in an increase in mouth cleans. Spoon to cup fading was implemented according to the procedures described by Babbitt, Shore, Smith, Williams, and Coe (2001) and mouth cleans for cup drinking increased. This investigation is an example of when stimulus fading was needed, in conjunction with extinction, in order to increase mouth cleans for cup drinking. |
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| Evaluating a Stimulus Control Fading Procedure to Teach Indoor Rock Climbing to Children With Autism |
| HANNAH KAPLAN (Caldwell College), Tina Sidener (Caldwell College), Kenneth F. Reeve (Caldwell College), David W. Sidener (Garden Academy) |
| Abstract: The present study used a multiple probe design across participants to evaluate an intervention package for teaching route following to two children with autism at an indoor rock-climbing gym. The intervention consisted of multiple within-stimulus fading procedures in combination with errorless learning and positive reinforcement. In addition, conditional discrimination training technologies were implemented to foster appropriate stimulus control. The results demonstrated that both participants learned to climb at least 10 ft/ 3 m on specified routes. Furthermore, both participants learned to climb an entire 22-ft/6.7-m wall for at least one of three different routes without any errors in a regular rock-climbing gym setting. The acquisition of this skill provides children with autism with an additional option for leisure participation with others. |
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| The Effects of the Acquisition of Behavioral Developmental Cusps on Learning and Teaching |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| Travis A/B (Grand Hyatt) |
| Area: DEV/EDC; Domain: Applied Behavior Analysis |
| Chair: R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: We present 4-papers describing experiments on the effects of the acquisition of verbal and observational behavioral developmental cusps on learning and teaching. In paper 1 we present an experiment on the effects of multiple exemplar instruction across saying and writing on the emergence of untaught responding. In paper 2 we present an experiment on the effects of conditioning books as reinforcers for observing responses on reductions in stereotypy and acceleration of learning of textual responses. In paper 3 we present an experiment on the effects of auditory MTS instruction on the emergence of partial and full echoic responses. In paper 4 we present an experiment comparing the relation between the presence of Naming, the ability to learn language incidentally, and the effectiveness of types of instruction. The cusps and capabilities that were identified and induced in these experiments make it possible for students to benefit from instruction that they could not prior to their induction. |
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| The Effects of Multiple Exemplar Instruction Across Saying and Writing |
| CARLY M. EBY (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University), Lisa Dawn Tullo (Teachers College, Columbia University), Katherine Anne Baker (Teachers College, Columbia University) |
| Abstract: We tested the effects of multiple exemplar instruction (MEI) on the transformation of stimulus function across saying and writing for 3 elementary students with autism, using a delayed multiple probe design. Participants were initially taught to spell 4 words (Set 1) in either a vocal or written topography (counterbalanced across participants). Next, the untaught responses (i.e., written responses for participants who received vocal instruction or vice versa) were probed. Then, the participants were taught to spell 4 different words (Set 2 words) as vocal and written responses, using MEI across the written and spoken responses. Following mastery of both response topographies to Set 2, the untaught responses to Set 1 were probed again. Finally, 4 different words (Set 3 novel words) were taught in a single-response-topography (i.e., vocal or written) and then the untaught topography was probed. The results show that the numbers of correct untaught responses to Set 1 words emerged for all participants. Finally, a novel set of word was taught in one function and the untaught responses emerged with 95% to 100% accuracy for all three participants replicating prior studies on the joining o saying and writing. |
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| Effects of Books as Conditioned Reinforcers for Observing on Reductions in Stereotypy and Reading |
| LISA DAWN TULLO (Teachers College, Columbia University), Carly M. Eby (Teachers College, Columbia University), Katherine Anne Baker (Teachers College, Columbia University) |
| Abstract: Four participants diagnosed with autism spectrum disorders were selected from a CABAS® self-contained elementary school classroom. Participant A had pre-reader, pre-writer, listener, and speaker levels of verbal behavior. Participants B, C, and D had speaker, listener, reader, and writer levels of verbal behavior. The experimenters used a delayed multiple probe design across participants. The independent variable was conditioned reinforcement both observing book stimuli accomplished via stimulus-stimulus pairing. The dependent variables were emissions of stereotypy for all 4-participants and also, for 2-participants, the numbers of learn units required to meet criterion on textually responding to a set of sight words. The data showed a functional relation between the emergence of books as a conditioned reinforcer on reductions of stereotypy and accelerated acquisition of sight words |
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| Effects of Auditory Matching on the Emergence and Improvement of Echoics in Students With Autism Spectrum Disorders |
| JINHYEOK CHOI (Teachers College, Columbia University), Noor Younus Syed (Teachers College, Columbia University), Yin ping Chan (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: We tested the effects of the mastery of a generalized auditory word match-to-sample repertoire on students’ emissions of partial and full echoic responses in 2-experiments conducted with participants with autism spectrum disorders who had no or weak echoic repertoires. The participants were chosen from a self-contained elementary classroom that used teaching as applied behavior analysis. A time-delayed multiple probe design across participants was used in both experiments. The dependent variables in the studies were the numbers of partial and full echoic responses emitted by the participants during pre and post-intervention probe sessions. During intervention sessions, participants were required to match a target sound or word by using a touch screen. Students progressed through successively more difficult auditory matching tasks until they could match novel words without error. Results of showed that for all four students, the number of partial and full echoic responses increased. The findings replicate the results of prior experiments and the touch-screen procedure provides a more user-friendly device that those used in prior studies. |
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| Effects of the Presence and Absence of the Naming Capability on Effective Instructional Presentations |
| ALISON M. CORWIN (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: In Experiment 1, we tested the effects of the model demonstration learn unit on the acquisition of instructional objectives in six students with developmental delays, ages 5-7 using a time-lagged multiple probe design across matched pairs of participants, with an alternating treatments component. The dependent variable in the study was the student’s rate of learning, as measured by the number of learn units required to meet a curriculum objective. The independent variable in the study was the alternating conditions of standard learn unit and model demonstration learn unit presentation across four curriculum objectives. The results of Experiment 1 showed the model demonstration learn units increased the rate of acquisition of learning tasks for four participants with Naming, but slowed the rate of acquisition for two participants without Naming. In Experiment 2, we induced Naming for the two participants lacking the capability. After the induction of Naming, the procedures of the first experiment were replicated with these participants across four novel curriculum objectives. The results of Experiment 2 showed that model demonstration learn units were effective at increasing the rate of acquisition of learning tasks for two participants, when the prerequisite of Naming was induced |
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B. F. Skinner Lecture Series Paper Session #390 |
| Behaviorism and the United Ivory Archipelago |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 103AB (CC) |
| Area: DEV; Domain: Theory |
| Chair: Gary D. Novak (California State University, Stanislaus) |
| DAVID SLOAN WILSON (Binghamton University) |
| David Sloan Wilson is Distinguished Professor of Biology with a joint appointment in Anthropology at Binghamton University. He is best known for championing the theory of multilevel selection, which shows how adaptations can evolve at all levels of the biological hierarchy, with implications ranging from the origin of life to the nature of religion. He is author of nearly 200 scientific articles published in biology, anthropology, psychology, and philosophy journals. His academic books include The Natural Selection of Populations and Communities (1980), Unto Others: The Evolution and Psychology of Unselfish Behavior (with Elliott Sober; 1998), Darwin's Cathedral: Evolution, Religion, and the Nature of Society (2002), and the The Literary Animal: Evolution and the Nature of Narrative (co-edited with Jonathan Gottschall, 2005). His first book for a general audience, Evolution for Everyone: How Darwin's Theory Can Change the Way We Think About Our Lives (Delacorte, 2007), which Natalie Angier described as "a minor miracle, the near complete emulsifying of science and the real world." His next book will be published by Little, Brown and is titled Evolving the City: An Evolutionist Contemplates Changing the World—One City at a Time. In addition to his own research and writing, Dr. Wilson is director of EvoS, a campus-wide program that strives to use evolutionary theory as a common language to create a single intellectual community, spanning all human related subjects in addition to the natural world. |
| Abstract: The Ivory Tower is more aptly called the Ivory Archipelago—many islands of thought with little communication among them. Each field (island) within psychology has its own history and special assumptions. One island's commonplace is another's heresy. The fields of evolutionary psychology and behavior analysis provide an especially strong contrast. The ideas associated with Skinner are central to behavior analysis, but rejected by evolutionary psychology as part of the "standard social science model." There is an urgent need to achieve a more consilient theoretical framework for psychology—to turn the Ivory Archipelago into the United Ivory Archipelago. I will argue that evolutionary theory provides the consilient framework for psychology, as it does for the biological sciences, but that it must go beyond the current field of evolutionary psychology and include a healthy measure of behaviorism. The consilient theory must do justice to both elaborate genetic innateness and impressive open-ended behavioral and cultural flexibility. |
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| Is There Still a Place for Basic Researchers in ABAI? |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| Lone Star Ballroom Salon F (Grand Hyatt) |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Dean C. Williams (University of Kansas) |
| CAROL PILGRIM (University of North Carolina, Wilmington) |
| MARC N. BRANCH (University of Florida) |
| M. JACKSON MARR (Georgia Institute of Technology) |
| MICHAEL PERONE (West Virginia University) |
| Abstract: The welcome success of applied behavior analysis has led ABAI to direct much of its resources to the needs of practioners. This has led some basic experimenters to worry that ABAI is following the path set by the American Psychological Association - a path that led many dissatisfied scientists to depart an increasingly guild-oriented APA for a new science-oriented American Psychological Society. This panel of Past Presidents of ABAI will discuss the growth of practioner interests in ABAI and the future place of basic experimenters within the organization. |
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Symposium #392 CE Offered: BACB |
| The Marriage of Percentile and Precision: Shaping Academic Behaviors Using Percentile Schedules |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: EDC/EAB; Domain: Applied Behavior Analysis |
| Chair: Jeffrey Gesick (University of North Texas) |
| Discussant: Henry S. Pennypacker (University of Florida) |
| CE Instructor: Grant Gautreaux, Ph.D. |
| Abstract: Although firmly seated in our basic science, shaping procedures throughout behavior analysis tend to resemble more of an art than a science. Precision Teaching (PT) frequently utilizes shaping procedures as a means of increasing response frequencies. Unfortunately, the PT literature remains unclear as to how specific reinforcement parameters used during shaping affect critical learning variables. However, basic studies have shown percentile schedules of reinforcement to be a more systematic and effective method to shape behavior. Across three papers, the current symposium will identify the relevance of percentile schedules of reinforcement for PT practices. Specifically, the first paper will provide an overview of percentile schedule methodology and how it specifically applies to the kinds of shaping procedures utilized by precision teachers. In the second paper, clinical data from a PT center will be presented that compares the effects of percentile schedules versus more traditional methods on the shaping of frequencies on academic tasks. In the third paper, data will be presented from a controlled study empirically evaluating specific parameters of percentile schedules and their effect on the shaping of response frequencies. Clinical and empirical implications of percentile schedules for PT, and behavior analysis more generally, will be offered. |
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| A Case for Incorporating Percentile Schedules Into Precision Teaching Practices: A Systematic Approach to Shaping Response Frequencies |
| JEFFREY GESICK (University of North Texas), Kerri K. Milyko (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
| Abstract: Educating children is one of the most important practices in society; however, mainstream education has failed at this process in many respects. Precision Teaching (PT), a branch of behavior analysis, has provided both clinically and empirically supported technologies that are relevant for improving educational outcomes. Of main concern for precision teachers is the establishment of “fluency” or “true mastery” of academic repertoires. More often than not, fluency is synonymous with high response frequencies. As such, a main practice in PT is the use of shaping procedures to build frequencies on academic skills to levels that indicate mastery. However, as in other areas of behavior analysis, shaping tends to be implemented based on “feel” rather than on a set of systematic procedures. In our basic science, percentile schedules of reinforcement have been demonstrated to be a more systematic means of shaping behavioral repertoires and training others in the shaping process. This presentation will provide a conceptual account of the relevance of percentile schedules for PT practices. A detailed methodology for using percentile schedules in the shaping of response frequencies will be offered. Finally, “plain English” strategies for training precision teachers in the usage of percentile schedules of reinforcement will be provided. |
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| Bringing Basic Science Into an Applied Setting: Using the Percentile Schedule to Take the Art Out of Shaping |
| MOLLY HALLIGAN (University Nevada, Reno), Kerri K. Milyko (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
| Abstract: Precision Teaching methods have produced fluent academic behaviors. Traditionally, shaping fluent behaviors has occurred through the reinforcement of behavior streams, or timings, resulting in the highest frequency. However, delivering reinforcement contingent upon “personal best” performance often produces responding similar to that of ratio strain. Regularly, precision teachers identify this ratio strain; often providing reinforcement for behaviors that do not necessarily meet any sort of criterion (e.g., sympathy reinforcement). However, there are exceptional precision teachers that have their own shaping process developed through an extensive history of interactions with a multitude of learners. Unfortunately, these methods are difficult to teach and remain rather artistic in nature. Being a natural science, it is surprising that an artistic technique remains the predominant shaping method in behavior analysis. Diversely, percentile schedules of reinforcement allow for a more systematic shaping procedure, removing the artistic “feeling” of shaping. Therefore, the current presentation will show clinical data from a learning center that uses Galbicka’s percentile schedule in various ways with different types of learners. Data will be discussed with respect to frequency, celeration, and variability. |
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| Dissecting the Percentile Schedule Equation: Evaluating the Effects of Various Densities of Reinforcement |
| KERRI K. MILYKO (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
| Abstract: Percentile schedules of reinforcement have been effective in shaping rate of lever pressing in rats, increasing variability in key pressing with teenagers with autism, decreasing carbon-oxide levels of smokers, increasing eye contact with children with Fragile X syndrome, and increasing on-task behaviors with children with learning disabilities. Within these studies, researchers have evaluated various manipulations of Galbicka’s percentile schedule equation, such as the density of reinforcement and the number of recent observations used to calculate the reinforcement criterion. However, further investigation is warranted, particularly that which evaluates the effects of the schedule alone without an added rule, which may potentially compete with the programmed contingency. Therefore, the present study examined the effects of different densities of reinforcement with college students performing a simple computer task using an A/B/A/C/A/D reversal design with a constant-series control. Data will be examined with respect to frequency, celeration, and variability. Additionally, a discussion will be provided regarding implications of the current study and further directions of investigation. |
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| Strategies for Improving Student Outcomes in Higher Education |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC |
| Chair: Ramona Houmanfar (University of Nevada, Reno) |
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| The Effects of Differential Reinforcement Procedures on the Quiz Submission of College Students |
| Domain: Applied Behavior Analysis |
| MELODY BERKOVITS (The Graduate Center of the City University of New York), Alicia M. Alvero (Queens College, The City University of New York) |
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| Abstract: This study compared the motivational effects of certain and uncertain rewards on the quiz submission rates of students in two introductory psychology classes (N=200). In baseline, quizzes were available for practice only; in the guaranteed condition, extra credit was available for completely accurate quizzes; and in the lottery condition, perfectly accurate quizzes were entered into a lottery, in which only the winner received extra credit. Submission rates for the baseline, guaranteed, and lottery conditions, averaged 36%, 68%, and 57% respectively for Class 1, and 37%, 62%, and 52% respectively for Class 2. A one-way repeated measures ANOVA, followed by Fisher’s LSD found the differences in submission rates between all conditions in both classes to be significant at the .05 level. It is possible that these results are due to the uncertainty inherent in the lottery condition, as compared to the certainty of reward following the target behavior in the guaranteed condition. These findings may have implications for business settings that use lotteries or other uncertain rewards (e.g. employee of the month procedures). |
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| Using On-Line Mastery Quizzing to Improve Essay Writing Skills |
| Domain: Applied Behavior Analysis |
| Megan Knight (Western Michigan University), HEATHER M. MCGEE (Western Michigan University), Amy E. Scrima (Western Michigan University) |
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| Abstract: Previous research suggests that adding online mastery quizzes to a college-level content class can and improve scores on multiple-choice unit exams (Brothen & Wombach 2000; Johnson & Kiviniemi, 2009). The current study attempts to determine whether providing essay writing instruction and practice via a course management system will impact scores on unit essay exams in a community college Psychology course. Exam scores will be compared across groups to determine the impact of the different instructional conditions.A between-groups design will be used to determine whether or not the addition of instruction and content-based essay skills mastery quizzes affects performance on unit essay exams, as measured by exam scores. Unit exams will be administered to measure student learning and social validity will be assessed via a questionnaire that requires students to rate their impressions of the different treatments. |
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| Increasing the Effectiveness of Interteaching: Capitalizing on the Testing Effect |
| Domain: Applied Behavior Analysis |
| TONYA LAMBERT (James Madison University), Bryan K. Saville (James Madison University) |
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| Abstract: In recent years, educational systems, especially higher education, have come under great scrutiny, but these criticisms of education are by no means new. In 1954, B. F. Skinner identified three main problems with typical classroom environments. These include constant avoidance of aversive consequences, rare opportunities for positive reinforcement, and lack of a sufficient shaping program. Over the years, researchers have developed many behavioral education methods in response to these issues, the most recent being interteaching (Boyce & Hineline, 2002). Interteaching has proven to be more effective than more traditional methods of instruction (e.g., Saville, Zinn, & Elliott, 2005; Saville, Zinn, Neef, Van Norman, & Ferreri, 2006), but little research has examined ways to make interteaching even more effective. Recent research on the testing effect suggests that having students frequently take tests may improve student-learning outcomes. In this presentation, I will discuss research in which participants completed interteaching in a simulated classroom setting. Some participants were asked to complete a post-discussion quiz, whereas others were not. Our preliminary results suggest that adding post-discussion quizzes to interteaching may increase the effectiveness of this instructional method. |
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| An Analysis of Goal Setting and Values-Based Training Modules on Student Retention Rates |
| Domain: Applied Behavior Analysis |
| JARED A. CHASE (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno), Jennifer Plumb (University of Nevada, Reno) |
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| Abstract: Student retention has become a primary interest for university administrators nationally. Low retention rates have financial implications for universities and reflect poorly on the quality and credibility of the institution. Moreover, there are serious implications in terms of future employment possibilities and earning capacity for students who withdraw from higher education. Research has demonstrated that students who are successful at implementing strategies that lead to personal control of their learning are more likely to be successful learners. Training students to effectively set academic goals and/or clarify their academic values has the potential to decrease attrition rates and lead to academic success. Accordingly, the purpose of the current investigation was to provide students with online tutorials to help them generate strategies to achieve their academic goals and clarify their academic values with an aim of improving academic performance and student retention rates. Three groups of undergraduate psychology majors participated in this study. Group A received online academic goal setting training while Groups B and C (a wait-list control) received goal-setting plus Acceptance and Commitment Therapy (ACT) values-clarification training. This presentation will provide an overview of the method and results of the study. Findings and implications for future applications will be discussed. |
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| Conceptual and Practical Issues in Selecting and Analyzing School-Based Interventions |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Area: EDC |
| Chair: Gary L. Cates (Illinois State University) |
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| Toward a Behavior Analytic Method of Identifying Effective Instructional Reading Interventions |
| Domain: Service Delivery |
| GARY L. CATES (Illinois State University), Kristin N. Johnson-Gros (Eastern Illinois University) |
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| Abstract: Although the analysis procedures (e.g. comparing experimental conditions in a multi-element design) and the purposes between the experimental analyses of aberrant behavior and the experimental analyses of academic responding are similar (i.e. facilitating intervention development/selection), the mediating factors are distinct. Experimental analysis of aberrant behavior has focused on testing mediating hypotheses related to behavioral function whereas experimental analysis of academic responding has focused primarily on comparing evidence based strategies with little emphasis on hypothesis testing. Although researchers have proposed hypothesized reasons for academic skill deficiency, few studies have utilized this theoretical framework (e.g. Daly & Martens; 1994). Moreover, Haring and Eaton (1978) have provided an instructional hierarchy that when considered in conjunction with response topographies may facilitate the linking of analysis of academic responding with a theory driven approach to the selection of interventions being compared. By blending a hypothesis testing approach with an instructional model that emphasizes learning as hierarchical process, educators may be better equipped in prescribing effective interventions.The proposed presentation will provide clinical data of students with reading difficulties that highlight a process of blending experimental analysis of academic responding with an instructional hierarchy framework. |
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| Examining Models for Academic Interventions: Emphasis on Academic Response Patterns |
| Domain: Service Delivery |
| KRISTIN N. JOHNSON-GROS (Eastern Illinois University), Gary L. Cates (Illinois State University) |
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| Abstract: Two models of examining potential academic interventions that have been proposed are the Instructional Hierarchy (IH) by Haring and Eaton (1978), which suggests a linear model of learning beginning with an Acquisition stage to Generalization and Maintenance stages. Another model proposed by Daly and colleagues suggest that interventions are prescribed by the least to most intrusive for teachers (e.g., can’t versus won’t). This model typically employs Brief experimental analysis (BEA) which is a single subject methodology in which potential interventions are implemented alternatively to identify the most effective intervention. Although the effects of BEA have shown to be effective (e.g., Daly & Martens, 1994; Eckert, Ardoin, Daisey, & Scarola, 2000), in most of the studies, researchers addressed reading fluency with much less emphasis on mathematics. The proposed presentation will examine both models from a conceptual standpoint. In addition, the presenters will demonstrate studies that highlight each model with mathematics. The presenters will synthesize both models to aid in the conceptualization of future research but also on how the assessment of students should be analyzed by response patterns to better highlight specificity of interventions. |
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| Enhancing School-Wide Positive Behavior Support Through Structured Direct Observation of the Classroom Ecology |
| Domain: Applied Behavior Analysis |
| PHILIP L. CONCORS (ABC Consultants, LLC), Karen M. Zeltman (ABC Consultants, LLC), Vincent Winterling (Winterling Consultants), Karen Woods (ABC Consultants, LLC) |
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| Abstract: School-wide positive behavior support (SWPBS) programs often rely on office discipline reports (ODR) as the primary metric through which to evaluate outcomes. Although the use of direct observation measures are advocated in the SWPBS conceptual literature as a more rigorous method of determining program efficacy, relatively few studies employ such measures. Ecobehavioral assessment within the classroom environment has been empirically supported both as a means to inform intervention (e.g. teacher training) and to evaluate program outcomes (e.g. class-wide behavior plans). Presented in this case example, a taxonomy of instructor behavior, student behavior, and instructor-student interactions was developed from the relevant research literature in order to supplement the ODR data collected for a large school district in the mid-Atlantic region. Active-engagement, opportunity-to-respond, praise-to-correction ratio, and teacher-directed instruction were some of the measures utilized to refine the evaluation of an SWPBS program, and also to inform consultative focus in regard to identified areas of need. |
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| Examining Discrepancies in Applied Data |
| Domain: Applied Behavior Analysis |
| KIM KILLU (University of Michigan - Dearborn), Kimberly P. Weber (Gonzaga University) |
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| Abstract: A basic component of behavior analysis involves the collection of quantitative data used to determine program needs and make modifications based on the interpretation of evidence. The data obtained maybe derived from a variety of sources and the results may be in direct conflict with one another for a number of reasons. The variance obtained when collecting large amounts of data can interfere with the data's interpretation and evaluation. Such variance in data, however, is inevitable and simply an inherent characteristic of organisms and environments. Rather than viewing variability and discrepancies as a hindrance to program development, they should be embraced as an expected occurrence and a source for further investigation. This paper will examine common discrepancies in data, the reasons for variance in data, and provide recommendations for integrating data discrepancies with intervention planning. |
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| Instructional Strategies for Learners With Exceptional Needs |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon B (Grand Hyatt) |
| Area: EDC |
| Chair: Bridget Fleming (Simmons College) |
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| An Examination of Behavioral Intervention and Outcomes Beyond the Child With Autism |
| Domain: Applied Behavior Analysis |
| JANICE DONEY FREDERICK (The ABRITE Organization), Ginger R. Wilson (The ABRITE Organization), Rebecca S. Raas (The ABRITE Organization) |
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| Abstract: In the State of California early intervention is provided to infants and toddlers birth to 36 months of age who qualify for services based on evidence of risk factors associated with developmental delays within at least one of the five developmental domains (i.e., adaptive, social/emotional, speech and language, motor and cognitive skill domains). These children receive early intervention services with the aim of minimization, or optimally elimination, of any developmental discrepancies between the repertoires of the children who qualify for services and those of their typically developing peers. Young children diagnosed with autism spectrum disorder often receive early intervention services based on the principles of applied behavior analysis (ABA). The efficacy of ABA based early intervention has been well documented for young children on the autism spectrum, however, there is considerably less evidence which documents the effectiveness of ABA with young learners at risk for autism or those children who have not received a clinical diagnosis. This presentation will include a thorough description of the characteristics of ABRITE’s intervention program as well as an examination of outcomes, including post-intervention follow up, for children at risk for autism as well as other developmental delays. |
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| Teaching Appropriate Play Skills in Young Children With Special Needs |
| Domain: Applied Behavior Analysis |
| BRIDGET FLEMING (Simmons College) |
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| Abstract: Diagnostic and Statistical Manual of Mental Disorders IV lists the diagnostic criteria for autistic disorder as the "lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level as well as delays and abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play". Video modeling is a tool when used correctly can remove the need for immediate verbal and physical prompts used to teach appropriate play schemes and skills. The participants in this study are preschool aged children in inclusion and self-contained classrooms, which utilize the principles of Applied Behavior Analysis. Participants were selected for the study based on the amount of language and appropriate motor skills demonstrated during baseline. Baseline consisted of one to three sessions of the student playing independently with a toy. Participants with the least amount of appropriate verbal language and motor imitation during baseline were selected for this study. Training began with students watching the video of an adult appropriately playing with a toy two to three times repeatedly. At this time research suggests that video modeling can teach how to appropriately play in young children, however additional data will be collected. Researchers also intend to investigate if the learned play skills are maintained when the video is removed. |
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| Web Design and Accommodations for Persons With Disabilities |
| Domain: Service Delivery |
| BELINDA DAVIS LAZARUS (University of Michigan, Dearborn) |
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| Abstract: The Internet provides access to an unlimited store of information with the click of a mouse. However, most WebPages are designed for non-disabled users and contain features that make it impossible for persons with disabilities to access the information. Graphics, mouse-controlled scripts, sound, and text may be inaccessible for persons with a variety of conditions. For example, persons with visual impairments who may use text-readers are often unable to benefit from graphics, persons with learning disabilities often cannot read the text, and persons with hearing impairments cannot hear audio presentations such as podcasts. Several design considerations and supplements may alleviate some of the obstacles. In other cases, accommodations are needed to provide full access for all users. The proposed presentation will present multiple design considerations along with free software, downloads, and WebPages that provide increased access to the Internet for persons with disabilities. Features of accessible and inaccessible websites will be compared to demonstrate of ways to redesign, eliminate, and/or accommodate for inaccessible elements. |
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| Current Laboratory and Applied Studies in Organizational Behavior Management |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| Republic A (Grand Hyatt) |
| Area: OBM; Domain: Applied Behavior Analysis |
| Chair: Julie M. Slowiak (University of Minnesota Duluth) |
| Abstract: In recent years there has been a growing discussion among OBMers regarding the need and value of both applied and laboratory studies. This symposium presents recent research regarding the use of behavioral principles in both laboratory and applied settings. The first paper examines the frequency of feedback solicitation under different monetary pay conditions. Results suggest that neither the incentives nor the evaluative component made feedback more reinforcing. The second paper examines the effects of several web-based training programs designed by a consulting firm on the acquisition and retention of automotive product knowledge. Implications for future research and applied practice are presented. The third paper examines the use of a descriptive prompting procedure to increase safe pedestrian crossing behaviors on a university campus. The fourth paper examines the use of a descriptive prompting procedure to increase hand washing of patrons on a university campus. |
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| The Impact of Evaluation and Pay Conditions on Feedback Solicitation in the Workplace |
| JULIE M. SLOWIAK (University of Minnesota Duluth), Ashley Nuetzman (University of Minnesota Duluth), Lauren Anthony (University of Minnesota Duluth), Paul Fursman (University of Minnesota Duluth), Karl Harkins (University of Minnesota Duluth) |
| Abstract: This study extends previous research (Slowiak, Dickinson, & Huitema, in press) that examined the frequency of feedback solicitation under different monetary pay conditions. Frequency of feedback solicitation, with and without an evaluative component, was examined under hourly pay and performance-based pay conditions. A two-factor between-subjects design was used with 30 college students in each group: (1) evaluative feedback + hourly pay, (2) objective feedback + hourly pay, (3) evaluative feedback + performance-based pay, or (4) objective feedback + performance-based pay. Participants attended 3 experimental sessions and entered the cash value of simulated bank checks presented on a computer screen. Results indicated that (a) participants paid individual monetary incentives did not self-solicit feedback more often than those paid an hourly wage, (b) participants given an assigned performance goal did not self-solicit feedback more often than those without a goal, (c) task performance was higher for individuals paid monetary incentives, and (d) participants in both pay groups solicited feedback frequently. These results suggest that neither the incentives nor the evaluative component made feedback more reinforcing even though both were functional rewards; further, it may be necessary to pair objective feedback with a more salient evaluative component in order to enhance performance. |
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| A Comparison of Three Training Methods on the Acquisition and Retention of Automotive Product Knowledge |
| RHIANNON M. FANTE (Stephen F. Austin State University), Barbara Bucklin (Ardent Learning), Lori H. Diener (Performance Blueprints), Alyce M. Dickinson (Western Michigan University) |
| Abstract: The purpose of this study was to compare the effects of a traditional (non-fluency) web-based training program with and without study objectives with a web-based fluency-building training program on the acquisition and retention of automotive product knowledge. The effects of the training conditions were assessed by how accurately and quickly participants responded on a product knowledge test immediately after training, four weeks after training, and eight weeks after training. A three-group between subjects design was used with 20 college students in each group. Results indicated that participants in the fluency training group were more accurate and fluent immediately after training, and four and eight weeks after training than participants in the other two training groups. Although these results suggest that fluency-building training leads to higher levels of performance and retention, practice was not controlled. This study extended previous studies because it examined the effects of fluency training with adult learners who completed training programs that were designed to train actual sales representatives in the automotive industry. |
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| Increasing Safe Crossing Behaviors of Pedestrians on a University Campus |
| AJAL B. PATEL (University of Texas at Arlington), Joshua A. Staley (Stephen F. Austin State University), Rhiannon M. Fante (Stephen F. Austin State University) |
| Abstract: The purpose of the current study was to use a descriptive prompting procedure to increase safe pedestrian crossing behaviors at two crosswalks on a university campus. Data were collected at two separate crosswalks twice a day four days a week and interobserver agreement was collected for 32% of observation sessions. The two locations used for this study were high traffic areas on campus where both motorists and pedestrians converged. During intervention, an undergraduate research assistant stood next to the cross walk holding a sign that read “Please stop and look both ways before crossing” with “Thank you” on the reverse side. The poster was held by the research assistant so that pedestrians approaching the crosswalk could read the sign. When pedestrians approaching the crosswalk made a complete stop and looked both ways before proceeding to cross the street, the research assistant flashed the “thank you” side of the poster to the pedestrian. The prompting procedure was evaluated using an ABAB multiple baseline across settings design. The results indicated that the use of the sign prompting procedure increased pedestrians’ safe crossing behaviors at both locations. |
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| The Effects of Sign Prompts to Encourage Hand Washing |
| ORA L DAVIS (Stephen F. Austin State University), D'oreall Johnson (Stephen F. Austin State University), Shylo Brandenburg (Stephen F. Austin State University), Rhiannon M. Fante (Stephen F. Austin State University) |
| Abstract: The purpose of the current study was to use a descriptive prompting procedure to increase hand washing of patrons on a university campus. Since observation of patrons hand washing behavior in the restrooms was not possible, an outcome measure of hand washing was recorded (i.e., soap usage). Outcome data were collected at the same time every day four days a week for two female and two male restrooms. The two female and two male restrooms were identical in everyway, except that one male and one female restroom were located in one building and the second male and second female restroom were located in another building. During intervention, detailed posters prompting hand washing were placed in several places within each restroom. An additional phase was conducted, in which posters that contained information on H1N1 (Swine Flu) prevention were also posted in all four restrooms. The prompting procedure was evaluated using an ABB1 multiple baseline across settings design. |
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Panel #397 CE Offered: BACB |
| Accreditation and Licensure: Defining and Supporting the Future of Applied Behavior Analysis |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA; Domain: Theory |
| CE Instructor: Kristie Frissen-Thompson, Ph.D. |
| Chair: Charles T. Merbitz (Chicago School of Professional Psychology) |
| LINDA J. PARROTT HAYES (University of Nevada, Reno) |
| PATRICK M. GHEZZI (University of Nevada) |
| LIBBY M. STREET (Central Washington University) |
| MICHAEL J. CAMERON (Simmons College) |
| Abstract: People in a field accredit educational programs when they are judged to produce graduates who are seen as competent professionals. Such a judgment requires standards and a consensus that the standards provide for competent graduates. Then, evaluators must be trained to apply the standards, and a system must be operating to judge programs, produce reports, and resolve disputes. Finally, the standards must be made public and shared with educators, so that educational programs can be shaped to meet them. When the entire system is in place, State governments look to accreditation standards to guarantee minimum standards of competence and ethics, so that citizen-consumers are protected from incompetent and unethical practitioners. Prospective students can look for accredited programs to help assure that they will have certain competencies and qualify for known, accepted credentials before they enroll in a school. Finally, federal support for training needed professionals can be pursued. ABAI is now in the process of revising its Standards and accreditation system. Members of the ABAI Education Board will discuss the importance of ABAI? accreditation of behavior analysis programs to the field. Issues of ?graduate and undergraduate accreditation and national recognition of? ABAI's accreditation program will be addressed. |
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| Professional Development Series: Translation of Behavioral Momentum and Resurgence Theories to Differential Reinforcement Programs |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| Bonham B (Grand Hyatt) |
| Area: TPC; Domain: Theory |
| Chair: Jeffrey R. Luke (University of Iowa) |
| GREGORY A. LIEVING (Kennedy Krieger Institute) |
| HENRY S. ROANE (SUNY, Upstate Medical University) |
| TIMOTHY A. SHAHAN (Utah State University) |
| CAROL ANN DAVIS (University of Washington) |
| Abstract: Behavioral momentum and resurgence theories are often discussed within the basic literature. Applied settings often differ in several ways from those employed in laboratory research on behavioral momentum or resurgence, and the methods and findings of basic research may not be relevant to applied settings. This panel will discuss the translational nature of the theories of behavioral momentum and resurgence and attempt to offer applied examples of their utility. |
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Symposium #399 CE Offered: BACB |
| Research on Verbal Relations |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 214C (CC) |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| Chair: Daniel B. Shabani (California State University, Los Angeles) |
| CE Instructor: Brian Iwata, Ph.D. |
| Abstract: Skinner (1957) defined verbal behavior as the behavior of an individual that has been reinforced through the mediation of another person's behavior (i.e., the listener). Moreover, to be considered verbal, the listener must have been conditioned to respond precisely in order to reinforce the behavior of the speaker. Thus, undertanding the listener repertoire is essential for the development of effective linguistic skills. The current symposium focuses on the study of verbally mediated listener skills in the context of teaching individuals with disabilities. The first presentation focuses on motivational control over listener responses. The second study compared listener and speaker training procedures for the establishment of novel stimulus relations. The third study evaluated specific prerequisites for the establishment of rule-following. Finally, the fourth study assessed the effects of speaker training on the emergence of categorization and listener skills. These presentations shed light into the design of programs to develop verbal and verbally-controlled behaviors. |
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| Establishing Operations and Listener Behavior |
| ROBERT R. PABICO (Center for Behavior Analysis and Language Development), Daniel B. Shabani (California State University, Los Angeles), Rachel Adler (California State University, Los Angeles), Erika Myles (California State University, Los Angeles) |
| Abstract: Listening behavior requires the listener to discriminate and differentially respond to verbal stimuli within their environment and to associate those verbal stimuli by emitting either a verbal or nonverbal responses. However, the presence or absence of setting events (i.e., motivating operations; MO) may in fact influence the listener’s behavior to respond in an appropriate fashion to verbal stimuli in his environment. Therefore, the purpose of the current investigation was to evaluate the role of motivating operations on listener responding. |
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| The Effects of Listener and Speaker Training on the Formation of Equivalence Classes |
| EVELYN C. SPRINKLE (California State University, Sacramento), Lesley A. Macpherson (California State University, Sacramento), Krisann E. Schroeder (California State University, Sacramento), Jared T. Coon (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
| Abstract: Equivalence relations may be established through the training of either listener or speaker repertoires. The purpose of the current study was to compare the use of standard conditional discrimination procedures and textual/tact training in the establishment of three-member equivalence classes containing dictated words, pictures and printed words. Three male children with autism were taught to select pictures and printed words in the presence of their dictated names in a conditional discrimination task. Additionally, they were taught to produce the vocal label corresponding to a presented picture or printed word during a simple discrimination task. Two participants acquired speaker relations in fewer trials than listener relations. The remaining participant acquired both relations in an equal number of trials. For all participants, both listener and speaker training resulted in the formation of stimulus classes and the emergence of untrained stimulus relations. |
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| Rule-Governed Behavior: Further Analysis of a Procedure for Teaching Children With Autism a Preliminary Repertoire of Rule-Following |
| CARRIE KATHLEEN ZUCKERMAN (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Michele R. Bishop (Center for Autism and Related Disorders, Inc.), Melissa L. Olive (Center for Autism and Related Disorders, Inc.), Denis P. O'Hora (National University of Ireland, Galway) |
| Abstract: This presentation consists of data from two studies on teaching prerequisite skills which may be necessary for developing a repertoire of rule-governed behavior. In the first study, children with autism were taught “conditionality,” by reinforcing compliance with instructions containing “if/then” statements. The emergence of untrained instances of following if/then rules is evidence for the formation of the generalized operant class of rule-following, rather than merely the acquisition of particular behaviors under stimulus control, and generalization of this sort was observed for two of three participants. The second study was a replication and extension of the first. The same procedures were used with one exception; the behavior was specified before the antecedent was described. In other words, the children were asked to perform the behavior “if” the appropriate antecedent was presented. Results will be discussed in terms of implications for autism intervention as well as the learning history which may lay the foundation for the development of a repertoire of rule-governed behavior. |
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| The Effects of Single-Tact Training on Naming and Categorization by Children With Autism |
| VISSY V. KOBARI-WRIGHT (California State University, Sacramento), Sonya Gotts (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
| Abstract: Recent studies have demonstrated that the skill of sorting objects by category develops with no direct training when typically-developing children learn to label pictures and objects with a common category name. A recent study by our group found that a multiple-tact training procedure produced novel categorization in two of the three participants diagnosed with autism. The purpose of the current study was to extend the previous study by controlling for the possibility that stimulus classes could have been formed based on within class generalization, and to test whether the common label is solely responsible for the stimulus class formation. Participants included two children diagnosed with autism (5 years-old). The effects of training were evaluated using a non-concurrent multiple-baseline across participants design. Both children, who did not categorize or emit listener behaviors correctly during pretraining were able to do so during posttraining probes. These results suggest that the common label is solely responsible for stimulus class formation, and single tact training may be an efficient way to produce naming and categorization in children diagnosed with autism |
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| Dwarf Hamsters |
| Monday, May 31, 2010 |
| 11:00 AM–11:20 AM |
| Lone Star Ballroom Salon E (Grand Hyatt) |
| Area: EAB |
| Chair: Gwen Lupfer-Johnson (University of Alaska Anchorage) |
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| Effects of Flavor Variety and Social Housing on Weight Gain in Juvenile Dwarf Hamsters (Phodopus Campbelli) |
| Domain: Experimental Analysis |
| JENNIFER LYNNETTE LACASSE (University of Alaska Anchorage), Gwen Lupfer-Johnson (University of Alaska Anchorage), Eric S. Murphy (University of Alaska Anchorage) |
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| Abstract: As the prevalence of obesity in the United States continues to rise, a better understanding of the factors that influence one’s motivation to consume food becomes increasingly important. The current study utilized juvenile dwarf hamsters (Phodopus campbelli) to measure the effects of flavor variety on weight gain. Subjects (N = 70) were housed either in same-sex pairs or individually and were randomly assigned to be fed either one flavor or four flavors of nutritionally identical food pellets ad libitum. The main effect of flavor variety was not statistically significant; however, a significant interaction between flavor variety and housing was discovered. Flavor variety increased weight gain only in singly housed subjects. These results may be explained by either social learning processes, such as social influence or social facilitation, or by habituation; singly housed subjects fed one flavored food may have habituated to the taste, whereas for subjects housed in pairs, social interactions could have slowed the habituation process or even brought about dishabituation. |
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Invited Paper Session #401 CE Offered: BACB |
| Drug Reinforcing Effects: Establishment and Measurement |
| Monday, May 31, 2010 |
| 11:00 AM–11:50 AM |
| Ballroom A (CC) |
| Area: BPH; Domain: Experimental Analysis |
| CE Instructor: Linda LeBlanc, Ph.D. |
| Chair: Karen G. Anderson (West Virginia University) |
| RICHARD A. MEISCH (University Of Texas HSC-H) |
| Richard A. Meisch published his first drug self-administration paper in 1967, and has continued to conduct drug self-administration studies to the present. In 1970 he completed an M.D.-Ph.D. program (Ph.D. in Pharmacology and M.D.) at the University of Minnesota, and subsequently a postdoctoral fellowship in behavioral pharmacology and a residency in Psychiatry at the same institution. Since 1988 he has been a professor of psychiatry and behavioral sciences at the University of Texas Health Science Center in Houston. His research has remained focused on drug self-administration studies in humans, rhesus monkeys, rats, and mice. A number of routes of administration have been explored. In addition to the IV route he has used the oral, subcutaneous, and intraperitoneal routes. Research interests include procedures to establish drug reinforcing effects and to measure the magnitude of the effects. Methodological interests include the interpretation of drug self-administration data and development of novel experimental designs and procedures. In studying these topics his research has crossed into areas such as polydrug abuse, behavioral economics, food restriction, behavioral genetics, and the generality of findings across humans, monkeys, and rodents. |
| Abstract: Orally delivered drugs are more difficult to establish as reinforcers than intravenously delivered drugs for at least three reasons: (1) aversive taste, (2) low volume consumed including low drug intake (mg of drug/kg of body weight), and (3) long delay between drinking and onset of central nervous system effects. Nevertheless , a broad range of orally delivered drugs can be established as effective reinforcers for rhesus monkeys. Moreover, some of these drugs will also serve as reinforcers for rats and mice. Strategies for establishing drugs as reinforcer via the oral route will be discussed as well as an explanation for the marked effectiveness of these drugs when taken by mouth. New methods have been developed for measuring the magnitude of reinforcing effects will be described. The findings with these new methods are consistent with findings from choice studies. Although choice procedures are the “gold standard” for evaluating relative reinforcing effects, counter-intuitive findings emerge under some choice parameters. These findings will be shown to be instances of a larger analytic perspective. |
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Panel #402 CE Offered: PSY/BACB |
| The Applied Behavior Analysis Crusades: Notes From the Front Lines |
| Monday, May 31, 2010 |
| 11:00 AM–11:50 AM |
| Seguin (Grand Hyatt) |
| Area: CSE/TBA; Domain: Applied Behavior Analysis |
| CE Instructor: Jessica Everett, Ph.D. |
| Chair: Janet L. Montgomery (Florida Institute of Technology) |
| KRISTIN K. MYERS (Florida Tech) |
| COREY L. ROBERTSON (Florida Institute of Technology) |
| CINDY SCHMITT (Florida Institute of Technology) |
| Abstract: B. F. Skinner saw the potential for world change in what he had discovered regarding human behavior. In the 21st century, applied behavior analysis (ABA) is gaining worldwide recognition and acceptance, mostly due to its implications for autism and developmental disabilities. However the reach of ABA does not stop there, and it is important to broadcast successful application in business, education, homeland security, parent training, and more. As Applied Behavior Analysis is a natural science of human behavior, any movement to spread the knowledge and use of the principles of ABA ethically requires proper training. In this panel, we propose three cornerstones of the crusade for ABA: Dissemination, Education, and Supervision. In addition, we share where the field is now, what some are currently doing, and what we need to do to ensure Applied Behavior Analysis becomes part of 21st century culture. |
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| Theory and Application of the Experimental Analysis of Behavior |
| Monday, May 31, 2010 |
| 11:00 AM–11:50 AM |
| Lone Star Ballroom Salon D (Grand Hyatt) |
| Area: EAB |
| Chair: Sarah G. Ross (North Carolina State University) |
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| Developing an Approach-Avoidance Model of Human Anxiety in the Laboratory |
| Domain: Experimental Analysis |
| STEVEN ROBERT GANNON (National University of Ireland, Maynooth), Bryan T. Roche (National University of Ireland, Maynooth) |
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| Abstract: Approach-avoidance conflict may serve as a useful paradigm for understanding human anxiety. The present paper reports on an experiment designed to examine approach-avoidance conflicts using a group of normal adult participants. Phase 1 of the experiment established the value of a monetary reinforcer equivalent in strength to the negatively reinforcing value of escape from a mild electric shock. In Phase 2, a non-word syllable, B1, was established as a discriminative stimulus for avoidance of electric shock, while another non-word syllable, B2, was established as a discriminative stimulus for the availability of a monetary reinforcer of the value established in Phase 1. In Phase 3, two four-member equivalence classes (A1-B1-C1-D1 and A2-B2-C2-D2) were established. C1D1 and C2D2 compound stimuli were then presented as probes for derived avoidance and approach, respectively. C1C2 was also presented as a probe for a derived approach-avoidance conflict. Response patterns during non-conflict probes were as expected, but responses varied across participants during conflict probes. Skin conductance levels were also higher during conflict probes than non-conflict probes. Finally, response times were longer during conflict trials than non-conflict trials. These findings raise questions regarding the sources of control over individual participant’s responses during the probe trials. |
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| Using Single-Subject and Small-N Experimental Designs: A Historical and Contemporary Analysis |
| Domain: Applied Behavior Analysis |
| SARAH G ROSS (North Carolina State University), John C. Begeny (North Carolina State University) |
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| Abstract: Single-subject and Small-N designs refer to research designs that monitor the changes in behavior of an individual or a small group of individuals. These designs are crucial in determining the effectiveness of one or more interventions on a person’s behavior. However, there has been controversy over how best to analyze and interpret these designs. This presentation will first examine the history of small-N designs and discuss why it is important to use data-based methods to evaluate intervention effectiveness. Next, the advantages and disadvantages of traditional (graphical) approaches to analyzing small-N designs will be discussed. Third, we will discuss less common strategies for analyzing small-N designs, including the Randomization Test and Bootstrap Methods. All analytic strategies will be discussed in ways that are accessible to both researchers and practitioners. Finally, we will provide recommendations about when to use the various Small-N data analysis strategies discussed, as well as where attendees can find more information about these analyses. |
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| AUT Poster Session 4 |
| Monday, May 31, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 1. An Evaluation of Mentor Feedback on Masters Candidate Skills Educating Preschoolers With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| YASEMIN TURAN (San Diego State University), Laura J. Hall (San Diego State University), Hillary Whiteside (The Institute for Effective Education) |
| Abstract: Five M.A.Degree candidates and supervisor dyads participated in the study conducted during master candidates’ practicum experience in preschool classrooms for children with autism. The purpose of the study was to evaluate effectiveness of a mentoring and coaching program on M.A.Degree candidates’ use of praise and error correction procedures. The effect of the intervention was evaluated via a multiple baseline replicated across 4 dyads and the data were collected on candidates’ use of consequent procedures, university mentors’ coaching skills and children’s engagement behavior. Observations revealed that the intervention influenced both the M.A.Degree candidate’s behavior as well as their supervising mentor. |
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| 2. A Parent Education Program to Further Enhance the Developmental Growth of Infants At-Risk for Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| CASANDRA C. NGUYEN (Autism Spectrum Therapies), Erin McNerney (Autism Spectrum Therapies) |
| Abstract: Children are being diagnosed with autism at very young ages. Current research has focused on identifying specific markers, or skill deficits in infants that may be indicative of a child being at-risk for a diagnosis of autism. In order to address these deficits, intervention needs to begin as early as possible. The present study presents the preliminary findings of a parent education program to help “at-risk” infants reach appropriate developmental milestones. Participants were parents of 28 infants classified as “at-risk” or assessed by the local regional center to demonstrate global developmental delays. The intervention program provided parents with information regarding typical infant development, and taught parents behaviorally-based strategies to facilitate communication and social-interaction skills. Parents were taught strategies to encourage development of skills that previous literature has suggested are hallmark signs of a later diagnosis of autism. This study presents the overall program model and outcome data on parents’ fidelity of implementation of specific strategies taught, and children’s gains in communication and social skills. Results demonstrated that overall gains were observed in the 28 children across the following developmental areas: expressive language skills, receptive language skills, cognitive skills, and social/emotional skills. |
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| 4. The Effects of Verbal Feedback on Staff Performance in a Clinical Setting |
| Area: AUT; Domain: Applied Behavior Analysis |
| DANIELLE LISE LAFRANCE (Therapeutic Pathways, Inc.), Diana Lynn Morgan (Therapeutic Pathways, Inc.) |
| Abstract: The effects of feedback on performance have been evaluated in a variety of organizational settings (e.g., offices, restaurants, etc.) and for a variety of behaviors (e.g., typing, posture, etc). The current study measured the effects of feedback on the performance of 3 direct interventionist staff in an early intensive behavioral treatment (EIBT) program. A multiple baseline design across participants was used to evaluate whether feedback resulted in higher treatment integrity of client-specific procedures across team members. Results showed that the use of feedback alone produced a greater degree of consistency and treatment integrity. Maintenance of these results is currently being assessed with follow up measures. |
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| 5. Training School Personnel to Implement Positive Behavior Support Plans |
| Area: AUT; Domain: Applied Behavior Analysis |
| DARYN KALMUS (Autism Spectrum Therapies) |
| Abstract: The Individuals with Disabilities Education Improvement Act (IDEIA, 2004) requires IEP teams to conduct a functional behavior assessment (FBA) and develop a positive behavior support plan (PBS Plan) for all students who engage in persistent, problematic behavior. Few teachers receive formal training in evidence-based practice (National Research Council, 2001) or training in behaviorally based methodologies (Polsgrove, 2003). The present study utilized a training package that included written and verbal instructions, modeling, rehearsal, and performance feedback to train a classroom teacher and the classroom paraprofessionals to implement a PBS Plan to reduce aggressive, non-compliant, and tantrum behavior of an eight year old boy diagnosed with autism. Research has demonstrated that individuals with limited clinical experience are able to quickly acquire the skills necessary to implement functional analyses (Iwata et al., 2000; Moore et al., 2002), discrete-trial teaching (Sarokoff & Sturmey, 2004), and stimulus preference assessments (Lavie & Sturmey, 2002) using similar training packages. The classroom teacher and paraprofessionals were taught strategies including priming, choice making, visual supports, token economies, differential reinforcement, functional communication training, extinction, and redirection; all of which were either not used or used inconsistently/inappropriately at baseline. Results indicate that given appropriate training, the classroom teacher and paraprofessionals acquired the skills necessary to implement the positive behavior support plan, resulting in a significant reduction in aggressive, non-compliant, and tantrum behavior in the target student. In addition, the classroom teacher and paraprofessionals generalized these skills to other students in the class. |
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| 6. Effects of Computer-Assisted Instruction on Procedural Integrity for Inexperience Therapists During Generalization Training Trials |
| Area: AUT; Domain: Applied Behavior Analysis |
| NITASHA DICKES (Munroe-Meyer Institute, University of Nebraska Medical Center), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Kelly J. Bouxsein (Munroe-Meyer Institute, University of Nebraska Medical Center), Andrea Clements (Munroe-Meyer Institute) |
| Abstract: Computer-assisted instruction (CAI) has been used to teach children with developmental disabilities a variety of academic skills (Bosseler & Massaro, 2003; Moore & Calvery, 2000). Although preliminary studies indicate CAI may result in greater acquisition of target skills and have benefits over direct instruction with a therapist, it remains unclear to what extent CAI will increase procedural integrity and decrease the amount of time required to train therapists to implement individualized instruction. The current study compared procedural integrity during generalization trials conducted either via CAI or one-on-one instruction by three inexperienced therapists. The therapists read a protocol and asked questions prior to implementation of the generalization training trials. A multi-element design was used to evaluate correct implementation of each step in the trial across CAI and one-on-one instructional sessions. Results indicated that each therapist implemented CAI with 90% to 100% accuracy by the second session, whereas procedural integrity levels were 60% or lower during one-on-one instruction. The advantages of using CAI to promote procedural integrity for inexperience therapists are discussed. |
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| 7. Evaluating Sensory Integration Procedures Using a Reversal Design: A Lack of Treatment Effect |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNIFER SMITH (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: The field of Behavior Analysis holds itself up to a standard of requiring that procedures have empirical support in order for their use to be considered ethical. However not all disciplines subscribe to this standard. This is particularly true in autism treatment where non-validated treatments abound (Jacobson, Foxx, and Mulick, 2005). One category of frequently implemented interventions for children diagnosed with autism spectrum disorder (ASD) are treatments to address so called “sensory issues”. Sensory based “treatments” can include “Sensory Integration Therapy (SIT)” and or a “sensory diet”. These types of treatment are implemented despite a lack of objective evidence to support its effectiveness. Although these types of intervention are being applied frequently, few studies conducted have shown sound results, by demonstrating a causal relationship between SI interventions and targeted behavioral changes. The current study assessed the use of sensory integration strategies to increase attending skills during seatwork in the classroom of a fifth grader diagnosed with Autism. A reversal design was used. The results indicate that SI intervention was not correlated with desired changes in the student’s behavior. |
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| 10. A Comparison of Most to Least Prompting and No-No-Prompting During Discrete Trial Training |
| Area: AUT; Domain: Applied Behavior Analysis |
| TAMI S. SANBORN (The Groden Center) |
| Abstract: Discrete trial training has become one of the most commonly used teaching procedures with children with autism. However, there are several variations of prompting procedures used during discrete trial training across agencies and schools. This study examines the use of two prompting procedures to teach children diagnosed with autism to respond to one-step directions. This study incorporated an alternating treatments design with an initial baseline and final best treatment phase to compare the effectiveness of the two procedures. During the most to least prompting condition, prompts were faded across sessions from full physical to partial physical prompting. During the no-no-prompt condition, the therapist presented corrective statements (vocally stating “no”) when the child engaged in an incorrect response. The therapist presented the correction statement if two consecutive incorrect responses occurred. When the third consecutive incorrect response occurred, the therapist presented a physical prompt. Initial results suggest that most to least prompting produces higher percentage of trials correct and faster rates of acquisition. |
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| 11. Outcomes of Behavioural Interventions at a Centre Combined With Mainstream Placement for Children With Autism |
| Area: AUT; Domain: Service Delivery |
| ALISON SHARLAND (Highfield Centre), Sigmund Eldevik (Akershus University College), J. Carl Hughes (Bangor University) |
| Abstract: A model of provision has been developed for children with autism at the HighfieldCentre which combines behavioural intervention at the centre with part-time placement in preschool or school (depending on the child's age). The Highfield Centre trains andcertifies all staff involved in intervention. The children typically follow ca 40 hours a weekand it is individually determined how much time should be spent on working with targetsin school and at the centre each week. Effects of this model were evaluated using a pre-post test design. |
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| 12. Who Are the Folks Most Commonly Implementing, Collecting Data, and Supervising Behavior Plans of Individuals With Autism? |
| Area: AUT; Domain: Service Delivery |
| ELLIE KAZEMI (California State University, Northridge), Alyssa Rylander (California State University, Northridge), Robert W. Burns (California State University, Northridge), Marnie Nicole Shapiro (California State University, Northridge), Amanda Valencia (California State University, Northridge), Yesenia Larios (California State University, Northridge), Meline Pogosjana (California State University, Northridge), Melissa Nayar (California State University, Northridge) |
| Abstract: Research has shown that intensive early applied behavior analytic (ABA) intervention is the most effective form of treatment for children with autism (Howard, 2005; Lovaas, 1987). An increase in the number of children diagnosed with autism, as well as awareness about the disorder, has augmented the need for accountable effective treatments. In Southern California, behavioral agencies vendored with the Regional Centers and Special Education Local Plan Area, are the most common providers of ABA services for individuals with autism. These agencies employ therapists at different levels who provide an average of 10-30 hours of direct instruction and behavior therapy, or supervise and monitor behavior plans, in school and home settings. The survival of behavioral agencies and the quality of services they offer depends heavily on these agencies’ abilities to recruit, train, monitor, and maintain highly motivated competent employees. However, at this time, research regarding such employees is limited. We have recruited 130 behavior therapists (40% supervisors) who work with children with autism. The purpose of this presentation is to shed light on the level of education, years of experience, hours of ABA training, immediate goals, and other factors depicting the current pool of behavior therapists in our region. |
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| 13. Increasing Reading Comprehension Skills Using High School Level Textbooks in a Special Education Classroom |
| Area: AUT; Domain: Applied Behavior Analysis |
| AINSLY DUFF (The Chicago School of Professional Psychology), Tara A. Glavin (Hope Institute Learning Academy) |
| Abstract: Positive reinforcement using a point system has been shown to increase academic skills in students with developmental disabilities. We used a contingency-based point system to increase reading comprehension skills of a high school level textbook in a 16-year-old student with autism. The reading comprehension skills included looking up words in a glossary, using a table of contents, and answering questions regarding the text. During sessions, reinforcement was contingent upon the student giving a correct response to the presented target. It has been shown that when access to a reinforcer is contingent upon the response, the number of correct responses increases (McEvoy & Brady, 1988). The student had five opportunities to give a correct response per session. At the end of the session, the student had the opportunity to trade in the points for an activity reinforcer, such as time on the computer. The objective of this research was to improve reading comprehension skills and increase independence in the classroom for a 16-year-old student with autism. |
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| 14. Teaching Functions to a Child With Autism Using of Multiple Learning Channels |
| Area: AUT; Domain: Service Delivery |
| ELYSE REYNOLDS (FEAT of Washington), Kelly J. Ferris (Organization for Research and Learning), Michael Fabrizio (FEAT of Washington) |
| Abstract: In fluency based instruction, teachers often move instructional concepts through different learning channels as part of the instructional design sequence. However, there are often many skills to teach a young child with autism and often too few minutes to teach all the skills at once. To maximize a student’s instructional minutes, an alternating learning channel strategy was used to teach a five-year-old boy with autism to both mediate teacher directions about functions (Hear/Touch Function Pictures) and to tact 2D pictures of functions (See/Say Function Pictures). The poster will report on the instruction slice sequence, share student daily performance data charted on the Standard Celeration Chart, and a cumulative record graph showing the rate of concept mastery in for each learning channel. |
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| 16. Equivalence Class Formation by Adolescents With Asperger’s Disorder |
| Area: AUT; Domain: Experimental Analysis |
| ANDREW R. RILEY (Western Michigan University), Linda A. LeBlanc (Auburn University), Brian J. Feeney (Western Michigan University) |
| Abstract: Stimulus equivalence is an empirical phenomenon which demonstrates a process of generative learning pertinent to language development and symbolic communication, whereby stimuli that share no physical properties come to be functionally similar (i.e., form an equivalence class). Individuals diagnosed with Asperger’s disorder (AD) display high rates of atypical language functioning and dysfunctional communication. Such abnormal development could be the result of differences in a fundamental learning process such as equivalence class formation. This study sought to compare the equivalence class formation abilities of adolescents with AD to those of typically developing adolescents. Ten adolescents diagnosed with AD were compared to ten typically developing adolescents on a computerized task of equivalence class formation. Results suggest that when conditional discriminations are taught to mastery, there are no significant differences between adolescents with AD and typically developing adolescents in the emergence of untrained relations. These results indicate atypical language observed in those with AD is likely not caused by abnormalities in the basic process of equivalence class formation. |
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| 17. The Effects of Priming on Academic Acquisition of a Boy With Autism in an Inclusive Educational Setting |
| Area: AUT; Domain: Applied Behavior Analysis |
| DONNA C. CHANEY (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Shawn Brumby (Behaviour Institute) |
| Abstract: Providing students with disabilities appropriate educational opportunities in inclusive educational settings has been an important focus for service providers. One of the challenges of inclusion is that many children with disabilities have difficulty learning in the traditional group instructional format associated with general education settings. One possible intervention is the use of priming on the academic material about to be taught in a general education classroom. Priming of academic material consists of pre-exposing the child to the material in an individual session before the teach teaches a group lesson. This poster will describe the results of a study comparing the effects of lession priming to group instruction presentation only on academic acquisition for a child with autism in an inclusive educational setting. |
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| 18. A Clinical Evaluation of Response Interruption and Redirection on Vocal Stereotypy in a Preadolescent With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| LESLEY A. MACPHERSON (California State University, Sacramento), Jessica Love (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
| Abstract: Vocal stereotypy can be defined as nonfunctional repetition of sounds, words, breathing, and/or delayed echolalia of previously heard dialogue. It is often noncontextual and can be disruptive in both social and academic environments. Previous research has demonstrated that a Response Interruption and Redirection (RIRD) procedure was effective in reducing vocal stereotypy of children diagnosed with autism. The purpose of the current study was to clinically evaluate the effectiveness of RIRD with an 11-year-old male diagnosed with Autism. A functional analysis was conducted suggesting a possible automatic function. During treatment, implementation of RIRD alone produced minimal reduction in vocal stereotypy. Prompted engagement with preferred items and response cost were later introduced in conjunction with RIRD. Appropriate vocalizations significantly increased only when response cost was implemented. Overall, findings contribute to the sparse research examining vocal stereotypy treatment among preadolescent populations. |
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| 19. Evaluation of Client Location and Preferred Items on Head Weaving |
| Area: AUT; Domain: Applied Behavior Analysis |
| WILLIAM J. HIGGINS (Munroe-Meyer Institute, University of Nebraska Medical Center), Terry S. Falcomata (University of Texas at Austin), Kasey Stephenson (Munroe-Meyer Institute, University of Nebraska Medical Center), Henry S. Roane (State University of New York, Upstate Medical University) |
| Abstract: Previous research has shown that automatically reinforced problem behavior can be reduced via the noncontingent presentation of preferred stimuli. In the current investigation, we conducted a functional analysis of repetitive head weaving that produced undifferentiated results. This outcome was indicative of an automatic reinforcement function for head weaving. Next, we conducted a preference assessment in which measures of item engagement were compared to measures of head weaving. Those results suggested that specific high-preferred items competed with the behavior; however, anecdotal observations suggested that other variables also affected the occurrence of head weaving. Finally, we conducted an assessment in which an antecedent variable (child location) was manipulated to evaluate the establishing effects of child location on head weaving. A treatment consisting of both competing items and antecedent manipulation reduced head-turning stereotypy to clinically significant levels. Interobserver agreement was obtained during at least 30% of sessions for each evaluation and averaged above 90%. The results will be described within the context of the effects of idiosyncratic antecedent variables on the occurrence of problem behavior maintained by automatic reinforcement. |
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| 20. Stimulus Fading, Positive Reinforcement, and Extinction to Treat Food-Related Packing |
| Area: AUT; Domain: Service Delivery |
| LAURA GORMLEY (Trinity College Dublin), Kristen A. Maglieri (Trinity College Dublin), Rita Honan (Trinity College Dublin), Ciara Tolan (Stepping Stones ABA School for Children with Autism) |
| Abstract: Packing, holding accepted food in the mouth for extended periods, has significant health implications, including insufficient caloric intake, failure to thrive and an increased risk for aspiration. The current study aimed to reduce the frequency of packing behaviour displayed by a nine-year old male diagnosed with autism. First, non-preferred foods (foods, which were consistently packed) were identified through indirect and direct assessment. Next, a baseline was conducted in which previously non-preferred foods were presented systematically. During baseline, each non-preferred food was packed at 100 percent when presented. A treatment consisting of a combination of stimulus fading (systematic increases in portion size), positive reinforcement for ‘appropriate’ chewing and swallowing and extinction for food avoidance was then implemented. Results demonstrated that the treatment package was successful in reducing packing to near zero levels within 61 days of intervention including follow-up. In addition, the participant was successfully completing presented meals within 30 minutes. |
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| 21. A Practitioner’s Guide to Implementing Differential Reinforcement of Other Behaviors Among Students With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| LEAH C. GONGOLA (Youngstown State University), Rosie Daddario (Kent State University), Dru Perren (Youngstown State University) |
| Abstract: Current research supports the increase in prevalence of autism spectrum disorders (ASD) to be one out of every 91 children. Along with the drastic increase in ASD prevalence, No Child Left Behind calls for scientifically-based practices; therefore obligating educators to provide proven and effective behavioral interventions when seeking to reduce challenging behaviors in the classroom setting (Odom et al., 2005; Simpson, 2005). Further, literature discusses the need for schools to incorporate reinforcement-based behavioral technologies into classrooms servicing children with ASD (Lerman et al., 2004). While reinforcement and punishment procedures both influence the decrease of challenging behaviors, differential reinforcement of other behaviors (DRO) has been found to provide a reinforcement-based alternative to punitive behavioral approaches (Poling & Ryan, 1982). When seeking a protocol to diminish undesirable behaviors, DRO is an appealing intervention for students and practitioners alike as the DRO intervention reinforces acceptable behaviors already within a student’s repertoire. This poster will define user-friendly procedural variations of DRO to include whole interval application, interval reset, and weekly averages of interresponse times. The DRO case examples, checklists, and charts included will offer step-by-step support to practitioners in search of a feasible and structured intervention for students with ASD and undesirable behaviors. |
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| 22. The Effects of Functional Communication Training and Progressive Delays to Reinforcement on Problem Behavior and Task Compliance |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALFRED BREWIN IV (Rowan University), Michelle Ennis Soreth (Rowan University) |
| Abstract: In this study, we examined the utility of Functional Communication Training with a progressive delay to reinforcement and extinction on problem behaviors of an 8-year-old male diagnosed with autism. Results of a brief functional analysis indicated that the participant’s aggression was maintained primarily by an escape from demands. The goal for the participant was to teach a functionally equivalent communicative response to replace aggression. Following initial training of the FCT response (exchange of a break card during tasks resulting in an escape from demands); work requirements and subsequent delays to reinforcement were gradually and systematically increased to a terminal goal of completing 25 tasks on a fixed-ratio schedule. The results of a reversal design indicated that this treatment procedure was effective in reducing problem behaviors by at least 83% from baseline while maintaining high levels of compliance. The implications of the use of this treatment in applied settings and future research were discussed. |
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| 23. Response Interruption and Redirection as Treatment for Vocal Stereotypy in Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MEGAN DUFFY CASSELLA (Garden Academy), Tina Sidener (Caldwell College), David W. Sidener (Garden Academy), Patrick R. Progar (Caldwell College) |
| Abstract: This study systematically replicated and extended Ahearn, Clark, MacDonald, and Chung (2007) to evaluate the effects of response interruption and redirection (RIRD) using nonvocal demands on the vocal stereotypy of two boys diagnosed with autism. Functional assessments conducted suggested an automatic reinforcement function for the vocal stereotpy emitted by both of the participants. Results from the reversal design showed that RIRD produced substantial decreases in vocal stereotypy following the procedure. Generalization measures showed that vocal stereotypy did not decrease in novel settings or with novel instructors. A social validity assessment revealed that overall, the procedures used were found to be acceptable and effective. Despite the hypothesis that changes may be observed in collateral behaviors, no clinically significant changes were observed in motor stereotypy, appropriate vocalizations, or toy manipulation. The length of time that each participant spent in treatment per session may be a limitation to the overall success of this intervention. The results of this study were in agreement with previous research and revealed the effectiveness of the RIRD procedure. |
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| 24. The Effects of Response Interruption and Redirection and Differential Reinforcement of Other Behaviors on Vocal Stereotypy in Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MARY ELIZABETH GARTLAND (The May Institute), Courtney Fleming (The Ohio State University), Sheila R. Alber-Morgan (The Ohio State University) |
| Abstract: One problem behavior that interferes with the daily functioning of many children with autism is their frequent engagement in vocal stereotypy. Vocal stereotypy is defined as any instance of noncontextual or nonfunctional speech including singing, babbling, repetitive grunts, squeals, and phrases unrelated to the present situation (Ahern et al., 2007). Researchers have investigated various interventions designed to reduce vocal stereotypy in children with autism. The purpose of this study was to replicate and extend previous research by Ahern et al. (2007) to decrease vocal stereotypy in three individuals with differing levels of disability. The independent variable was a treatment package including response interruption and redirection (RIRD) combined with differential reinforcement of other behaviors (DRO). A multiple baseline across students design demonstrated a functional relationship of the treatment package on substantial decreases in vocal stereotypy for three students with autism. Additionally, all three students also demonstrated generalization and maintenance of decreased vocal stereotypy. |
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| 25. Can't Touch This |
| Area: AUT; Domain: Applied Behavior Analysis |
| TARA A. GLAVIN (Hope Institute Learning Academy), Lorraine M Bologna (The Chicago School of Professional Psychology), Brooke Owens (The Chicago School of Professional Psychology), Robyn Fisher (The Chicago School of Professional Psychology) |
| Abstract: The current study focused on a 16 year-old high school student diagnosed with Autism. The student lacked sufficient functional communication skills. He exhibited inappropriate behavior of touching, tickling, and grabbing other students and staff during transitions from one classroom to another within the school setting. The function of his behavior has been determined as attention seeking. According to Goldstein (2002), “when individuals with autism are taught communication skills that serve efficiently and effectively as alternative behaviors, reductions in challenging behaviors result” (p. 389). In order to decrease the frequency of this behavior, as well as increase the student’s functional communication skills, a Functional Communication Training intervention was implemented. During transitions, staff was instructed to prompt the student with an appropriate verbal response when he approached individuals before the target behavior occurred and the behavior was reinforced using a continuous reinforcement schedule, giving verbal praise as a reinforcer after every appropriate interaction with another individual during transitions. When the prompt was not given before the target behavior occurs, staff provided zero attention to the student for 3-5 seconds, after which an error correction was implemented. Occurrences of the target behavior were observed and recorded during each transition, and data was graphed daily by target behaviors exhibited per day. A phase change was implemented when criteria were met and when the intervention needed to be adjusted based on student needs or when the behavior frequency became stable. If the student reached a low and stable frequency of target behavior, staff began fading reinforcement for appropriate social interactions. The objective of this research was to determine and implement an effective intervention in decreasing the student’s inappropriate physical requests for attention and increasing his appropriate verbal requests for attention. |
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| 26. A Comparison of Random Versus Fixed Order Functional Analyses |
| Area: AUT; Domain: Applied Behavior Analysis |
| KRISTEN SILLIMAN (California State University, Sacramento) |
| Abstract: Functional analysis methodology is generally effective in determining functions of behavior; however, occasionally results are undifferentiated due to interaction effects. Iwata et al. (1994) suggested that functional analysis conditions be presented in a multielement design with a fixed cycle order of conditions in order to minimize unwanted interaction effects and capitalize on motivating operations. The purpose of this study was to compare results from functional analyses in which conditions were presented in either a random or fixed order, as suggested by Iwata et al. Functional analyses of aggressive and tantrum behaviors were conducted with three male participants, between the ages of two and three. The order in which the two functional analyses were conducted was counterbalanced across participants. Both the fixed and random order functional analyses resulted in the same interpretation for one participant. For a second participant, the no interaction condition was differentiated from the control condition in the random order functional analysis but not in the fixed order functional analysis. For the third participant, the fixed order functional analysis revealed a secondary function of behavior. |
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| 27. Changing of Preferences Over Time: Is It True? |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHERYL J. DAVIS (Consultant), Michele D. Brock (Crossroads School for Children), Kristin McNulty (Crossroads School for Children), William Timothy Courtney (Little Star), Mary Rosswurm (Little Star) |
| Abstract: Children with autism are often notorious for being rigid in their preferences and routines within their school and home settings. One could assume that this would translate into reinforcers remaining stable over time and that individuals with autism would not vary their preferences. However, as practitioners, we conduct preference assessment on a regular basis to determine if we have items that may function as reinforcers. This poster will explore changes of preferences over time with multiple participants with autism across two day programs. Assessments will be conducted at regular three-month intervals after the original assessment to determine if and when changes of preferences occur with these participants. Current data reveal that preferences remained stable at the nine months intervals for one participant and changed for two other participants. Additional data will be collected over the next six months to determine if this trend continues with these participants, and additional participants will be assessed. |
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| 28. The Effects of Response Blocking and Restraint on the Assessment of Competing Stimuli for Severe Self-Injury |
| Area: AUT; Domain: Applied Behavior Analysis |
| DENISE KUREK (Kennedy Krieger Institute), Heather K. Jennett (Kennedy Krieger Institute) |
| Abstract: Self-injurious behaviors (SIB) oftentimes can be so severe that protective equipment is necessary to maintain a child’s safety. The use of mechanical arm restraints can be associated with low levels of problem behaviors, but can also limit engagement. In the current investigation, we evaluated several competing stimuli with various levels of restraint with a 7-year-old boy diagnosed with Mental Retardation, Fragile X Syndrome and Autistic Disorder. The functional analysis indicated that his SIB was automatically maintained. Three separate competing stimulus assessments were conducted: 1) without protective equipment and without response blocking, 2) without restraint and with response blocking, and 3) with restraint and without response blocking. The initial assessment indicated that without any restraint present, no stimuli were associated with low levels of SIB. The second assessment (i.e., without restraint and with response blocking) also failed to identify stimuli that were associated with low levels of SIB. Findings from the third assessment (i.e. full rigid arm splints) resulted in the identification of several stimuli that were associated with high levels of engagement and low levels of SIB. These data suggest that arm restraints may limit SIB to the extent that engagement with stimuli is possible, and thus permit evaluation of preference and/or reinforcer competition. Reliability data were collected for one third of sessions and averaged above 80%. |
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| 29. Teaching Perspective-Taking to Children With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| KERRI L. WALTERS (University of Manitoba), Victoria Sobie (University of Manitoba), C.T. Yu (St. Amant Research Centre, University of Manitoba), Jacklyn M. Caners (St. Amant Research Centre, University of Manitoba) |
| Abstract: Typically developing children show signs of perspective-taking skills by 4 years of age. Approximately 80% of children with autism spectrum disorders (ASDs) with a verbal mental age of 4 years do not possess this skill. The purpose of this study was to improve upon previous perspective-taking training research in the following ways: (a) administering consistent baseline and generalization assessments throughout the study, (b) clearly defining prompting and fading procedures, (c) delivering reinforcement following correct responses, (d) implementing an error correction procedure following incorrect responses, (e) systematically programming for generalization, (f) establishing a clear mastery criterion, and (g) confirming ASD diagnoses. A task analysis of a commonly used perspective-taking assessment produced six teaching components. A multiple-baseline across tasks design was used to teach each of the six components to three males between the ages of 6 and 10 years old who failed three perspective-taking tasks. Generalization and maintenance were assessed for all training components. Following mastery of all six components children were assessed on the same three perspective-taking tasks they had failed during baseline assessments. The ability to perform these tasks following intervention will provide evidence of successful training and generalization programming of perspective-taking among children with ASDs. |
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| 30. Exploring a Social Skills Intervention for Children With Autism Using a Video Modelling Procedure |
| Area: AUT; Domain: Applied Behavior Analysis |
| LOUISE CRITCHLEY (Monash University), Angelika Anderson (Krongold Centre, Monash University) |
| Abstract: Deficits in social skills are one of the core symptoms in children with autism and are therefore an important target for intervention. Video modelling is an emerging evidence based intervention for autism and shows promise in ameliorating the deficits in social skills in this population. An intervention using a video modelling procedure was explored using a single subject, multiple baseline across behaviours design. A child with autism was shown videos for target behaviours including sharing and turn-taking in his natural kindergarten environment. Free play followed where opportunity was given to perform the target behaviours. Compared to an initial baseline period, the participant’s sharing and turn-taking behaviours increased during intervention. The increase in target behaviours generalized to another setting and maintained at follow-up at which time the participant’s sharing and turn-taking behaviours occurred at a rate comparable to his peers. Feedback from kindergarten staff and parents was positive. The outcome provides additional support for the place of video modelling in intervention programs for children with autism. |
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| 31. A Follow-Up Study: Pivotal Response Training on Social Skills of One Preschool Child With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SHU-HWEI KE (SEEK Education, Inc. - Taiwan), Hua Feng (National Changhua University of Education), Shu-Feng Kuo (SEEK Education, Inc. - Taiwan) |
| Abstract: The purpose of this study was to investigate the follow-up effect on social skills of one preschool child with autism by giving pivotal response training. The child was first trained on one-on-one session. Later the child was trained during a group activity with his peers at school setting. A single-subject experimental design of multiple probes across situations was used in this study. The independent variable was pivotal response training. The dependent variables of this study were the increased social skills. Questionnaires and interviews of the parent and teachers were used to collect the data for social validity. After training child with autism maintained prolonged interactions with peers and teachers, initiated play and conversation, and increased engagement in language and joint attention behaviors. In addition, parents and teachers reported positive changes in social skills. Further, the treatment outcome showed generality and maintenance. |
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| 32. The Use of Discrete Trial Instruction With Mastery Interspersals to Teach Joint Attention Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANDREA CHAIT (Pathways Strategic Teaching Center), Sheila Quinn (Salve Regina University), Samantha Sandland (Salve Regina University), Alexandra Pereira (Salve Regina University), Carin Heaney (Salve Regina University), Katherine Jensen (Pathways Strategic Teaching Center), Jennifer L. Marshall (Trudeau Center) |
| Abstract: Children with autism display deficits in joint attention thought to impact their social competence, development of language, and other areas of functioning (Jones & Carr, 2004). Joint attention has a variety of forms and functions but generally refers to people sharing or monitoring each others attention toward an object or event (Jones & Carr, 2004). Few studies have focused on methods used to teach joint attention. Interspersing material that is already mastered within a block of discrete trials of new material is thought to be a successful technique for the acquisition of some skills and is theorized to increase the rate of acquisition of the new material (Weiss, 2008). According to Jones & Carr (2004), activity interspersals may increase motivation and opportunities for adult-child interactions; sustaining joint attention. The purpose of this study was to determine the effectiveness of discrete-trail instruction with mastery interspersals to teach joint-attention behaviors. A task analysis of joint attention was conducted, breaking the complex skill into multiple teaching steps. Three students with autism on the same step of the task analysis were selected. A multiple baseline design across subjects was used to evaluate treatment. Results are discussed along with implications for research and practice. Research funded by RI-INBRE. |
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| 33. Training and Generalization of Social Skills in a Student With Asperger's Syndrome |
| Area: AUT; Domain: Applied Behavior Analysis |
| RYAN GOVER (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
| Abstract: The purpose of this study was to determine if a student diagnosed with Asperger’s Syndrome would demonstrate generalization of social skills from a training setting to non-training settings with novel persons. Using a multiple baseline design across skills, the student was taught a conversational skill and to accept criticism. The experimenter modeled, had the student role play the skills and provided feedback on skill performance using a variety of scenarios. Following training the student was assessed in various locations within his school for skill performance. To facilitate generalization, the student was given a verbal prompt to use his skill followed by a situation requiring use of the social skill embedded in a social interaction with a novel person. The time between the prompt and the situation requiring the social skill was gradually increased. A probe was conducted at the end of each interval without a verbal prompt until the student performed the skill correctly in three consecutive situations. The student was also probed for social skill generalization one time per week throughout the study in his vocational training setting without generalization prompts. Results indicated that the student demonstrated generalization of the social skills following training and prompt fading. |
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| 34. Using of Differential Reinforcement to Increasing Eye Contact and Attention Seeking in Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| AUDREY ALBERSTADT (The Aurora School), Meg Napolitono-Evans (The Aurora School), E. J. Lee (The Aurora School), Carlos F. Aparicio (The Aurora School) |
| Abstract: Research shows that the behavior of making eye-contact with persons is necessary for the acquisition of the vocabulary and social-communicative functions of children. Low emissions of eye-contact behavior and deficiencies in social communication skills are indicators of a delay in the child’s development and autism. Behavioral programs designed to increase the frequency and duration of eye-contact serve to establish verbal behavior repertories and social communicative functions in children with autism. This study assessed the use of differential reinforcement to acquire and maintain eye contact and attention seeking behaviors in a 10-year old boy (A.C.) with autism. An ABAB design was used. Condition A recorded the number of times (baseline) that A.C. made eye-contact with the therapists. Condition B used differential reinforcement to shape and maintain the eye-contact behavior; sessions began with the therapist placing her face close to A.C’s face, setting the occasion for A.C to make eye-contact with the therapist who immediately reinforced and praised the emission of this behavior. When the eye-contact behavior consistently occurred for two consecutive sessions, several Mands in A.C’s repertory (as determined by VB-MAPP) were paired with the eye-contact behavior. Thus, Mands accompanied by the eye-contact behavior produced reinforcement, and Mands in the absence of eye-contact behavior did not produce reinforcement. Results showed that the eye-contact behavior increased with differential reinforcement, so did Manding in the presence of the eye-contact behavior. We will discuss the importance of differential reinforcement in establishing eye-contact, verbal behavior repertories, and social communicative functions in children with autism. |
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| 35. Increasing Vocal Initiations to Play by Individuals With Autism Through the Use of Video Modeling |
| Area: AUT; Domain: Applied Behavior Analysis |
| MARCUS A. LOZANO (Caldwell College), Sharon A. Reeve (Caldwell College), Kenneth F. Reeve (Caldwell College), Tina Sidener (Caldwell College) |
| Abstract: Children with autism often display deficits in communication. This may lead to a lack of unprompted social initiations, such as asking questions, offering information, commenting, or inviting another peer to play. One technique that has been shown to be effective in teaching social and communication skills is video modeling. To date, however, few studies have investigated ways in which video modeling may be used to teach vocal initiations of play. The present study used a multiple-probe across-participants design to assess the effectiveness of video modeling, prompting and prompt fading strategies, and reinforcement to teach 3 children with autism to vocally initiate play statements to an instructor. Several strategies were used to promote generalization including the use of multiple exemplars of scripted statements and play actions, as well as multiple peer models and multiple instructors. Generalization probes were conducted on novel stimuli and a follow-up measure was taken 30 days after mastery criterion was met. The results indicated that all participants learned to vocally initiate play. This skill also generalized across novel stimuli and maintained. Such results should increase the likelihood that these students may be more readily accepted by their peers. |
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| 36. A Comparison of Video Priming and Simultaneous Video Modeling to Teach Play Skills to Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KIMBERLY SANCHO (Garden Academy), Tina Sidener (Caldwell College), Sharon A. Reeve (Caldwell College), David W. Sidener (Garden Academy) |
| Abstract: Video modeling has been shown to be effective in teaching play to children diagnosed with autism using a variety of techniques, including video priming, video prompting, and video error correction. Simultaneous video modeling is used clinically, but has not previously been evaluated as a method for teaching play skills. The current study employed an adapted alternating treatments design with multiple probe design across participants to compare the effects of video priming and simultaneous video modeling on the acquisition of play skills in two children diagnosed with autism. Generalization was programmed across play sets, instructors, and settings. Overall, both video modeling procedures proved to be effective in teaching and producing maintenance of play skills for both participants. For one participant, these procedures appeared to be equally effective in terms of acquisition of the main dependent variable, scripted actions. For another participant, scripted actions were acquired more quickly in the simultaneous condition. |
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| 37. Utilizing Speaker Immersion and Communication Packages to Increase Verbal Behavior and Decrease Unsafe Behaviors |
| Area: AUT; Domain: Applied Behavior Analysis |
| JOHN TOLSON (Faison School for Autism), Alexis Reeb (The Faison School for Autism), Kitti South (The Faison School for Autism), Adam S. Warman (The Faison School for Autism) |
| Abstract: Students attending The Faison School for Autism are part of a CABAS component program which addresses their learning needs through a verbal behavior analysis approach. As a result, the students participate in tactics to increase their level of verbal behavior which, consequently, typically decreases instances of problem behavior and increases access to less restrictive activities. In this presentation, two tactics were implemented to increase communication and to decrease unsafe and interfering problem behaviors for several students. In the first two data collections, speaker immersion was used to increase mands and tacts. In the third data collection, a communication package consisting of using high probability instructions, planned ignoring, and functional communication training, was implemented for a student emitting low levels of mands and high rates of assaultive and self-injurious behavior. As a result of these interventions, all students emitted higher instances of mands. The results of these data collections are discussed in terms of verbal behavior and the literature targeting self-injurious and problem behavior. |
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| 38. Video Modeling Paired With Schedules to Teach a Student With Autism to Request a Break |
| Area: AUT; Domain: Applied Behavior Analysis |
| JANET A. BUTZ (Collaborative Autism Resources & Education), Greg Ryan (Tomball Intermediate School District), Debra Cummins Roth (Tomball Intermediate School District) |
| Abstract: This study shows how an elementary student with Autism enrolled in a self-contained class in a public school was taught to request a break in lieu of using aggression to escape non-preferred task demands. The student had a significant history of noncompliance and physical aggression. He required a high level of adult support to manage his behavior and responded inconsistently to the use of various interventions. This study utilized antecedent manipulations which involved teaching staff to recognize triggers to his aggressive behavior as well as developing a safety plan for removal of his classmates to another location when his aggression escalated. The behavior package included the use of video modeling which involved showing the student himself engaged in appropriate behaviors during transitions, instructional activities, requesting a break and using self-calming techniques. A transportable schedule was used to add predictability to his day. Cue cards were also developed to remind him how to request a break or engage in self-calming behaviors when needed. Data show that the frequency of the student's aggressive behaviors significantly decreased across the school year and resulted in his continued placement on a regular education campus rather than a more restrictive placement option. |
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| 39. Comparison of Prompting Procedures on Intraverbal Behavior on Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNIFER LYNN JORANDBY (University of Wisconsin-Eau Claire), Stephany Kristina Reetz (University of Wisconsin - Eau Claire), Chelsea B. Hedquist (University of Wisconsin-Eau Claire), Amanda Buchmeier (University of Wisconsin - Eau Claire), Kathryn R. Haugle (University of Wisconsin-Eau Claire), Kathryn Larson (University of Wisconsin-Eau Claire), Kevin P. Klatt (University of Wisconsin, Eau Claire) |
| Abstract: Teaching intraverbal behavior is important in the development of communication skills and social interactions among children with autism. Echoic, picture, and textual prompts have been compared in teaching intraverbal behavior to these children. Previous research with children diagnosed with autism has shown that textual prompting is more effective on the acquisition of intraverbal skills. Few studies, however, have examined the effects of echoic, picture, and textual prompts on intraverbal behavior. The current study compared the three prompting procedures in teaching intraverbal behavior to five children diagnosed with autism. Comparisons between prompting procedures were evaluated on the acquisition, generalization, and maintenance of intraverbal behavior. Some differences were found in the acquisition, generalization, and maintenance of the three prompting procedures. |
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| 40. Response Priming in a Young Child With Autism: Duplicating Vocal Responses Facilitates Vocal Imitation |
| Area: AUT; Domain: Applied Behavior Analysis |
| LEIF ERIK NIELSEN (University of Nevada, Reno), Jennifer A. Bonow (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada) |
| Abstract: This case study investigated the effects of response priming whereby an adult first imitated the vocalizations of a young child with autism and then instructed the child to imitate the vocalizations made by the adult. A significant increase in the number of imitative vocal responses given by the child to the adult’s model was consistently and repeatedly observed. The outcome is important in that it may provide the means by which to strengthen a child’s vocal imitative behavior, and it also provides a clear and rare example of what Skinner identified as response priming. |
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| 41. A Comparison of The Verbal Behavior Milestone and Placement Program in Typically Developing Children and Children on the Autism Spectrum |
| Area: AUT; Domain: Applied Behavior Analysis |
| ASHLIE LINDER GRILL (Florida State University), Kassi J. VanderPloeg (Florida State University), Gina Marie Ballone (Brilliant Minds) |
| Abstract: The Verbal Behavior Milestone and Placement Program (VB-MAPP) is an assessment tool, curriculum guide, and skill tracking system that is designed for children with autism, and other individuals who demonstrate language delays created by Mark Sundberg, PhD. The use of the VB-MAPP in applied behavior analytic programs for children with autism is becoming increasingly popular, as it is an efficient and uncomplicated tool for practitioners and teachers to use. In order to provide parents, practitioners, and other professionals with a comparison of skill deficits in typically developing children, and children with Autism, the authors conducted Verbal Behavior Milestone and Placement Programs (VB-MAPP) on four typically developing children, ages 1-4 years and compared them to the VB-MAPPs of four children of the same age, diagnosed on the autism spectrum. Using the Milestones Skills Assessment portion of the VB-MAPP, the authors assessed up to 170 milestones across participants. This assessed 16 key skill areas including mands, tacts, intraverbals, echoics, listener receptive function, feature, and class, visual perceptual, play, social, and early academic skills. |
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| 42. Using Applied Behavior Analysis Strategies to Improve Motor Coordination of a Child With Autism in Competitive Swimming |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAN LIU-GITZ (Texas Tech University), Stacy L. Carter (Texas Tech University), Joseph Bales (Texas Tech University Health Science Center) |
| Abstract: Motor and social-communication impairments in individuals with autism severely limit their opportunities to successfully participant in organized sports. Reduction in physical activity becomes more significant at the secondary school when nondisabled peers may rely mostly on organized sports to get their physical exercise. Few studies are found implementing ABA strategies to improve participation in competitive sports for children with autism. This study used a multiple-baseline design to investigate the effectiveness of a treatment package designed to support a child with autism participating in competitive swimming. The participant was a 10 year old boy with normal IQ who displayed frequent tantrums and noncompliance to swimming instruction. He presented with a history of limited skill acquisition which had prevented him from developing any formal swimming strokes in spite of numerous swim lessons. Researchers implemented a fixed schedule of reinforcement, a chaining procedure, and a task analysis into typical coaching techniques in a local swim club. Results revealed that within six months the child had mastered three of four basic swim strokes and competed with age equivalent peers in swim meets regulated by the US Swimming Association. The importance of using structured ABA techniques within typical coaching strategies will be presented. |
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| 43. Teaching Cooking Skills Using Video Modeling With Teens With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANNE K. RYE (San Diego State University), Bonnie Kraemer (San Diego State University) |
| Abstract: According to data from the National Longitudinal Transition Study 2 (NLTS-2), adolescents with autism have significant deficits in the area of daily living skills and in particular the preparation of food. Yet, these skills are critical to increase their independence as adults. It has been established that individuals with autism benefit from evidenced-based instructional strategies presented in a visual format such as video modeling (Bellini & Akullian, 2007). The present study will evaluate the effectiveness of the use of video models to teach simple recipes to 3 adolescents with moderate to high functioning autism, all with adequate observational skills and verbal communication to describe what they see in the video. A unique aspect of the present study will be the use of the video model alone with no other instructional supports. A multiple probe design will be utilized across participants to evaluate if the participants can through a stand-alone video model (1) acquire the cooking skills and (2) if the video model also serves to be an efficient instructional delivery method where the students acquire the skill quickly. |
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| 44. Evaluating the Effectiveness of a Photographic Schedule to Teach Adults With Autism to Use an Apple iPod |
| Area: AUT; Domain: Applied Behavior Analysis |
| MELISSA ANGLESEA (Alpine Learning Group), Peter M. Vietze (Institute for Basic Research) |
| Abstract: Many individuals with autism display deficits in the areas of verbal and written language. Picture prompts, in the form of a photographic schedule, can be a useful tool because they can be used in place of verbal and written language. In addition, a photographic schedule can replace prompts from an instructor. Using a multiple-baseline-across- subjects design, this study demonstrates the effectiveness of using a photographic schedule to teach three adult males with autism to use an Apple iPod. By the end of the study, all participants were able to successfully operate the iPod® to listen to music without prompts from the investigator. |
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| 45. A Comparison of Acoustical (Clicker) and Visual (Token) Conditioned Reinforcers for Teaching Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| NORA IANNACCONE (San Diego State University) |
| Abstract: There is a recommendation by some interventionists to use clickers as conditioned reinforcers when working with individuals with autism due to the effectiveness of this procedure with animals. No published research on the use of this clickers with children, including children with disabilities was found. This study incorporated an alternating treatment design to evaluate the effect of acoustical (clicker sounds) and visual (tokens) conditioned reinforcer systems on the acquisition of labeling objects and pictures of four young children with autism spectrum disorders. Event recording was used to score correct responses across both conditions. Fidelity of intervention measures were taken for the implementation of both the token systems and clickers by the paraprofessional staff who implemented the child's programs. Rates and maintenance of acquisition in both conditions was assessed. Interobserver agreement rates were obtained at above 80% for each of the four participants. The social validity of both approaches to intervention is discussed. |
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| 46. The Effects of Conditioning Looking at Faces as a Reinforcer on Observing Responses |
| Area: AUT; Domain: Applied Behavior Analysis |
| Dolleen-Day Keohane (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University), Jacqueline Maffei-Lewis (Teachers College, Columbia University), KARLEE D. MILLER (Teachers College, Columbia University), Lisa Dawn Tullo (Teachers College, Columbia University) |
| Abstract: The purpose of this study was to test the effects of using a conjugate reinforcement procedure on the acquisition of reinforcement for observing adult faces, as evidenced by an increase in observing responses. Three students diagnosed with autism spectrum disorder were selected for this study. The study followed a delayed multiple probe design across participants. Pre- and prost-probes consisted of 20 trials each of three types of observing responses. Students then began intervention, in which continuous reinforcement was delivered, contingent on the student looking at the teacher’s face. Appropriate looking was immediately reinforced with continuous tactile stimulation, vocal praise, and singing, which ceased as soon as the child looked away. Continuous reinforcement was reinstated only when the student resumed observing the adult’s face. The process was continued until the students total duration of looking at the teacher’s face across 20 trials reached 160 seconds. Post probes were then conducted following the completion of the intervention. A functional relation was found, as all three students demonstrated significant increases in observing responses. |
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| BPH Poster Session 4 |
| Monday, May 31, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 47. The Impact of Amphetamine on Resistance-to-Extinction Following Single-Schedule Training |
| Area: BPH; Domain: Experimental Analysis |
| STEPHEN H. ROBERTSON (James Madison Univeristy), Sherry L. Serdikoff (James Madison University) |
| Abstract: Some researchers have suggested that the discrepancy in findings between studies of resistance-to-extinction that use single-schedules and those that use multiple-schedules is the result of increased discriminability between training and extinction conditions in the single-schedule preparation, masking the true relation. Because amphetamine has been shown to interfere with stimulus control in a number of preparations, the current study examines the effects of amphetamine in the context of a single-schedule resistance-to-extinction preparation. During training, various doses of d-amphetamine and vehicle are administered 15-min prior to sessions where, water reinforcers are delivered according to various variable-interval schedules. The 50-min training sessions are conducted 5-7 days per week for each rat until responding is stable and are followed by a 2-hr extinction session. Resistance-to-extinction is represented as the logarithm (base 10) of the response rate for each extinction session as a proportion of the average response rate over the last 5 training sessions. To the extent that the data reveal a positive relation between resistance-to-extinction and reinforcer density during training when d-amphetamine but not vehicle is administered, they are consistent with the view that the discriminability between training and extinction is a confound that masks the true relation in single-schedule resistance-to-extinction procedures. |
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| 48. Effects of D-Amphetamine on Delay Discounting With Different Baselines |
| Area: BPH; Domain: Experimental Analysis |
| CHRISTOPHER KREBS (West Virginia University), Karen G. Anderson (West Virginia University) |
| Abstract: Impulsive choice is correlated with behavioral problems such as attention deficit hyperactivity disorder, substance abuse, and gambling. Variables such as reinforcer magnitude and delay have been shown to affect impulsive choice. Impulsive choice is often studied by presenting subjects with the choice between a smaller, more immediate and a larger, more delayed reinforcer. When a constant delay is added or subtracted to both alternatives, choice of the larger reinforcer has been found to increase or decrease, respectively. It is unknown if these effects generalize to within-session delay-discounting procedures where choice is between one food pellet delivered immediately and three food pellets delivered after an increasing delay. The present experiment examined how adding and subtracting a constant delay affects choice in eight male rats using a within-session delay-discounting procedure. As delay to the large reinforcer increased, choice for that option decreased in all rats regardless if a constant delay was added or subtracted. Indifference points were longer when constant delays were added and shorter when constant delays were subtracted from both alternatives. Thus, different baseline levels of choice were generated. Effects of acute d-amphetamine on choice at these different baselines were then assessed. |
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| 49. Does Continued Access Alter Economic Demand and Reinstatement? A Comparison of Methamphetamine and Food |
| Area: BPH; Domain: Experimental Analysis |
| Chad M. Galuska (College of Charleston), Kelly M. Banna (Medical University of South Carolina), LENA VAUGHN WILLSE (College of Charleston), Noushin Yahyavi-Firouz-Abadi (Medical University of South Carolina), Ronald E. See (Medical University of South Carolina) |
| Abstract: Prolonged use of psychostimulants may alter the essential value of the drug reinforcer, as well as a nondrug reinforcer such as food. To test this possibility, we trained rats to lever press in 2 hr daily sessions for methamphetamine (0.02 mg/50 ul) or a food pellet, both accompanied by a tone+light cue. A demand curve was first obtained by increasing the prevailing fixed-ratio (FR) response requirement across sessions. Subsequently, rats were given continued access to the reinforcer under an FR 3 schedule for 12 sessions. Additional control groups were not given continued access. Demand curves were then redetermined, followed by a minimum of 10 extinction sessions and a single cue-induced reinstatement test where responses produced only the tone+light. Continued access to food did not change its demand function. By comparison, methamphetamine consumption escalated with continued access. There was a tendency for the methamphetamine demand curve to shift upward (i.e., an increase in the initial level of demand) after continued access, but elasticity of demand did not change. Following extinction, levels of reinstatement were higher for methamphetamine than food, and highest in the rats that received continued access. |
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| 50. A Choice Reaction-Time Procedure for Assessing the Neurobehavioral Effects of Drugs and Toxicants With Rats |
| Area: BPH; Domain: Experimental Analysis |
| YUSUKE HAYASHI (National Institute for Occupational Safety and Health), James M. Antonini (National Institute for Occupational Safety and Health), Oliver Wirth (National Institute for Occupational Safety and Health) |
| Abstract: Four food-restricted Sprague-Dawley rats responded under a choice reaction-time (CRT) procedure. At the beginning of each trial, the rats were required to press a center lever for a variable duration of time to present a tone. The task then involved a conditional position discrimination in which a response to the left or right lever produced a food pellet intermittently following a high-pitched or low-pitched tone, respectively. Correct responses were reinforced with a probability of .95 or .05 under blinking or static houselights, respectively. After performance stabilized, effects of environmental, pharmacological, and toxicological variables were examined. First, rats were given free access to food 30 min prior to the session. Second, intensity of the tones was gradually decreased across sessions. Third, to affect neuromotor processes, rats were given a 0.03 mg/kg to 0.12 mg/kg intraperitoneal injection of haloperidol one hour prior to the session. Finally, to identify the behavioral effects of a repeated exposure to manual metal arc-hard surfacing (MMA-HS) welding fumes, the rats were exposed via intratracheal instillation to a 2.5-mg suspension of the welding fumes. Overall, the results provide evidence that the CRT procedure yields behavioral measures that are sensitive to changes in motivational, attentional, and/or motor processes. |
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| 51. Effects of Acute and Repeated Administration of Diazepam on Delay Discounting in Lewis and Fischer 344 Rats |
| Area: BPH; Domain: Experimental Analysis |
| SALLY HUSKINSON (West Virginia University), Amber Barse (West Virginia University), Karen G. Anderson (West Virginia University) |
| Abstract: Using a delay-discounting paradigm, impulsive choice is examined by providing subjects with a choice between two reinforcers of different magnitudes presented at varying delays. The larger delayed reinforcer is said to be devalued as a function of delay, and steeper discounting functions are indicative of more impulsive choices. Individual discounting rates can be influenced by many factors, including strain differences and drug effects. In the current experiment, choice was between one food pellet delivered immediately and three food pellets delivered after varying delays. Terminal delay values were functionally determined and equivalent in all rats as indicated by similar area under the curve values. Larger-reinforcer choice decreased as a function of increasing delays in all rats. Consistent with previous literature, Lewis rats emitted more impulsive choices as indicated by shorter indifference points than Fischer 344 rats. Effects of acute and repeated diazepam administration (1.0-5.6 mg/kg) were assessed in both strains and are discussed in terms of relative change from baseline (non-drug) conditions. Results from the present study may give insight into behavioral, neurochemical, and genetic determinants of impulsive choice. |
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| 52. Do Stimulant Medications for Attention Deficit Hyperactivity Disorder Enhance Learning? A Test of the Incremental Repeated Acquisition of Responses Procedure With Adults Who Benefit From Medication |
| Area: BPH; Domain: Experimental Analysis |
| DAVID M. TREJO (University of Wisconsin - Milwaukee), Marshall L. Dermer (University of Wisconsin - Milwaukee) |
| Abstract: There is no precise way to determine whether a person who is diagnosed with attention deficit hyperactivity disorder (ADHD) can better learn on than off stimulant medication. In the current study, three adults with ADHD, who clearly benefited from stimulant medication (Adderall/d and l- amphetamine or Ritalin/methylphenidate), were either on or off medication, for 30 sessions of an alternating treatments design, as they completed a learning task: the incremental repeated acquisition (IRA) procedure. IRA requires a participant to depress numeric keys in a given sequence to produce reinforcement. If a participant can press N keys correctly then he or she is required to next press N+1 keys. Importantly, from session-to session, the sequence varies. In this way the IRA procedure assesses learning. This research tested whether the IRA procedure was sensitive to the medication at the level of the individual participant. Various measures of learning were explored but only one measure, latency to complete a chain, appeared to be systematically affected by medication for one of three participants. Because the effect occurred during the later sessions, future researchers should consider conducting more sessions. More importantly, the IRA procedure’s sensitivity may be enhanced by conducting sessions that exceed 20 min. Although the procedure was rather insensitive to medication, visual inspection of the data, from session-to-session, often revealed smooth curves, despite the sequences changing, which suggest the IRA procedure is promising. |
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| 53. Discriminative Stimuli of Neuroactive Steroids and Benzodiazepines Are Similar but Not Identical in Rats |
| Area: BPH; Domain: Experimental Analysis |
| XIANG BAI (University of Texas Health Science Center at Austin), Lisa R. Gerak (University of Texas HSC-H) |
| Abstract: Neuroactive steroids and benzodiazepines are positive GABAA modulators with similar anxiolytic, sedative and anticonvulsant effects; however, their actions at different modulatory sites on GABAA receptors might confer differences in behavioral effects. This study compared the neuroactive steroid pregnanolone and the benzodiazepine midazolam to determine whether their effects can be differentiated using drug discrimination, a procedure with high pharmacological selectivity. Two groups of rats discriminated either 3.2 mg/kg pregnanolone or 0.56 mg/kg midazolam while responding under a fixed ratio 10 schedule of food presentation. Pregnanolone, midazolam and flunitrazepam produced greater than 80% drug-lever responding in both groups. Pregnanolone was more potent in rats discriminating pregnanolone, but the potencies of midazolam and flunitrazepam were not different between groups. Pentobarbital produced greater than 80% drug-lever responding in pregnanolone-discriminating rats and not in midazolam-discriminating rats. Ketamine and morphine produced little drug-lever responding in either group. Flumazenil antagonized midazolam and flunitrazepam, but not pregnanolone, in both groups. Despite many similarities between the pregnanolone and midazolam discriminative stimuli, two important differences were observed, suggesting that effects of positive GABAA modulators can be differentiated depending on their site of action. This study suggests that neuroactive steroids and benzodiazepines might vary in therapeutic profile. Supported by USPHS DA017240. |
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| 54. The Relative Contributions of Norepinephrine and Dopamine Transport Inhibition on Signal Detection in Rats |
| Area: BPH; Domain: Experimental Analysis |
| ELIZABETH C. FEIT (University of Wisconsin-Madison), Brenda L. McKee (University of Wisconsin-Madison), Sarah E. Eggenberger (University of Wisconsin-Madison) |
| Abstract: Attention-deficit/hyperactivity disorder (ADHD) is associated with a dysregulation of working memory, sustained attention and impulsivity/hyperactivity. Low doses of methylphenidate (MPH) are the most common and most effective pharmacotherapy for ADHD. In ADHD-affected individuals, low-dose stimulants reduce motor activity while improving performance in tests of working memory, sustained attention and impulsivity. Interestingly, the behavioral-enhancing and -calming actions of low-dose MPH are not limited to individuals with ADHD, but also extends to normal human and animal subjects. To better characterize the behavioral actions of low-dose psychostimulants, the present experiments examined the actions of MPH in a rat model of sustained attention, where signal and blank trials were interspersed randomly and occurred at unpredictable times. Consistent with previous observations, MPH affected sustained attention in a biphasic, inverted U function, improving attention at doses of 0.5 – 2.0 mg/kg and impairing attention at doses of 4.0 – 8.0 mg/kg. Surprisingly, neither norepinephrine nor dopamine transport inhibition, produced respectively with the drugs atomoxetine and GBR-12909 failed to replicate the effects of MPH. These data suggest that both NE and DA transport inhibition are required to improve attention in this model. |
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| 55. The Role of Dopamine in Time-Based and Effort-Based Optimal Foraging, Decision-Making Paradigms in Rats |
| Area: BPH; Domain: Experimental Analysis |
| BRENDA L. MCKEE (University of Wisconsin, Madison), Elizabeth C. Feit (University of Wisconsin-Madison), Sarah E. Eggenberger (University of Wisconsin-Madison) |
| Abstract: Optimal foraging theory holds that animals engage in behavioral strategies that maximize reinforcer procurement. Two “cost” variables exist when testing these theories in the laboratory, time and effort. We used a foraging simulation to test differences between effort and time requirements, and the role of dopamine in those variables. The simulation used a concurrent-chains arrangement and entailed repeated choices between two schedules of reinforcement: a progressive schedule (the “within-patch” or depleting patch option) and a fixed schedule (the “between patch” or traveling option). Furthermore, when an animal completed the fixed alternative (FR or FI), the progressive schedule (PR or PI) was reset to its minimum value. To test the effort, we employed ratio schedules (PR/FR); to test time we used interval schedules (PI/FI). Given these models’ unique ability to test time and effort and the importance of decision making in addiction, we tested amphetamine (0.5 mg/kg, i.p.) in rats trained in the PI/FI paradigm to best understand how systemic psychostimulant use alters time as an investment for reinforcement. Both the switch point and reinforcers earned were used as dependent variables. The optimal switch point on the PI/FI schedule, or the least amount of time to receive the most reinforcers, is for the rat to choose the PI lever on 4-5 consecutive choices, and then reset the PI by switching to the FI lever. Each rat was injected with saline or amphetamine every other day with the starting injection type randomized. Amphetamine failed to produce a statistically significant difference in the optimal switch point or reinforcers earned using a paired t-test. The role of systemic amphetamine in rats trained in the PR/FR paradigm is currently being tested. Although other models of effort-based decision making have delineated a role for dopamine, different dopamine D1 versus D2 receptor activation in this model has not been tested, nor has differential dopamine receptor modulation of time-based decision making been investigated. |
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| 56. Motivational and Attention Deficits in a Rat Model of Fetal Alcohol Syndrome |
| Area: BPH; Domain: Experimental Analysis |
| SARAH E. EGGENBERGER (University of Wisconsin-Madison), Echo Rufer (University of Wisconsin - Madison), Elizabeth C. Feit (University of Wisconsin-Madison), Brenda L. McKee (University of Wisconsin-Madison), Elliott M. Paletz (University of Wisconsin - Madison), Susan Smith (University of Wisconsin - Madison) |
| Abstract: Fetal alcohol syndrome disorder (FASD) is characterized by significant physical and behavioral problems. Children with FASD often have learning deficits, attention deficits, and exhibit impulsive patterns of behavior. While the primary cause of FASD is alcohol consumption during pregnancy, iron deficiency in the mother exacerbates these effects. We have recently developed a rat model of FASD combining alcohol exposure and iron deficiency. In this series of experiments, we attempted to validate this model using several standard operant behavior tasks. First, after rats were trained to lever-press, they were exposed to a session of a progressive ratio schedule of reinforcement. Interestingly, the iron deficient control group had a lower break point than the other groups. Second, all rats were then trained on a signal detection procedure, often considered an assay of sustained attention. Once again, the iron-deficient groups were deficient. This model, therefore, may provide scientists a useful paradigm for studying FASD, including possible pharmacological treatment of the disorder. |
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| 57. Alcohol-Reinforced Responding as a Function of Schedule and Rate of Reinforcement |
| Area: BPH; Domain: Experimental Analysis |
| AMY ELLERBE (University of Alaska Anchorage), Jennifer Lynnette LaCasse (University of Alaska Anchorage), Gwen Lupfer-Johnson (University of Alaska Anchorage), Eric S. Murphy (University of Alaska Anchorage) |
| Abstract: The present experiment tested the hypothesis that habituation to the reinforcer occurs during sessions of alcohol-reinforced responding in Long-Evans rats. Eight rats responded on fixed-interval (FI) and variable-interval (VI) schedules that provided programmed rates of reinforcement ranging from 60 to 450 reinforcers per 30 min session. In all conditions, reinforcers consisted of 3-s access to a 10% alcohol solution. Rates of responding were generally higher on the VI schedules than on FI schedules of the same value. Additionally, within-session decreases in responding were generally steeper during the FI than during the VI schedule that delivered the same rate of reinforcement. Neither the obtained rates of reinforcement, nor the self-administered dose of alcohol, differed between FI and VI schedules of the same value. These results are inconsistent with alternative hypotheses, such as “satiation” to the reinforcer and motor impairment. However, these findings are consistent with McSweeney, Murphy, and Kowal’s (2005) suggestion that habituation contributes to the regulation of drug-reinforced responding. |
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| 58. Absence of Learning and Memory Impairments in Female Rats Following Repeated Administration of Dextromethorphan During Adolescence |
| Area: BPH; Domain: Experimental Analysis |
| AMY DURGIN (Western Michigan University), Alan D. Poling (Western Michigan University) |
| Abstract: The present study investigated the effects of early repetitive exposure to dextromethorphan (DM), an N-methyl-D-aspartate (NMDA) receptor antagonist, on learning acquisition and working memory in female rats. Twenty-four female rats received 10 daily injections of DM (40 mg/kg) from postnatal day 28 through 37, and were then exposed to an eight-arm radial maze task at 2 and 6 months of age. Results showed no significant difference in performance between DM-treated and vehicle control rats for both tests. Although the current findings showed no enduring deleterious effects of DM, there have been a number of studies showing acute impairments in learning and memory following early exposure to this drug. Therefore, recreational abuse of DM early in life can be dangerous; however, further research examining the drug’s behavioral effects is warranted. |
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| 59. Effects of Alcohol Preload on Alcohol's Reinforcing Efficacy in College Students |
| Area: BPH; Domain: Applied Behavior Analysis |
| MEGAN B. BLACK (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: This study examines whether college students find alcohol more reinforcing after receiving a priming dose (preload) of alcohol. In contrast to previous studies, this experiment uses the multiple choice procedure (MCP) to assess the reinforcing efficacy of alcohol preload. College students are given placebo or alcohol preloads. Thirty minutes after consuming the preload, participants complete a self-report measure to assess how much they crave alcohol as well as the multiple choice procedure (MCP). The MCP is an operant task on which participants make repeated choices between a pairs of reinforcers - alcohol or money - to assess the relative value of alcohol compared to money at that point in time. Choices are reinforced intermittently; following completion of the MCP, one of the choice options is chosen randomly and the reinforcer chosen for that pair or options is given to the participant. The current data add to the literature on this topic and extend current analyses by interpreting the findings within the conceptual framework of motivating operations where the value-altering effects of alcohol preload are operationalized as craving and the behavior-altering effects of alcohol preload are operationalized as MCP performance. |
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| 60. The Anitimalarial Mefloquine Does Not Share Discriminative Stimulus Properties With Uncompetitive NMDA Antagonists |
| Area: BPH; Domain: Experimental Analysis |
| RODNEY D. CLARK (Allegheny College), Emily Jutkiewicz (University of Michigan), James H. Woods (University of Michigan), Katy Orchowski (Allegheny College) |
| Abstract: Twelve male Sprague- Dawley rats were trained to discriminate both 1.78 mg/kg s.c. PCP and 1.78 mg/kg i.p. PCP from saline in a standard 2-response operant discrimination procedure consisting of two nose pokes. Responding was maintained under an FR-10 schedule of Ensure presentation. Substitution tests were conducted with PCP (1.0 – 5.6 mg/kg), Ketamine (1.0 – 10.0 mg/kg), MK-801 (.01 - .178 mg/kg), NMDA (10 – 30 mg/kg), and Mefloquine (3.0 – 10.0 mg/kg). Both ketamine and MK-801 produced dose-related PCP-appropriate responding while overall response rates for each drug were reduced in a dose-dependent manner. NMDA, however, did not produce any appreciable PCP-appropriate responding in any of the subjects tested at any of the doses tested. Moreover, response rates were reduced by nearly 50 percent. Mefloquine, when evaluated at doses ranging from 3.0 to 10.0 mg/kg did not engender any PCP-appropriate responding. These data suggest that while both PCP and Mefloquine may produce psychotic behavior, they apparently do so by different behavioral and pharmacological mechanisms. |
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| CBM Poster Session 4 |
| Monday, May 31, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 61. The Effects of Auditory Stimulation on Repetitive Behavior |
| Area: CBM; Domain: Applied Behavior Analysis |
| DANIELLE BROOME (University of Florida), Amanda Bosch (University of Florida), Timothy R. Vollmer (University of Florida), Andrea Zawoyski (University of Florida) |
| Abstract: Forehand and Baumeister (1970) showed that the rate of stereotypic behavior (e.g. body rocking) of developmentally disabled individuals increased when the individuals were exposed to auditory stimulation; however, the study did not account for the auditory preference of the listener. The purpose of this experiment was to evaluate the effect of highly preferred and lesser preferred auditory stimulation on the rate of repetitive behavior (e.g. nail biting, hair twirling). Participants were five typically functioning adults, and sessions were conducted in a laboratory room at a major university. The individuals in this study participated in a paired-choice preference assessment to determine the relative preference of auditory stimulation (e.g. pots banging, a running mower, and a rainforest). A modified functional analysis was conducted to determine which condition (alone, demand, free activity) evoked the most repetitive behavior. The individual was then exposed to this condition with either the most or least preferred auditory stimulation or no sound, and rate of repetitive behavior was recorded. Preliminary results show that auditory stimulation decreases repetitive behavior in typically functioning adults, which is contrary to the effects of auditory stimulation observed with developmentally disabled individuals. Implications for these effects will be presented. |
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| 62. Home and Car Environmental Tobacco Smoke Exposure in Rural Outpatients Psychiatric Smokers and Nonsmokers |
| Area: CBM; Domain: Service Delivery |
| Maureen Kathleen Flynn (University of Mississippi), NICKI JEANE (University of Mississippi), Tom Lombardo (University of Mississippi) |
| Abstract: The discovery of substantial health risks from environmental tobacco smoke exposure has led to worksite and public building smoking bans as well as to personal bans or restrictions in homes and automobiles. Home and car smoking restriction prevalence and predictor studies have been conducted with several sub-groups of the general population, but not with rural outpatient psychiatric smokers and nonsmokers – which was the purpose of this study. Participants were recruited from community mental health centers in northern Mississippi and 85 people participated in this telephone survey study. Results showed that among smokers, those with home smoking restrictions smoked significantly fewer cigarettes per day, had lower FTND scores, and had lower ratings of disagreement in the harmful effects of ETS exposure. Additionally, for smokers, trying to stop smoking for 1 day or longer in the past 12 months was associated with both having home smoking restrictions and restricting personal tobacco use in the home. Regarding car smoking restrictions among smokers, being married or living with a significant partner and trying to stop smoking for 1 day or longer in the past 12 months were associated with having car restrictions. Also, smokers with car smoking restrictions had significantly lower ratings of disagreement in the harmful effects of ETS exposure. Home and car smoking restriction prevalence rates were unexpectedly similar to the general population. |
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| 63. The Most Effective Variable of Squiggle Game for Promoting Participants’ Communicative Behaviors |
| Area: CBM; Domain: Experimental Analysis |
| KAORI GOTO (Tokiwa University), Tetsumi Moriyama (Tokiwa University) |
| Abstract: The squiggle game is believed to be effective for clients’ communicative behaviors. However, there are no empirical studies investigating which variables composing the game effectively control clients’ communicative behaviors. The present study was conducted to investigate the effects of variables composing the game on participants’ communicative behaviors. The variables investigated are exchange of squiggles, observing the drawing process, and the interpretation of transformed drawings. The participants were forty college students. The students who do not know each other were paired. Each pair was assigned to the following four groups randomly; the standard game group, the no-exchange group, the group for having no opportunity of observing partner’s drawing process, and the group for observing transformed pictures without interpretation. Each participant of each pair conversed with her/his partner both before and after the game. Each conversation was evaluated on the rating scale which studied participants’ communicative behaviors. The results showed that the score was the most highest in the group for observing the transformed pictures with interpretation, that is, the standard game group. Thus, the most effective variable of the game for promoting participants’ communicative behaviors is the interpretation of transformed pictures. |
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| 64. Using Differential Reinforcement of Other Behavior to Increase Seatbelt Compliance |
| Area: CBM; Domain: Applied Behavior Analysis |
| EMILY BARBA (Center for Autism and Related Disorders, Inc.), Robert N. Davidson (Center for Autism and Related Disorders, Inc.), Katharine Gutshall (Center for Autism and Related Disorders, Inc.) |
| Abstract: Differential reinforcement of other behavior has been shown to decrease inappropriate behaviors within numerous populations and over various targets (Andrews, 1988; Cowdery, Iwata, & Pace, 1990; Hegel & Ferguson; Taylor, Hoch, & Weissman, 2005). To date, no published study has demonstrated the use of DRO on appropriate seating in a car seat. According to the Arizona Department of Transportation, in 2008, 82 children less than 5 years of age who were not wearing safety restraints were involved in an automobile accident; two resulted in death while the other 80 were injured. The current study involved a 4 year old typically developing female who was referred for refusal to sit and be buckled appropriately in her car seat. The purpose of this study was to increase the amount of time the child sat buckled in her car seat without protest or attempting to exit the seat utilizing a changing criterion design. Once the child was able to sit in the car seat for 30 minutes without attempting to exit, differential reinforcement was used to systematically tighten the harness a half inch at a time to the proper safety standards. |
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| 65. Utilizing Redirection and Noncontingent Reinforcement to Treat Physical Aggression in an Adult Male With an Anoxic Brain Injury |
| Area: CBM; Domain: Service Delivery |
| GLENN ADRIAN (Neurobehavioral Program), James C. K. Porter (Brock University) |
| Abstract: Very little applied behavior analysis research has been published on the use of redirection and noncontingent reinforcement to treat adults with acquired brain injuries. In fact, very little ABA research has been published on treating challenging behaviors in individuals with anoxic brain injuries. The purpose of this "poster presentation" will be to review the use of these strategies to treat physical aggression in a severely cognitively impaired male with additional health related problems, with the goal of providing education to ABA practitioners serving this challenging population. |
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| 66. The Assessment and Treatment of Feeding Problems in Children: A Home-Based Approach to Treatment |
| Area: CBM; Domain: Applied Behavior Analysis |
| JENNIFER LEIGH KING (Clinic4Kidz), Meeta R. Patel (Clinic 4 Kidz), Michelle L. Waddell (Clinic 4 Kidz), Nissa Wendy Goldberg (Clinic 4 Kidz), Aida Miles (Clinic 4 Kidz) |
| Abstract: Pediatric feeding disorders are common in children with autism and other developmental disabilities and may also be evident in typically developing children. Feeding problems are generally treated by a single disciple; however, if the problems are more severe it may require treatment via an interdisciplinary team. This team may include a pediatric gasteroenterologist, occupational/speech therapist, dietician, and/or behavior analyst. The typical service delivery model has been 4-8 weeks in a hospital/clinic setting. These programs are generally located on the east coast and families in other areas may have a difficult time accessing such programs. Therefore, a similar model has been developed in the home environment so that many more children and families can get treatment. The purpose of this poster is to outline how the intensive interdisciplinary model is used in the home environment with children with severe feeding problems. The structure of the model and data collection procedures will be discussed. Also, the parent training process will be outlined. More importantly the outcome measures from the year 2004-2010 will be presented. Results indicated that this home-based model produced high levels of success. At least 95% of the patients admitted to the program met their goals. |
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| 67. Increasing Feeding Skills in Children With Severe Oral Motor Deficits and Dysphagia |
| Area: CBM; Domain: Applied Behavior Analysis |
| MICHELLE L. WADDELL (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Jennifer Leigh King (Clinic 4 Kidz), Nissa Wendy Goldberg (Clinic 4 Kidz), Aida Miles (Clinic 4 Kidz) |
| Abstract: Children with feeding problems may have delayed oral motor skills and/or may experience difficulty swallowing. These children may exhibit inappropriate behaviors during mealtimes to avoid eating. In these cases various consequence-based procedures such as positive reinforcement and escape extinction have been shown to be effective in increasing acceptance and decreasing inappropriate behaviors. However, once acceptance has increased other problem behaviors such as expulsion or packing (i.e., holding the food in the mouth) may develop. In some cases these behaviors may be maintained by negative reinforcement is the form of escape from swallowing (i.e., no visible food in the child’s mouth after acceptance); however, these behaviors may also emerge as a result of an oral motor deficit (e.g., lack of tongue movement, limited lip closure etc.) Very few research studies have systematically evaluated effective techniques for swallowing in children with severe oral motor deficits. In the current investigation three case studies of children with dysphagia will be presented. Data on oral intake, texture, and variety of foods consumed will be presented. A description of treatment techniques used to get these children to swallow will also be presented. In addition, research-based treatment techniques used in the behavioral and occupational/speech therapy literature for children with dysphagia will also be reviewed. |
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| 68. Using Time-Out as an Effective Treatment Intervention for Feeding Problems in Children |
| Area: CBM; Domain: Applied Behavior Analysis |
| NISSA WENDY GOLDBERG (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Michelle L. Waddell (Clinic 4 Kidz), Jennifer Leigh King (Clinic 4 Kidz), Aida Miles (Clinic 4 Kidz) |
| Abstract: Feeding problems in children have been hypothesized to be maintained by negative reinforcement in the form of escape. Studies have shown that escape extinction may be a necessary treatment component in increasing acceptance of food/liquid. Generally time-out is not a prescribed intervention for behaviors maintained by negative reinforcement; however, in some cases it may be effective if escape extinction alone is not effective. The purpose of this study was to evaluate time-out as a viable intervention for two children with feeding problems. Data indicate that escape extinction alone was not effective in increasing oral intake and decreasing refusal behaviors. However, when time-out was implemented in conjunction to the modified escape extinction procedure refusal behaviors decreased. |
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| 69. Increasing Self-Feeding of Table Texture Food Using an Avoidance Procedure |
| Area: CBM; Domain: Applied Behavior Analysis |
| JENNIFER M. KOZISEK (Munroe-Meyer Institute, University of Nebraska Medical Center), Valerie M. Volkert (Munroe-Meyer Institute), Lara Barnett (Monroe-Meyer Institute, University of Nebraska Medical Center), Erin K. Feind (Munroe-Meyer Institute) |
| Abstract: While research has examined procedures to increase acceptance of lower-textured food using a non-self feeder protocol (e.g., pureed; Piazza, Patel, Gulotta, Sevin, & Layer, 2003; Reed et al., 2004), these procedures are not considered to be age-typical for a child older than 2 years of age (Carruth, Ziegler, Gordon, & Hendricks, 2004). Furthermore, little or no research has been conducted to evaluate procedures to increase self-feeding of higher textures when the child lacks the motivation but not the skill to self-feed. The current study examined the effectiveness of an avoidance procedure in increasing self-feeding of table-textured foods for a 4-year-old-boy diagnosed with food selectivity. While this child exhibited high levels of acceptance during treatment with escape extinction using a non-self feeder protocol and a wet-ground texture, further treatment was needed to progress him toward age-typical eating. Treatment consisted of feeding the child a bite of food at a wet-ground texture on a Nuk brush using escape extinction if the child did not independently accept his bite of table-textured food. During treatment, the child’s independent acceptance increased to high levels, and his inappropriate meal time behaviors decreased. Thus, this procedure was effective in increasing the child’s self-feeding of table-textured food. |
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| 70. Benefits of the SpecialNeeds Feeder With Infants With Pediatric Feeding Disorders |
| Area: CBM; Domain: Applied Behavior Analysis |
| CANDICE M. JOSTAD (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center), Valerie M. Volkert (Munroe-Meyer Institute), Rebecca A. Groff (Munroe-Meyer Institute, University of Nebraska Medical Center), Charis L. Farrell (Munroe-Meyer Institute, University of Nebraska Medical Center), Jason R. Zeleny (Monroe-Meyer Institute, University of Nebraska Medical Center), Heather J. Kadey (Munroe-Meyer Institute, University of Nebraska Medical Center), Victoria Stewart (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Pre-term and chronically hospitalized infants lack the ability to coordinate the suck-swallow-breathe response effectively enough to sustain themselves via oral feeds. Because these children must be gavage-fed for sustenance, they miss early opportunities to strengthen the sucking response, which often leads to deficits in sucking behavior when the child is presented with bottle feedings. In the current investigation, we treated three children whose sucking behavior was insufficient for maintaining full oral bottle feeding. The treatment consisted of presentation of formula via a SpecialNeeds® Feeder, which is designed so that the caregiver can deposit a controlled amount of liquid into the child’s mouth even if the child is not sucking. Use of the SpecialNeeds® Feeder resulted in greater oral intake relative to a traditional bottle for all 3 children and was associated with increases in sucking on the SpecialNeeds® Feeder and a traditional bottle over time for 2 of 3 children. |
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| 71. Use of a Flipped Spoon and Chin Prompt to Increase Swallowing |
| Area: CBM; Domain: Applied Behavior Analysis |
| JACK R. DEMPSEY (Munroe-Meyer Institute), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center), Rebecca A. Groff (Munroe-Meyer Institute, University of Nebraska Medical Center), Jennifer M. Kozisek (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Previous research has demonstrated that procedures based on negative reinforcement (e.g., nonremoval of the spoon [NRS]) are highly effective in treating food refusal among pediatric populations. Because oral intake of calories consists of several behavioral components (i.e., accepting, swallowing), in some situations, treatment with NRS has been shown to increase food acceptance but not swallowing. After accepting the food or drink into their mouths, such children will either pack or expel the substance. This behavior may result from insufficiently developed oral motor skills resulting from the individual’s history of food refusal. In the present study, we identified a child who displayed high levels of food acceptance and near-zero levels of mouth cleans (a measure of swallowing). The purpose of the current research was to examine whether the use of NRS in conjunction with techniques to facilitate the swallowing process (chin prompt and flipped spoon) was more effective than treatment with NRS alone. Results indicated that a treatment package combining NRS with both the flip spoon and chin prompt techniques produced a greater increase in the percentage of mouth cleans than NRS alone or in conjunction with only one of the two swallow-facilitation techniques. |
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| 72. The Effect of Texture Manipulation on Swallowing in a Child With a Feeding Disorder |
| Area: CBM; Domain: Applied Behavior Analysis |
| JASON R. ZELENY (Monroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center), Heather J. Kadey (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Packing is a problem encountered in children with feeding disorders in which a child accepts, but then pockets (holds food in his or her mouth without swallowing) accepted food. Patel, Piazza, Layer, Coleman, and Swartzwelder (2005) reduced the packing of 3 children diagnosed with a feeding problem by reducing the texture of presented food. Patel et al. hypothesized that reducing the texture of presented foods reduced the response effort associated with eating, thereby reducing packing. The purpose of the current investigation was to replicate and extend the findings of Patel et al. We identified 1 child who packed bites of accepted foods. The initial evaluation demonstrated that the child packed some, but not all foods. Treatment consisted of reducing the texture of only the packed foods using a smoothie blender to puree the foods. The treatment was successful in decreasing packing and allowing the child to continue to eat the foods that were not associated with packing initially at a higher texture. In addition, the texture manipulation was the only treatment component necessary to increase consumption (e.g., escape extinction was not necessary to alter acceptance and inappropriate mealtime behavior). Results are discussed in terms of response effort and skill deficit. |
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| 73. Using a Changing Criterion Design to Promote Fitness and Weight Loss in an Overweight Adult |
| Area: CBM; Domain: Applied Behavior Analysis |
| STEPHEN RAY FLORA (Youngstown State University) |
| Abstract: The changing criterion design consists of setting an initial reinforcement criterion, or goal, for a target behavior and once that criterion is consistently met, a new criterion is set. The new criterion remains in place until it is consistently met then the criterion is changed again and so on gradually changing the rate of the target behavior. With the changing criterion design when functional control exists, stepwise changes in behavior, the dependent variable, are seen with step wise changes in the treatment, the independent variable. In the current study, a daily walking goal was the criterion in effect and functioned as the treatment for increasing steps walked daily as measured by a pedometer. When the walking goal, the current criterion in effect was consistently met it was adjusted upward by 20% from the previous criterion. This procedure resulted in a significant increase in physical activity and a significant weight loss for the subject who was an overweight 49 year old male. This result shows that ABA designs, particularly changing criterion designs can function, in and of themselves, as treatment to effectively and meaningfully change behavior. |
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| 74. Effects of a Multidisciplinary Camp Program on Obesity, Eating Self-Efficacy, and Habits in Overweight Children |
| Area: CBM; Domain: Service Delivery |
| Minhee Kim (Yonsei University), HYUNSUN AHN (Yonsei University), Joo-hee Kim (Yonsei University), Boo Yeol Choi (Yonsei University), Justin Y. Jeon (Department of Sport and Leisure Studies, Yonsei University) |
| Abstract: Several researches showed that a multidisciplinary camp program is effective for overweight or obese children to lose weight and change their eating habits. The purpose of this study was to evaluate the effectiveness of a multidisciplinary camp program and follow-up. Sixty children (41 boys and 19 girls, aged 10 to 12, BMI 26.53±3.81kg/m2) participated in a summer camp. Among those, 32 children were re-assessed at 1-month follow-up. Dependent variables were body mass index (BMI), child dietary self-efficacy scale (CDSS), weight efficacy life-style questionnaire (WEL), physical self-efficacy (PSE), and weight-related eating habit. Seven day intensive summer camp consisted of physical activities, dietary intervention, and behavior modification. Behavior modification sessions included goal-setting, self-monitoring, self-recording, stimulus control, reinforcement, and behavior-contracting. After the camp, children were encouraged to maintain physical activities and diet using behavior modification skills. At the end of the camp, children lost BMI 0.79 kg/m2 (p<.005), and WEL and weight-related eating habit were improved significantly. At 1-month follow-up, the decrease of BMI and the increase of weight-related eating habit score were maintained. In addition, improvement in WEL and weight-related eating habit significantly influenced the decrease of BMI. Several suggestions and practical issues to implement the effective multidisciplinary camp program were discussed. |
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| 77. The Effect of Behavioral Contingency Management on Nutritional and Exercise Related Behaviors and Weight Loss |
| Area: CBM; Domain: Applied Behavior Analysis |
| CAROL BRADLEY (Stephen F. Austin State University), Robin Rumph (Stephen F. Austin University), Glen L. McCuller (Stephen F. Austin State University), Michael Walker (Stephen F. Austin State University), Chris Ninness (Stephen F. Austin State University), Evelyn Sauceda (Stephen F. Austin State University), Elizabeth Kelly (Stephen F. Austin State University) |
| Abstract: Two subjects from an elementary school who were each more than 20% above their desired weight received an individually designed program of nutrition and exercise. Each subject was interviewed regarding nutrition and exercise behaviors. Each student recorded a weekly log of the foods, amounts and time of all food eaten and all exercise activities. Based on this information an individual program was designed for each subject. A multiple baseline design across subjects was utilized. Baseline conditions consisted of informal lectures and discussion of nutrition and exercise. The treatment conditions consisted of individually arranged reinforcement contingencies for compliance with nutritional and exercise behaviors within the subject’s plan. Nutrition-related behaviors, exercise-related behaviors and body weight were recorded. |
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| 78. Developmentally-Based Baseball Training: A Preliminary Examination of Personal Goal Setting for a 9-Year-old Boy |
| Area: CBM; Domain: Applied Behavior Analysis |
| CHARLES HORACE VENNIE (The Pennsylvania State University), Kimberly A. Schreck (The Pennsylvania State University, Harrisburg) |
| Abstract: In attempting to create the next professional sports star or world class athlete, parents and coaches often pressure children and adolescents to perform skills above their developmental and physical abilities. With high levels of competition and rigorous training regimens that are not based on developmental and physiological norms, childhood sports related injuries could increase. Although coaches attempt to be trained in the newest technologies and trends within their respective sports, few coaches (or parents) know how to develop athletic training programs that are developmentally appropriate for various age groups - maximizing technical and tactical training. Furthermore, even fewer individuals understand the importance of motivating children toward physical fitness, taking data on the progress of training, or using data to make decisions for future training sessions. This poster displays preliminary data for a 9 year old boy’s progress in a developmentally based baseball training program. The results show that using personal goal setting and monitoring age-specific records for exercises results in improved athletic performance. |
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| 79. The Back for Action Program: A Single-Case Component Analysis of the Effects of Self-Monitoring, Feedback, and Consultation Based on a Contextual and Functional Assessment |
| Area: CBM; Domain: Service Delivery |
| MELANIE S. BURKHARDT (School of Nursing and Midwifery, Curtin University), David J. Leach (A/Prof School of Psychology, Murdoch University) |
| Abstract: The BAP is a behavioral intervention program involving multiple components. It focuses on building small cumulative increases in the amount of physical involvement in everyday activities. The poster describes a single-case study of a man aged 76. After a baseline period, components of the intervention package were analyzed separately and in combination. The experimental phases alternating with return to baseline conditions were (a) feedback on pedometer readings, (b) feedback on self-recorded daily activities, (c) collaborative behavioral consultation based on a contextual functional assessment of his everyday activities and (d) a self-management phase. The results provided strong support for the combination of collaborative consultation with feedback compared to the results of feedback alone. Self-management was successfully carried out by this man and positive results were maintained over a 1-month period post intervention. Increases in daily activity also had significant effects on this man’s biochemical, physical and psychological health measures as well as quality of life indicators. |
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| CSE Poster Session 4 |
| Monday, May 31, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 80. Conditioning a Tactile Stimulus as a Reinforcer |
| Area: CSE; Domain: Applied Behavior Analysis |
| IRA RINN (Caldwell College), Tina Sidener (Caldwell College), Dawn Buffington Townsend B. Townsend (The Institute for Educational Achievement), Kenneth F. Reeve (Caldwell College) |
| Abstract: Attending skills, which are often deficient in individuals with autism, are typically reinforced with visual stimuli (e.g., tokens). These stimuli, however, often require students to look away from task-related materials. Tactile stimuli might be an alternative to visual stimuli, as they do not interfere with the performance of the target response. The purpose of the current study was to establish a tactile stimulus as a reinforcer and then present it contingently to increase visual attending to a video. Three students diagnosed with autism, ages 12-15, participated in this study. A multiple-baseline-across-participants design was used to assess the effectiveness of the conditioning procedure in establishing a tactile stimulus as a conditioned reinforcer. During Baseline 1, no consequences were provided for attending. The tactile stimulus was provided contingent on visual attending in Baseline 2. During the conditioning phase, the tactile stimulus preceded the delivery of a token on a token board. A post-conditioning phase was conducted to assess the effectiveness of the tactile stimulus on increasing attending. Attending behavior increased substantially for two of the participants during post-conditioning. The results of this study suggest that tactile stimuli can be effectively conditioned as reinforcers and can be used to increase attending behavior. |
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| 81. Individualized Parent Training in the Home |
| Area: CSE; Domain: Applied Behavior Analysis |
| SARA R. MAJOR (Life Span Institute, University of Kansas), Kathleen M Hine (Life Span Institute, University of Kansas), Roger Stanley (University of Kansas) |
| Abstract: In a single-subject study, caregiver adherence to child-specific behavior techniques was increased using in-home parent training. A Family Care Treatment (FCT) therapist collaborated with the mother of a 4-year-old boy with autism to develop a behavior support plan. The therapist broke the resulting support plan into small teachable units or skills and taught one skill at a time. Each skill was trained to mastery (3 sessions at 100%) using modeling, practice, immediate feedback, and a monetary incentive for accurate implementation. A total of 6 skills were addressed and training occurred during weekly meetings in the family home. A $50.00 gift card was awarded to the mother after every three sessions at 100% (not necessarily consecutive). Within 16 weeks direct instruction was completed for 3 of the 6 skills, and in the absence of direct instruction accurate implementation of the remaining 3 skills increased to 100%. These data support the use of direct instruction as an effective means of increasing the fidelity with which caregivers provide behavior support for their children. |
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| 82. Generalized Results of Behavior Support Training |
| Area: CSE; Domain: Applied Behavior Analysis |
| Roger Stanley (University of Kansas), KATHLEEN M HINE (Life Span Institute, University of Kansas), Sara R. Major (Life Span Institute, University of Kansas) |
| Abstract: This study examined the effects of behavior support training on caregiver behavior toward each of two brothers, Joshua and Andy, both of whom exhibited challenging behavior in the foster home. In consultation with the caregiver a therapist for the Southeast Kansas Family Care Treatment Project (FCT) developed a support plan and a behavior-tracking sheet for each boy. FCT personnel called the caregiver everyday, Monday – Friday and completed the behavior-tracking sheet based on the caregiver’s report. During weekly meetings the therapist and caregiver reviewed graphs of the boys’ behaviors and discussed treatment. Six key skills were identified for each behavior support plan, five of which were the same for both boys. Each week the therapist collected data on the caregiver’s performance of each skill during 20 minutes of interaction with Andy and 20 minutes of interaction with Joshua. For Joshua’s plan the therapist provided the caregiver with a model, the opportunity to practice, and immediate performance feedback each week. The caregiver did not receive such instruction on the implementation of Andy’s plan. Results indicate an increase in the caregiver’s correct implementation of both support plans, including the skills not common to both, and a trend of increased pro-social behavior for both Andy and Joshua. |
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| 83. Chronic Fatigue Syndrome: Toward a Standardized Spanish Instrument. Preliminary Results of its Prevalence in Several Cities of Mexico |
| Area: CSE; Domain: Applied Behavior Analysis |
| NORMA COFFIN (Universidad Nacional Autonoma de Mexico), Monica Alvarez Zuñiga (Universidad Nacional Autonoma de Mexico), Leonard A. Jason (De Paul University), Francisca Bejar Nava (Universidad Nacional Autonoma de Mexico), Francisca Bejar Nava (Universidad Nacional Autonoma de Mexico), Lourdes Jimenez Renteria (Universidad Nacional Autonoma de Mexico), Constanza Miralrio Medina (Universidad Nacional Autonoma de Mexico) |
| Abstract: According to Jason, Fennell, & Taylor (2003), valid and reliable epidemiological data can be valuable tools in advancing scientific understanding of the etiology, natural history, diagnostic validity, and basic prevalence, incidence, and mortality of many poorly understood conditions. In Mexico, more and more patients are diagnosed with a CFS condition based on medical criteria, becoming more an assumption than an accurate diagnosis. However, there is not a Spanish valid instrument that evaluate in an accurate way the presence and/or development of this illness. Thus, the goal for this study is related to the need of standardizing for Mexican population, a CFS instrument developed form the Jason´s et al. version at the De Paul University. The translated version, under the international translation criteria, was applied to more than 200 students of the careers of Medicine and Psychology, in different cities of Mexico (North, South and Center zones); hence, preliminary results are presented in this study, showing first the prevalence found in Mexico; second, its relation with some other variables, as academic average; and third, the alpha obtained at this point, before the factorial analysis, as yet. There is a valid interest in this research from other Latin-Americans colleagues, in order to get the final version for further research in other Spanish language countries. |
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| 84. Unknown Versus Known Offenders |
| Area: CSE; Domain: Service Delivery |
| MELISSA NAYAR (California State University, Northridge), Meline Pogosjana (California State University, Northridge), Amanda Valencia (California State University, Northridge), Gina Romano (California State University, Northridge), Ellie Kazemi (California State University, Northridge) |
| Abstract: Sexual offenses are among the crimes that elicit the most public concern. As such, safety awareness programs or danger cautions may result in a wide spread notion of stranger danger. However, most behavior analytic safety programs (e.g., social skills or adaptive skills programs) teach that abuse may occur by a person known to the victim (e.g., friends, neighbors, etc.) or a stranger. It would be tremendously informative for behavior analysts teaching prevention or safety to know if there are in fact differences between such offenders so that they can better target prevention programs. The objective of this study was to focus on variables that enable us to discriminate between sexual offenders who have offended an individual known to them versus those who have offended an individual unknown to them. A total of 63(23 strangers and 37 familiar) adult men across the U.S. who have committed sexual offenses completed a series of self-report questionnaires. Our results indicate that certain variables (e.g., previous abuse and the age in which the offender was abused) may in fact provide descriptive differences. These findings will be discussed with respect to various continued limitations faced by researchers and practitioners. |
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| 85. The Effect of Feedback on Professional Communication With Women in Drug Treatment |
| Area: CSE; Domain: Applied Behavior Analysis |
| BRITTANY M. BISHOP (Temple University), Mary Louise E. Kerwin (Rowan University), Donald A. Hantula (Temple University) |
| Abstract: This study examines the professional and unprofessional communication behaviors of women in a residential substance abuse treatment program, who were enrolled in a program that teaches entry-level office skills and professional demeanor behaviors during their rehabilitation. The study aimed to generalize professional communication behaviors and decrease unprofessional communication behaviors within the residential treatment center, following a feedback intervention. Within the category of professional communication, positive language and conflict management were examined. Within the category of unprofessional communication, hostile language and interruptions were examined. The intervention was successful in decreasing unprofessional communication in the Office condition and House Meeting condition, as well as generalizing professional communication to the House Meeting condition. The results showed that a more powerful reinforcement contingency may need to be carried over within the specific residential setting to maintain the professional communication behaviors. A positive reinforcement system coupled with feedback could develop and maintain the types of professional communication behaviors necessary for sustained work in an office environment, thereby strengthening the skill set of substance abusers re-entering the workforce. |
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| 86. Teaching Speed-Dating Social Skills to College Students Who Are Gay or Lesbian |
| Area: CSE; Domain: Applied Behavior Analysis |
| JAYE K. LUKE (Georgia State University), Laura D. Fredrick (Georgia State University), Franco Dispenza (Georgia State University) |
| Abstract: Although speed dating is now quite popular, there have been no experimental studies published on the speed-dating behaviors of individuals who are gay or lesbian. Most published research regarding speed dating emphasizes mate preference, reports nonexperimental data, and focuses on individuals who are heterosexual. The only known experimental research on social skills during speed dating is what we reported at the ABAI conference (May 2009), and it was conducted with individuals who are heterosexual. This replication study is being conducted in the same way, but with individuals who are gay or lesbian. College students who are gay or lesbian volunteer to participate in a speed-dating event and based on the skills they demonstrate during that event, are invited to participate in an intervention to increase their social skills during speed dating. Social skills addressed in the intervention include dressing and grooming behaviors, introducing interesting and appropriate topics of conversation, and attending to nonverbal cues. A multiple baseline across participants design is being used to demonstrate a functional relation between the increase in social skills and the intervention. Data to be collected. |
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| 87. Use of Lottery Tokens to Increase Replacement Behaviors in Multiple Settings |
| Area: CSE; Domain: Applied Behavior Analysis |
| MARK NEESE (Applied Behavioral Advancements), Susan Reed (Florida Institute of Technology), Cynthia Powers (Spalding University), George Walter Throne (Cedar Lake Lodge), Joyce A Colwell (Spalding University), Carolyn Estep Book (Florida Institute of Technology) |
| Abstract: Six brief clinical trials were conducted across six settings to determine the effectiveness of the use of Lottery Tokens to increase replacement behaviors. Trial I used Lottery Tokens to increase “scheduling medical appointments” versus going to the emergency room. Trial II was implemented to increase school attendance with a student that was having truancy issues. Trial III sought to increase “on time behavior” with a participant that was chronically late for his transportation to his workshop. Trial IV sought to increase “working/on-task behaviors” for an individual at a sheltered workshop. In Trial V, Lottery Tokens were utilized to increase “participation in ADT activities.” Trial VI was sought to increase “cigarette management behaviors” for an individual that ran out of cigarettes two days before her payday. Results showed that the lottery token was an effective procedure as measured by increase in replacement behaviors by trial participants. The lottery token was found to be an effective economical procedure that could be implemented by direct care staff. These results also indicate that the use of Lottery Tokens can generalize to multiple settings. |
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| 88. Interrelationship Between Welfare Worker and Client for Implementing Person-Centered Welfare Services |
| Area: CSE; Domain: Applied Behavior Analysis |
| NOBUHIRO WATANABE (Tokiwa University), Tetsumi Moriyama (Tokiwa University) |
| Abstract: Person-centered welfare services are urgently needed in social welfare. However, considering the number of reports of inadequate services in welfare facilities, behavioral approach is necessary for implementing such practices. Thus, the present study aimed to clarify both workers’ and clients’ views on person-centered welfare services and then to investigate their behavioral problems. The first study asked 334 welfare workers and 153 clients to describe their views about person-centered welfare services. The results of the survey showed that both workers and clients considered the principle of person-centered welfare to be important in providing services. However, while the workers focused on the way of practices, the clients emphasized the interrelationships between them and their workers. From these results, a lot of inadequate services may be due to the conflict of their views. The second study investigated behavioral problems of workers and their clients related to the conflict via interviews for functional analysis. The results of the analyses showed that workers’ problem behaviors might be derived not only from their lack of care skills but from their clients’ problem behaviors. Thus, behavioral interventions are necessary not only for workers but also for clients to implement person-centered welfare services. |
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| 89. An Analysis of Reported Distal Data Collection Methods Utilized In Intervention Research Studies |
| Area: CSE; Domain: Applied Behavior Analysis |
| SHELLEY CLARKE (University of South Florida), Kimberly Crosland (University of South Florida), Glen Dunlap (University of South Florida), Bryon R. Neff (University of South Florida) |
| Abstract: This presentation will share a preliminary assessment of methods reported in the intervention research literature that reflect various distal data collection methods reported in typical environments, and completed by those who are naturally present in those environments. A description of categories of different types of data collection will be presented as well as the results to date of a database developed to provide information about the current trends in distal data collection, the method of data collection utilized, definition of dependent variables, psychometric properties, and the utility and/or efficiency of measure as reported in the literature. Categories will be defined and include a description of methods used, the dependent variable observed, quantifiable dimensions of the behavioural measurement, the setting in which data was collected, as well as any reporting of measures of validity and reliability, and cost/resources incurred. The preliminary outcomes shared will inform and may assist researchers, teaching staff, and/or families who are attempting to collect efficient data in natural activities and routines that fit contextually and are nonintrusive in scope. The variety of technological strategies that have influenced the progress of distal data collection will also be described with corresponding references. |
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| 90. An Assessment of Value Orientation in Applied Behavior Analysis |
| Area: CSE; Domain: Applied Behavior Analysis |
| GUNN LOKKE (Ostfold University College Norway), Jon A. Lokke (Ostfold University College Norway), Erik Arntzen (Akershus University College) |
| Abstract: In Baer, Wolf, and Risley’s (1968) seminal article on seven important dimensions in behavior analysis, the applied dimension prompts behavior analysts to commit to the enhancement of people’s lives. Behaviors eligible for change must be changes in socially and clinically significant directions, and also in line with the client’s values. In modern behavior analysis, values are an integrated part of Acceptance and Commitment Therapy (Dahl, Plumb, Stewart, & Lundgren, 2009). In an earlier study (Arntzen, Lokke, & Lokke, 2008) we presented data from a survey (based on Bailey, 2006) of core values in a sample of ninety-four behavior analysts, and we discussed the implications for behavior analytic practices. The main finding was that the 94 participants assessed effective, evidence based treatment and improvement in quality of life as the most important aspects of applied behavior analysis.In the current study we have refined some items in the survey and present more data on what values behavior analysts regard as important. Highlighting values orientation in clinical work, in addition to behavior analysis as effective and evidence based, might be important in promotion efforts. |
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| 91. Attention Values in the Journal of Applied Behavior Analysis and Other Clinical Journals |
| Area: CSE; Domain: Applied Behavior Analysis |
| GUNN LOKKE (Ostfold University College Norway), Jon A. Lokke (Ostfold University College Norway), Erik Arntzen (Akershus University College) |
| Abstract: In Baer, Wolf, and Risley’s (1968) seminal article on seven important dimensions in behavior analysis, the applied dimension prompts behavior analysts to commit to the enhancement of people’s lives. Behaviors eligible for change must be changes in socially and clinically significant directions, and also in line with the client’s values. In modern behavior analysis, values are an integrated part of Acceptance and Commitment Therapy (Dahl, Plumb, Stewart, & Lundgren, 2009). In an earlier study (Arntzen, Lokke, & Lokke, 2008) we presented data from a survey (based on Bailey, 2006) of core values in a sample of ninety-four behavior analysts, and we discussed the implications for behavior analytic practices. The main finding was that the 94 participants assessed effective, evidence based treatment and improvement in quality of life as the most important aspects of applied behavior analysis.In the current study we have refined some items in the survey and present more data on what values behavior analysts regard as important. Highlighting values orientation in clinical work, in addition to behavior analysis as effective and evidence based, might be important in promotion efforts. |
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| DDA Poster Session 4 |
| Monday, May 31, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 92. Using Noncontingent Reinforcement to Increase Compliance With Wearing Prescription Prostheses |
| Area: DDA; Domain: Applied Behavior Analysis |
| SARAH M. RICHLING (University of Nevada-Reno), John T. Rapp (St. Cloud State University), Regina A. Carroll (St. Cloud State University), Jeannette Smith (St. Cloud State University), Aaron Nystedt (St. Cloud State University), Brooke Siewert (St. Cloud State University) |
| Abstract: The effects of noncontingent reinforcement (NCR) on compliance with wearing prescription eye glasses and foot orthotics were evaluated with 2 individuals using a nonconcurrent multiple baseline across participants design. For the first participant, although NCR alone increased compliance with wearing eye glasses, it was necessary to deliver preferred items contingently to further increase and maintain high levels of compliance with wearing glasses. For the second participant, NCR alone increased compliance with wearing foot orthotics to 100% after just a few sessions. For both participants, increases in compliance that were produced during 5 min sessions maintained during lengthier sessions. The results are discussed in terms of the potential value-altering effects of NCR on negatively reinforced noncompliant behavior. |
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| 93. Solving Aversive Adaptation in the Treatment of Case-Hardened Knee-and-Fist-to-Head by Gradually Expanding the Treatment Period |
| Area: DDA; Domain: Applied Behavior Analysis |
| MATTHEW L. ISRAEL (Judge Rotenberg Center), Susan M. Parker (Judge Rotenberg Center), Nathan Blenkush (Judge Rotenberg Center) |
| Abstract: When adaptation of an aversive is observed, the usual options involve continuing to apply treatment throughout the entire day, but changing some aspect of the procedure that is used—e.g. increasing the strength of the aversive, and/or decreasing the number of behaviors being treated. Another option, successfully used in this case, involves reducing the treatment period to a very small period each day and gradually expanding that period until it encompasses the entire day. Other aspects of the treatment approach included: treating the earliest possible antecedents aided by automatic alerting equipment; consequating with an aversive when a target behavior occurred and negatively reinforcing returning the hand or feet to desired positions; and requiring an active holding still responses—involving feet holding down a foot switch and hands holding down a switch in pocket holsters-- that are incompatible with the self-abusive behavior being treated. The participant engaged in refractory head-hitting that previously resulted in the detachment of her retinas. The procedure was effective and eliminated, almost completely, all forms of the self-injurious behavior. The decelerative effect spread to other problem behaviors and allowed the participant to make remarkable progress in skill acquisition and community participation. |
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| 94. An Evaluation of the Relationship Between Self-Injury and Self-Restraint |
| Area: DDA; Domain: Applied Behavior Analysis |
| KATIE CHAMBERLIN (Bancroft), Bianca Pizzo (Bancroft), Denise Marzullo Kerth (Bancroft) |
| Abstract: The literature on self-injury and self-restraint suggests that there may be an idiosyncratic relationship between these two behaviors (Fisher & Iwata, 1996; Rap & Miltenberger, 2000; Rooker & Roscoe, 2005; Smith, Iwata, Vollmer, & Pace, 1992; Vollmer & Vorndran, 1998). Thus, evaluating each behavior in isolation may confound functional relationships (Smith, et. al, 1992). Self-restraint may be beneficial to the individual if it is incompatible with self-injury and therefore effective at reducing the behavior. Some forms of self-restraint may be perceived as socially acceptable alternatives to self-injury (Kerth, Progar, & Morales, 2009; Silverman, Watanabe, Marshall, & Baer, 1984). However, chronic self-restraint may limit adaptive behavior and negatively impact social interactions. Therefore, the evaluation of both self-injury and self-restraint is important to treatment development. The purpose of the present study was to apply the functional analysis method outlined by Smith et al. (1992) to evaluate the functional relationship between self-injury and self-restraint in a 12-year-old male diagnosed with autism and mental retardation. Results indicate that self-injury and self-restraint may serve the same function of escape from demands. Further correlations between these behaviors are discussed. |
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| 95. Functional Analysis of Self-Injury Maintained by Automatic Reinforcement: Assessing the Use of Protective Equipment and Response Blocking |
| Area: DDA; Domain: Applied Behavior Analysis |
| AMBER BORKOSKI (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Nicole Elizabeth Marchetto (Kennedy Krieger Institute) |
| Abstract: The use of protective equipment is often implemented for severe self injurious behavior (SIB) that could potentially cause major tissue damage or even death (Dorsey et al., 1982). Research on the use of protective equipment has shown that protective equipment suppresses self injury and only when the protective equipment is removed can a function for that behavior be identified (Harding et al., 2001). However, the systematic application of protective equipment may help isolate specific topographies of SIB. In the current study, a functional analysis was conducted to identify the variables that maintain several topographies of SIB exhibited by an 8-year-old male. Initially, the participant primarily engaged in hand-to-head SIB. Multiple forms of protective equipment (i.e., a helmet and gloves) were systematically applied to evaluate each topography of SIB separately. Results suggest that each topography of SIB is maintained by automatic reinforcement; however, it is unlikely that different topographies of SIB would have emerged in the absence of the protective equipment manipulations. |
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| 96. A Review of Applied Behavior Analysis Approaches to Self-Injurious Behavior in Lesch-Nyhan Syndrome |
| Area: DDA; Domain: Theory |
| CHRISTELLE FABIOLA GARZA (University of Texas-Pan American), Alfonso G. Garza (University of Texas-Pan American), Frederick A. Ernst (University of Texas - Pan American), Luis Carlos Ortega Tamez (Centro Neuropsicologico CENEPI) |
| Abstract: Lesch-Nyhan syndomre (LNS) is a rare genetic disorder first studied by Michael Lesch and William Nyhan in 1964. This disorder is caused by a mutation on the ‘X’ chromosome most commonly observed in males. There are multiple neurological and behavioral symptoms that characterize LNS including mental retardation, spasticity, choreathetosis, and self-injurious behavior (SIB). Often the incidence and severity of SIB in LNS patients leads to its correct diagnosis. SIB is characterized by biting tongue, lips, fingers, and arms, sometimes resulting in the destruction of significant amounts of lip tissue. Indeed, SIB can be so severe as to require teeth extraction. A variety of medications have been employed to control symptoms of LNS and only a few behavioral interventions have been published since the identification of this devastating disorder despite a rich behavioral literature on SIB. An early study addressing SIB in LNS discredited operant conditioning on a basis completely unsupported by empirical data or functional analysis. This poster reviews the literature on functional analysis and behavioral interventions for SIB generally and for LNS specifically. We also evaluate a recent dopamine-based theory of reinforcement to explain SIB in LNS (Zilli & Hasselmo (2008) and propose an experiment to test the theory. |
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| 97. One Year Follow-Up: Treatment of Aggressive Pubescent Female in Home Setting |
| Area: DDA; Domain: Applied Behavior Analysis |
| LACEY R. BAILEY (Help Services, Inc.), Richard M. Foxx (The Pennsylvania State University) |
| Abstract: During a 2009 ABA International panel presentation entitled, "A Consultant Model for Treating Challenging Children and Adolescents in Home, School and Community Settings", one of four case studies highlighted service delivery for a pubescent female with Autism (ABA International, 2009). This poster will continue to chronicle the service delivery for the same, now 15 year old female with Autism. When treatment began in June 2008, the student exhibited near daily instances of intense, aggressive behavior and even higher rates of intimidation behaviors. By May of 2009, rates of aggressive behavior were reduced by 95.5% from baseline. Continued monitoring and antecedent management of hormone cycles, bowel movements, caloric intake and exercise have proven effective in the reduction of aggressive and intimidation behaviors. Antecedent strategies include reduced demands, increased reinforcement rate, pain-reduction strategies, and hormone regulation. Successes in additional domains will also be reported, including the introduction of vocational training and preparation for independent living. |
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| 98. The Effect of Augmentative Communication on Appropriate Communication in Preschool Children With Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| DAWN M. ROBINSON (Whitworth University), Tonya Bybee (Whitworth University), Katheryn Herfurth (Whitworth University), Betty Fry Williams (Whitworth University), Dana J. Stevens (Whitworth University) |
| Abstract: The purpose of this study was to determine if increasing student’s communication skills using an augmentative communication device would increase appropriate forms of communication and decrease inappropriate forms of communication. The study was implemented in a preschool classroom with two children having characteristics of autism and one child with Down syndrome. Prior to intervention, all of the children had few communication skills and high levels of inappropriate behaviors. The Flip N’ Talk was used to augment communication. The device was used by the student and by the interventionist who used it to both model its use and respond to the student. All communication interactions were paired with verbal language. Student’s attempts at communication were immediately responded to. A 30 second wait time was given for the student to respond. Students’ communication attempts were matched and extended by one word to further promote communication growth. During baseline, students’ communications averaged 2.4 per 15 minutes. At the end of the study, the students had increased their mean number of appropriate communications to 10.3 per 15 minutes. In addition, inappropriate forms of communication decreased. |
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| 99. A Comparison of Two Methods to Teach Auditory-Auditory Identity Matching to Persons With Severe Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| SANDRA SALEM (St. Amant Research Centre, University of Manitoba), Lee MacPherson (University of Manitoba), Toby L. Martin (St. Amant Research Centre, University of Manitoba), Jon Viel (University of Manitoba), Garry L. Martin (University of Manitoba), C.T. Yu (St. Amant Research Centre, the University of Manitoba), Aynsley K. Verbeke (University of Manitoba) |
| Abstract: The ability to recognize that two sounds are the same is a part of accurate vocal imitation, and teaching of vocal imitation is an important part of language programs for persons with developmental disabilities (DD). Researchers have developed a prototype assessment task called auditory-auditory identity matching (AAIM) to assess whether persons with DD are able to recognize whether two sounds are the same (Harapiak, Martin, & Yu, 1999). Performance on the AAIM prototype task is correlated with measures of language skills (Marion et al., 2003). Thus far, few studies have attempted, with little success, to teach AAIM tasks to persons with DD. The purpose of this research is to use a single-subject, alternating-treatments design to compare extra-stimulus prompt fading to within-stimulus prompt fading for teaching AAIM training tasks to persons with DD who fail the AAIM prototype task. Teaching has been completed for one participant and is ongoing with 3 more participants. Thus far within-stimulus prompt fading is the more effective. |
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| 100. Evaluating the Role of Generalization on Untrained Functional Communication Mands |
| Area: DDA; Domain: Applied Behavior Analysis |
| Rachel C. Maher (Kennedy Krieger Institute), PATRICIA F. KURTZ (Kennedy Krieger Institute), John M. Huete (Kennedy Krieger Institute) |
| Abstract: Functional communication training (FCT) often is utilized in treatment of maladaptive behavior (Durand & Carr, 1991). Despite its frequent use as an intervention, there are no clear guidelines for selecting functional communication responses or conducting training. Few studies have evaluated methods for decreasing training time or promoting generalization to untrained responses. Typical methods of training may neglect the individual’s existing repertoire of communication, and result in extra time and effort without commensurate gains in skills. The current study evaluated including training and generalization sessions of FCT responses by a 3-year-old male with Down Syndrome and self-injurious behaviors. Specifically, throughout FCT + EXT, probe sessions were conducted to examine generalization of manding to other untrained responses. Results indicated that when two mand responses were trained, the participant began to generalize the relation to two novel responses. With a functional communication treatment in place, rates of problem decreased by 73.33% from the baseline, with zero rates of problem behavior observed in the last four treatment sessions. Results are discussed in relation to the benefit of expediting communication training while simultaneously attaining untrained generalization gains. |
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| 101. Choice Behavior as a Function of Exposure to Contingencies |
| Area: DDA; Domain: Applied Behavior Analysis |
| KENNETH SHAMLIAN (University of Southern Maine), Michael E. Kelley (University of Southern Maine), Joanna Lomas (The Marcus Autism Center), Robert S. Pabico (Center for Behavior Analysis and Language Developm), Henry S. Roane (SUNY, Upstate Medical University) |
| Abstract: Previous research has shown that children may engage in problem behavior to avoid or escape academic tasks. Treatments may include escape extinction, reinforcement contingent on cooperation, or a combination of these treatment components (i.e., differential reinforcement). To date, little research has focused on the extent to which antecedent stimulus conditions may be arranged such that students cooperate with instructions to initiate academic tasks. In the current study, we first showed that students did not reliably choose one of two workstations when those workstations were correlated with contingent work. Subsequent to exposure to differential contingencies (i.e., one workstation correlated with extra work, and one workstation correlated with reinforcement), students’ choices were reliably shifted towards the workstation correlated with reinforcement. Results suggest that exposure to stimuli that are associated with differential consequences may produce discriminative and motivations conditions that occasion and evoke cooperative behavior. |
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| 102. Behavior Treatment of Adaptive Decline in Adults With Down Syndrome |
| Area: DDA; Domain: Applied Behavior Analysis |
| AMY K. RODRIQUEZ (MHMRA of Harris County), Dorothea C. Lerman (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Deborah L. Grossett (The Center - Houston) |
| Abstract: The risk of adaptive decline significantly increases with age for persons with Down syndrome. Behavior analytic technologies may be employed to effectively treat identified skill deficits. In this study, repeated administrations of the Vineland Adaptive Behavior Scales were employed to assess adaptive decline in three adults with Down syndrome. After areas of decline were detected, behavior treatment packages were developed to address specific skill deficits. Results indicated that visual aids improved memory performance, independent vocal responding and writing ability for three participants with adaptive deficits in communication, daily living skills and socialization. Although the findings from this research were from a small pool of participants, the preliminary results suggest adaptive skills can improve and possibly maintain with the employment of effective behavior technologies. |
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| 103. Teaching Toilet Training to Developmentally Delayed Individuals |
| Area: DDA; Domain: Applied Behavior Analysis |
| MICHELLE HARRINGTON (Judge Rotenberg Center), Jill Hunt (Judge Rotenberg Center) |
| Abstract: In this study, we examined the use of an entire room dedicated to toilet training. Individuals who used this room have various diagnoses to include mental retardation and autism. This room allowed the individuals to be no more than eight feet away from the toilet at from 9:00 a.m. to 7:00 p.m., while continuing to work on various academic tasks. Individuals received one-on-one instruction, while gradually decreasing the time spent on the toilet throughout the day. We examined various methods used to encourage voiding in the toilet, data collection methods, fading back to a regular classroom environment and how long it took to toilet train the individuals using this room. |
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| 104. A Comparison of Differential Reinforcement With and Without Textual Prompts to Increase Conversational Verbal Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| LAUREN A. CHERRYHOLMES (AdvoServ), James F. McGimsey (AdvoServ), Kimberly Ecott (AdvoServ) |
| Abstract: Individuals with mental retardation often have complex verbal behavior that may be lacking in some areas, specifically in conversation. This study included one participant, diagnosed with mental retardation, who engaged in complex verbal behavior, but during conversational exchanges, asked questions and made statements almost exclusively regarding gaining access to preferred items. A functional assessment was conducted, which concluded that this verbal behavior was maintained by social positive reinforcement, specifically in the form of attention and access to items. This experiment was designed to decrease verbal behavior about accessing preferred items, while increasing conversational verbal behavior that results in an exchange between the speaker and listener. The treatment effectiveness of differential reinforcement with and without textual prompts, with conversational questions and statements, will be compared. Data to be collected will demonstrate this comparison. This experiment provides an applied method for teaching appropriate conversational skills with high functioning adults with verbal behavior, which can allow more opportunities for independence in community living and employment. |
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| EAB Poster Session 4 |
| Monday, May 31, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 105. The Effects of Testing Procedures on Results of Transfer of Stimulus Function Tests |
| Area: EAB; Domain: Experimental Analysis |
| ERICA FEUERBACHER (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: Transfer of stimulus function tests are widely employed to test for stimulus classes and equivalence relations. However, the procedures for conducting such tests vary and the effects of procedural variables on the outcomes of these tests are largely unknown. Using a domestic dog as our subject, we had previously identified two sets of stimuli to which the dog differentially responded (retrieval vs. non-retrieval). In the current study, we conducted two transfer of function tests to test whether the retrieved set of objects functioned as a toy concept. We compared the effects of two different test procedures (successive and simultaneous presentations) on the results of the transfer tests. In the successive presentation test, our results indicated that transfer of function along toy class lines did not occur. Instead, an error analysis indicated that the dog’s responding was consistent with a feature discrimination that did not coincide with the toy vs. non-toy class. However, in the simultaneous presentation procedure, the dog did respond in a way consistent with a toy concept. We discuss results with regard to the care researchers should employ when selecting procedures and drawing conclusions based on those procedures, and we consider why the procedures may produce different results. |
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| 106. Further Behavioral Economic Analyses of Choice |
| Area: EAB; Domain: Applied Behavior Analysis |
| CASEY J. CLAY (New England Center for Children), Jamie Leigh Lebowitz (New England Center for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: The current study is an extension of previous research analyzing choice using behavioral economics. In the first study, preference for choosing between a number of identical edibles versus receiving an edible with no choice was examined. In Study 2, consequences involving choice or no choice were arranged contingent upon responding across a range of FR values. Data were plotted as work and demand functions and are discussed in terms of the effects of including choice as part of reinforcement delivery on responding across unit prices. |
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| 107. A Simultaneous Approach to Functional Communication Training and Generalization in the Treatment of Destructive Behavior Maintained by Multiple Functions |
| Area: EAB; Domain: Applied Behavior Analysis |
| TODD M. OWEN (University of Nebraska Medical Center), Caitlin J. Smith (Munroe-Meyer Institute), Kasey Stephenson (Munroe-Meyer Institute, University of Nebraska Medical Center), Terry S. Falcomata (University of Texas at Austin), Henry S. Roane (SUNY, Upstate Medical University) |
| Abstract: In the current study, we used a modified functional communication training (FCT) procedure to simultaneously treat multiple functions of destructive behavior (i.e., aggression, self-injury [SIB]) exhibited by an adolescent with a developmental disability. To facilitate discrimination between maintaining reinforcement contingencies, the participant was simultaneously trained to touch a “break” card to escape from academic demands or a “movie” card to gain access to a movie. This treatment produced an immediate reduction in both aggression and SIB and the respective mands occurred at elevated rates. Delays to reinforcement were incorporated into the treatment for each function and were systematically thinned to 15-min delay values. Thus, a 15-min delay was independently associated with each respective reinforcement contingency (i.e., escape, access to movie) and reinforcement intervals were gradually increased to 5-min. In addition, the session length was extended to 2 hours to facilitate generalization of the treatment to the classroom setting. Rates of destructive behavior remained low during delay fading and generalization training. Reliability data were collected on 41% of the sessions resulting in a mean agreement of 98%. |
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| 108. Using Equivalence Procedures With Class-Specific Reinforcers and Responses to Teach Math to Young Children |
| Area: EAB; Domain: Applied Behavior Analysis |
| RACHEL KOLB (University of North Carolina, Wilmington), Carol Pilgrim (University of North Carolina, Wilmington), Ashley Blackwell (University of North Carolina, Wilmington), William Hogan (University of North Carolina, Wilmington), Whitney Luffman (University of North Carolina, Wilmington), Jenna Peterson (University of North Carolina, Wilmington), Minela Subasic (University of North Carolina, Wilmington) |
| Abstract: This study used stimulus-equivalence procedures, with compound class-specific consequences and class-specific responses to teach math to young children. Recombinative generalization (Meuller et al, 2000) was tested, where units of trained math stimuli were recombined and probed as novel math problems. A test-train-test-train-test design was used. Experimental participants contacted pretests, training, and post-tests Matched control participants contacted pretests and post-tests only. Five experimental participants completed the first conditional-discrimination training, quantity-to-quantity matching. Bead-counting was the class-specific response trained. Compound class-specific consequences included numerals, spoken words, and printed words. Subsequently, experimental participants demonstrated all emergent relations. Controls did not demonstrate emergent relations on post-tests. Participant KW contacted pretests for subsequent training phases and responded 100% accurately. On recombination probes KW was accurate after the format of the flashcards was changed to match the computerized math stimuli. Four experimental participants contacted AB training, matching quantities to +1 math problems. SH received post-tests and demonstrated all emergent relations. Control participant AJ demonstrated no emergent skills on post-tests. SH received recombination probes and demonstrated no emergence. SH contacted AC training, matching quantities to +2 math problems, then demonstrated all possible emergent relations including equivalence. This study supports Sidman’s (2000) account of equivalence, and addresses teaching efficiency. |
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| 109. The Effect of Adding a Common Delay to a Probability Discounting Task |
| Area: EAB; Domain: Experimental Analysis |
| SHAWN R. CHARLTON (University of Central Arkansas), Bradley Gossett (University of Central Arkansas) |
| Abstract: Current discounting research focuses on three forms of discounting: temporal, probability, and social. In general, these literatures show that discounting in each of the three contexts is influenced by similar variables (magnitude, sign, commodity type). However, few studies have investigated the results of combining these contexts. An exception to this is the work of Charlton, Yi, and colleagues (2009) on delayed social discounting. This research suggests that by adding a common delay to a social discounting context, participants become more willing to share an outcome (social discounting decreases) The current study addresses the possibility that including a delay to a probability-discounting task will similarly influence the observed discounting rates. Participants in this study are given a probability-discounting task in which they choose between a small certain amount and or a larger gamble ($50 for certain of a 90% chance of winning $100) at each of three delays 0 days, 182 days, or 365 days. The researchers anticipate that adding the delay to the outcomes’ availability will shift the rate of probability discounting toward s = 1.0. Initial results suggest this to be the case. The results from the full study will be presented and their implications discussed. |
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| 110. Feeding History and Genotype Increase Survival of Rats Exposed to Contingencies of Food Restriction and Food-Related Travel |
| Area: EAB; Domain: Experimental Analysis |
| W. DAVID PIERCE (University of Alberta), Abdoulaye Diane (University of Alberta), Donald C. Heth (University of Alberta), James C. Russell (Alberta Institute of Human Nutrition), Spencer D. Proctor (Alberta Institute of Human Nutrition) |
| Abstract: Rats die from activity anorexia (AA) when exposed to time-limited feedings and the opportunity for wheel running. We compared the behavior and survival of juvenile JCR-LA-cp obese-prone (cp/cp) and lean-prone (+/?) rats repeatedly exposed to daily 1.5 h feedings followed by 22.5 h of free access to running wheels. During an adaptation phase, half of the obese-prone rats (n=8) were pair fed the daily average amount of food consumed by freely fed lean-prone animals (n=8) and the remaining obese-prone rats received free access to food (n=8). Next, all animals were exposed to the AA protocol until reaching 75% of free-feeding body weight (starvation criterion) or lasting 15 days (stability criterion). Results showed that obese-prone rats consumed more food and lasted twice as long in AA compared to lean-prone animals, even when similar in initial body weight. Despite running at the same pace, total wheel running of obese-prone rats was three time more than lean-prone animals. The pair fed obese-prone rats consumed more food and had less body weight loss than freely fed obese prone rats. The effects of feeding history and genotype contribute to surviving the contingencies of food restriction and food-related travel. |
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| 111. Suppression of Schedule-Induced Drinking in Rats by a Lick-Lever Withdrawal Contingency |
| Area: EAB; Domain: Experimental Analysis |
| ANGELES PEREZ-PADILLA (Universidad Nacional de Educacion a Distancia), Ricardo Pellon (Universidade Nacional de Education a Distancia) |
| Abstract: Six food-deprived rats were exposed to a fixed-interval 30-s food reinforcement schedule and developed stable patterns of operant lever pressing and schedule-induced drinking (Stage A). Animals were matched in three pairs according to their final levels of response rates. Each lick made by any master rat then initiated a resetting 10-s period of lever withdrawal without stopping the fixed-interval timer (Stage B). This led to reductions in licks per minute in all animals, without accompanying decreases in the rate of lever pressing or in reinforcement rate. Drinking and pressing in yoked-control rats, which received food at the same times as those exposed to the lick-dependent lever withdrawal contingency (masters), were not generally altered during Stage B. A rat showed an increase in licks per minute. Initial conditions were reinstated during the last phase of the experiment (Stage A); licking produced no longer any programmed consequence. Schedule-induced drinking of master rats recovered, and no significant changes were observed in the behaviour of control rats or in lever pressing by master rats. These results amplify our knowledge about the procedures capable of punishing schedule-induced polydipsia, and support the view that simply removing the opportunity to press an operant lever on well-trained animals is sufficient to punish adjunctive drinking. |
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| 112. Exclusive Preference Does Not Readily Develop When Rats Respond on Concurrent Ratio Schedules of Wheel-Running Reinforcement |
| Area: EAB; Domain: Experimental Analysis |
| TERRY W. BELKE (Mount Allison University) |
| Abstract: Previous investigations of wheel-running reinforcement using concurrent schedules suggest that behavior allocation differs from that observed with more conventional reinforcers. To investigate this difference 16 female Long Evans rats were exposed to concurrent FR 4 FR 4 schedules and the schedule value on the initially preferred alternative was systematically increased across ratios of 6, 8, 12, 16, 24, 32, 40, 56, 72, and 88 responses. The dependent measure was the ratio at which greater than 90% of responses occurred on the unchanged alternative. This procedure was carried out with sucrose solution (.1 ml 7.5% w/v) as the reinforcer on both alternatives and with wheel running (30 s) as the reinforcer on both alternatives within each rat. Results showed that the average ratio at which 90% or more responses were allocated to the unchanged alternative was approximately three fold higher with wheel-running reinforcement. Further analysis showed that although preference shifted with initial increments in the ratio with both reinforcers, changeovers as a percent of total responses decreased with sucrose, but not wheel-running reinforcement. The implications of these results for how wheel running might differ and for theories of choice are discussed. |
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| 113. Concurrent Token Production Schedules in Rats: Assessing Sensitivity to the Token Reinforcer Ratio |
| Area: EAB; Domain: Experimental Analysis |
| TRAVIS RAY SMITH (Southern Illinois University Carbondale), Blake A. Hutsell (Southern Illinois University Carbondale), Melissa J. Swisher (University of North Texas), Eric A. Jacobs (Southern Illinois University Carbondale) |
| Abstract: Rats’ lever pressing was maintained by a concurrent schedule of token reinforcement. During token production, a random interval 15 s schedule arranged token deliveries. Each token delivery was probabilistically assigned to either the right or left lever to arrange an overall reinforcer ratio of 9:1 or 3:1, depending upon condition. The location of the rich and lean schedules varied across sessions according to a 31-session pseudo-random binary sequence. Token exchange periods occurred after every token earned. During exchange periods, each token exchange produced access to sweetened condensed milk. Data from both conditions were well described by the generalized matching law and response ratios showed a considerable amount of undermatching. |
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| 114. Within-Session Positive Behavioral Contrast as an Animal Model of Pathological Gambling |
| Area: EAB; Domain: Experimental Analysis |
| SHAWN SEYEDAIN-ARDABILI (McNeese State University), Benjamin J. Parker (McNeese State University), Cam L. Melville (McNeese State University) |
| Abstract: Animal models of substance abuse have been used successfully to describe the environmental conditions that control these important behaviors (e.g., Koob, 2000). Animal models of other addictive behaviors such as pathological gambling have not been developed. Positive behavioral contrast is an attractive potential animal model of pathological gambling. One of the central behavioral characteristics of pathological gambling is chasing the bet in which gambling behavior increases following exposure to losses. Similarly, positive behavioral contrast referes to an increase in responding following exposure to reduced rates of reinforcement. The present study asks if positive contrast will be observed when signaled time-outs (losses) replace programmed reinforces during the contrast phase of the procedure. Five male Long-Evans rats pressed levers in a within-session contrast procedure. In the baseline (first half of the session), a multiple variable-ratio 15 bariable ratio 15 schedule delivered reinforcers for lever pressing. In the contrast phase (second half of the session), during the second component of the multiple schedule, 90% of the programmed reinforcers scheduled by the variable ration schedule were replaced by five-second timeouts. Positive behavioral contrast was observed. Implications for an animal model of pathological gambling are presented. |
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| 115. Rapid and Slow Changes in Choice Behavior Under Frequently Changing Concurrent-Chains Schedules |
| Area: EAB; Domain: Experimental Analysis |
| TAKU ISHII (Keio University), Takayuki Sakagami (Keio University) |
| Abstract: Key-pecking responses of six pigeons were reinforced with a concurrent-chains schedule operating on left and right response keys. The initial links were two equal variable-interval 8-s schedules. The terminal link for one key (rich key) was fixed-interval (FI) 8-s schedule, and that for the other key (lean key) was changed across sessions according to a pseudorandom binary sequence (PRBS) of FI 8-s and FI 16-s schedules. The choice behavior in the initial links was sensitive to the relative rates of reinforcement in the terminal links; with the FI 16-s terminal link for the lean key, relative rates of key pecking to the rich key increased, and with the FI 8-s terminal links for both of the two keys, the relative rates approached 0.5, being biased in favor of the rich key. Then, we switched the rich and lean key and conducted another PRBS. The results showed that the choice behavior remained sensitive to the relative rates of reinforcement in the terminal links, but the bias in favor of the previously rich key dissipated only gradually. These results may suggest that choice behavior is influenced by both of the short-term and long-term histories of reinforcement. |
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| 116. The Effects of Differential Reinforcement of Other Behavior Schedules as a Function of Initial Interval Length: A Translational Study With Rats |
| Area: EAB; Domain: Experimental Analysis |
| ALYSSA MARTIN (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Lindsay Evans (University of Houston-Clear Lake), Jonathan R. Miller (University of Kansas), Lillie Wilson (University of Houston-Clear Lake) |
| Abstract: Differential reinforcement of other behavior (DRO) is a common intervention for problem behavior. However, few studies have examined the most appropriate way to select the initial DRO interval. In previous basic and applied research, the initial DRO interval was selected arbitrarily or based on the mean interresponse time (IRT). Basing the DRO interval on the IRT is a reasonable approach for ensuring that the individual contacts the contingency with a sufficient degree of regularity during treatment. Nonetheless, the extent to which an individual must contact the contingency to produce a successful treatment outcome remains unclear. Relatively short DRO intervals may be highly effective but impractical to implement in applied settings. In this translational study, rats were exposed to conjoint schedules of fixed-interval 120 s for lever pressing and DRO. The initial DRO interval was established such that either 50% or 25% of the IRTs would meet the reinforcement requirement. Both adjusting and non-adjusting DRO schedules were examined, along with a schedule thinning procedure. Results indicated that responding was sensitive to both initial DRO intervals and the DRO intervals could be successfully thinned beyond 25% for some rats. These results have important implications for arranging DRO in applied settings. |
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| 117. Enhancing Equivalence Class Formation in Preschool Children and Individuals With Mental Retardation With an Extensive Pretraining |
| Area: EAB; Domain: Experimental Analysis |
| PRISCILA CRESPILHO GRISANTE (Universidade Federal de São Carlos), Julio C. De Rose (Universidade Federal de São Carlos) |
| Abstract: Part of stimulus equivalence research has shown mixed results mainly when conducted with preschool children or individuals with mental retardation. This variability could be attributed in part to procedural failure to effectively establish stimulus control relations planned by the experimenter. This experiment employed to preschool children and individuals with Down syndrome an extensive pretraining that gradually established one conditional discrimination with familiar stimuli and four conditional discriminations with abstract stimuli interspersed with pretraining reviews in attempt to develop generalized conditional discriminations skills and minimize errors occurrence. Pretraining was followed by the baseline two-choice conditional discriminations training AB and BC and equivalence tests. Finally, a test in which novel stimuli replaced one of the comparisons of baseline conditional discriminations was applied to verify its adequacy to identify sample-S+ or Sample-S- relations (stimulus control tests). The data showed the learning of baseline with just a few errors and the formation of two three-member classes of equivalent stimuli by all participants. Stimulus control tests were not able to identify the programmed sample-comparison relations, so procedural investigations are made necessary. These results indicate that well-planned pretraining tasks can diminishes errors occurrence enhancing the probability of establishment of planned stimulus equivalence classes in these population |
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| 118. Aversive Control of Betta Splendens Behavior Using Water Disturbance |
| Area: EAB; Domain: Experimental Analysis |
| Hernan Camilo Hurtado Parrado (University of Manitoba), JOSEPH J. PEAR (University of Manitoba), Praepun Khattiyakornjaroon (University of Manitoba), Kimberly Froese (University of Manitoba) |
| Abstract: A research program at the University of Manitoba currently explores Betta splendens operant behavior under different contingencies. Specifically, because Betta splendens is native to calm water environments, water disturbance in the form of air bubbles and water currents was tested for the first time as having an aversive function. The poster presents the methodology and results of different procedures, that on one hand confirmed the aversive function of water disturbance, and in the other, constitute preliminary experiments on avoidance and escape behavior. Experiment 1 to 4 tested behavioral differences when air bubbles and water currents in different strengths were introduced to the experimental tank. The amount of time the subject spent in different areas of the tank, and the number of times the fish visited or approached the disturbed area, were both calculated. A clear preference of the fish for the non-disturbed area was always observed across several alternations of the location where the water disturbance was introduced. Experiment 5 constitutes a systematic replication of experiments 2 to 4, this time using a different subject and design. Finally, Experiment 6 corresponds to the modification of the procedure by introducing a signal that preceded the presentation of the water currents. |
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| 119. Temporal Regulation in Children Using Differential-Reinforcement-of-Low-Rates |
| Area: EAB; Domain: Experimental Analysis |
| MÉLISSA GAUCHER (Université du Québec à Montréal), Jacques Forget (University de Quebec a Montreal), Céline Clément (Université de Strasbourg) |
| Abstract: Temporal regulation is studied in animals and humans with operant procedures, mostly with fixed-interval (FI) schedules or differential-reinforcement-of-low-rates (DRL). Studies with human subjects indicate differences in response patterns depending on the participants’ age. Infants show response patterns similar to those observed in animals, a scalloping pattern, whereas adults show mostly two types of patterns, low-rate or high-rate. Children can produce both, patterns typical of animals and of adults. The main hypothesis is that there is a transition in temporal regulation from nonhuman-like contingency-governed operant behavior to verbally-governed behavior in humans. This study uses DRL 5 seconds and DRL 20 seconds to measure temporal regulation in children aged between 2;6 and 7;3. The response consists in a press on a yellow circle located in the middle of a touch screen. The reinforcer is a 20 seconds cartoon. To evaluate the main hypothesis, language and cognitive development are assessed and children’s collateral responses are observed. |
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| 120. The Relation Between Impulsive Choice and Cardiovascular Reactivity |
| Area: EAB; Domain: Experimental Analysis |
| JAMES W. DILLER (Eastern Connecticut State University), Connor H. Patros (Eastern Connecticut State University), Michael M. Gale (Eastern Connecticut State University) |
| Abstract: Impulsive choice has been defined as the selection of a small, immediate reinforcer, to the exclusion of a larger, delayed reinforcer. Various factors, including drugs of abuse, have been shown to modify levels of impulsive choice. Because drugs have physiological effects and can alter impulsivity, there may be a cardiovascular correlate of impulsive choice. Additionally, the spontaneously hypertensive rat, an animal model of attention-deficit hyperactivity disorder, was originally bred for its cardiovascular profile. The present study explores the relation between impulsivity (measured using a computerized delay discounting task) and cardiovascular reactivity (change in heart rate during a serial subtraction task) in a college-based sample. Data were collected from 39 participants (24 female). A linear regression suggests that there is a predictive relation between cardiovascular reactivity and impulsivity, B= -.40, t(38) = -2.67, p < .05, R2 = .16. That is, individuals who exhibited higher degrees of impulsive choice also exhibited greater cardiovascular changes in the serial subtraction task. Evaluating the influence of cardiovascular factors on impulsivity may provide additional information about its genesis, possibly leading to improved screening methods for the behavioral and health-related problems associated with this type of maladaptive choice. |
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| 121. Comparison of Operant Behavior by Individual Goldfish and Schooled Zebra Fishes |
| Area: EAB; Domain: Experimental Analysis |
| TODD HILLHOUSE (Northern Michigan University), Paul Thomas Andronis (Northern Michigan University) |
| Abstract: Recent advances in developmental neurobiology have poised zebrafish (Danio rerio) as the preeminent model organisms for the study of relations between neurological development and the emergence of adaptive behavior. The behavior of such animals that live and function in groups is commonly portrayed as being in accord with the same laws as those applicable to the behavior of individual organisms. For example, descriptions of foraging by groups and by individuals are commonly rationalized by the same economic variables, and are assumed to be essentially equivalent. This poster reports some preliminary data for comparing aggregate operant behavior by groups of zebrafish (D. rerio) with simple operant behavior by individual goldfish (Crassus auratus). We examined the extent to which there might indeed be point-to-point correspondence in the control over group versus individual foraging behavior in these two species of fish. The subjects were first exposed to simple schedules of food reinforcement, and aggregate patterns emitted by the zebrafish were compared to patterns emitted by individual goldfish under identical contingency requirements. Subsequent experiments involve foraging choices under multiple concurrent schedules of reinforcement. |
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| 122. Instructional Programming for Generalized Sound-Print Relations: Towards Augmentative Communication for Individuals With Low Speech Intelligibility |
| Area: EAB; Domain: Experimental Analysis |
| ANNA C. SCHMIDT (University of Kansas), Nancy C. Brady (University of Kansas), Kathryn Saunders (University of Kansas) |
| Abstract: For individuals with little functional speech, literacy skills can enable effective use of augmentative and alternative communication (AAC). Providing listeners with supplemental alphabetic cues has been shown to substantially increase speech intelligibility (i.e., the listener’s understanding of the speaker). In one technique for providing letter cues, the speaker must abstract the initial sound of a spoken word and point to the corresponding letter on an augmentative device. In the current study, two men with intellectual disabilities, low speech intelligibility, and receptive language age equivalent scores of less than three years completed training designed to teach abstraction of initial sounds. Spoken words were presented by a computer, and participants selected the corresponding letter on the computer screen. Words were trained in pairs, in a two-choice matching-to-sample task. Generalization to additional words with the same initial sounds was assessed. The training resulted in highly accurate letter selection for both participants. At the end of training, participants were also highly accurate with untrained words, could accurately select letters in a six-choice task, and maintained high accuracy for over 70 spoken words. These findings are a first step towards the development and effective use of AAC involving supplemental alphabetic cues for this underserved population. |
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| 123. Effects on Stimulus Equivalence Test Performance of Varying the Delay in Delayed Matching-to-Sample |
| Area: EAB; Domain: Experimental Analysis |
| CHRISTOFFER EILIFSEN (Akershus University College), Erik Arntzen (Akershus University College), Felix Hognason (Akershus University College) |
| Abstract: When training prerequisite relations for stimulus equivalence using a matching-to-sample procedure, introducing different delays between the offset of conditional stimuli and the appearance of discriminative stimuli has resulted in systematic variations in test performance as a function of the delay. We have previously obtained results that have indicated lower yields of stimulus equivalence responding in groups of participants exposed to a fixed delay of 3000 ms, compared to a groups exposed to delay values of 100 ms or 12000 ms. The current study is an attempt replicate these findings and, in addition, to allow for a more precise analysis of the effects of different delay values by exposing the same participant to several delays during separate training procedures. Adult participants will be exposed to 0 ms, 2000 ms, 2500 ms, 3000 ms, 3500 ms, and 4000 ms fixed delays during training over six experimental phases, with each of training phases being followed by a corresponding test for stimulus equivalence. |
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| EDC Poster Session 4 |
| Monday, May 31, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 124. Scientific Analysis of Texts and Verbal Skills in College Students |
| Area: EDC; Domain: Applied Behavior Analysis |
| MARIA DEL REFUGIO LOPEZ GAMIÑO (FES Iztacala UNAM), Maria Luisa Cepeda Islas (FES Iztacala UNAM), Carlos Santoyo (Universidad Nacional Autónoma de México) |
| Abstract: At the university level, students are expected to actively respond to the learning process, not just memorize and repeat the information gained, but also is a producer of knowledge. Interested in this problem, Santoyo (2001) proposes "The text analysis strategy," which promotes the development of complex skills. This proposal has been assessed in different settings with encouraging results. A key part to raise this strategy as appropriate in the training college is to assess what other factors involved in its implementation. The importance of this study is to show the interaction between participants' verbal ability and training in scientific text analysis, thus enabling it to observe the development process. The research design was conducted with a pretest and posttest group. Were randomly selected group of students from the career of Biology who participated in the workshop of text analysis, two hours per week for seven sessions. Both the pretest and posttest consisted of two tests (the verbal ability and the analysis of texts). The training was the use of the strategy for five consecutive sessions. Each student was evaluated analyzing the corresponding article. The results were analyzed descriptively using as a primary measure achievements both in the pretest and posttest. The main finding of this study identifies an interaction between verbal ability and analysis of scientific texts |
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| 125. Text Analysis, Web-Based Reading, and Learning Transfer: The Case of Scientific Articles |
| Area: EDC; Domain: Applied Behavior Analysis |
| DIANA L. MORENO (Universidad Nacional de Mexico), Guadalupe Rendon Ruezga (FES Iztacala UNAM), Maria Luisa Cepeda Islas (FES Iztacala UNAM) |
| Abstract: The purpose of this paper is to show the benefits of using a Web based interactive system for the development of comprenhension reading skills of scientific texts in undergraduate psychology students. A learning system was constructed according to instructional design principles. The system includes programmed activities to teach the the following kinds of knowledge: declarative, concepts, principles, procedures and problem solving. Likewise the activities were programed in order to teach the following reading skills: Identification of Unit Analysis, Ideltification of the Methodological Strategy, Justification, Objetives of Purpose, Basic Assuptions, Internal and External Consistency. One hundred forty students participated in a Pretest and Postest, all students were trained to analyse Experimental Psychology articles from Web, the sessions of training were eigth and included different difficulty levels, in every session was revised one element of strategy (unit analysis, basic assuptions etc.), the activities included examples, evaluations, practices etc. Twenty students evaluated their projects of research development in class with strategy learned in the Web. The results showed significative differences between in the scores of Pretest and Postest, an analysis detailed indicated that students with the lower grades in Pretest were the main beneficiaries. The results suggest important advantages of the courses with on line material and demonstrated the ability of students to transfer their learning to novel situations. finally discuss the implications of online systems in the teaching of psychology |
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| 126. The Effects of Teacher Errors Using Data-Based Decision Strategies on Students’ Rate of Skill Acquisition |
| Area: EDC; Domain: Applied Behavior Analysis |
| SARAH HIVELY (Marcus Autism Center), Dana M. Zavatkay (Marcus Autism Center) |
| Abstract: Research has shown that increased rates of skill acquisition for students when teachers were trained not just to record acquisition data but also to analyze and use these data to make programming decisions according to a set of predetermined rules (Sharpe, Hawkins, &Ray 1995; Keohane & Greer 2005). In the present study 8 classroom teachers from both rural and metropolitan public school districts were trained by a Board Certified Behavior Analyst in methods of implementation and data collection associated with discrete trial training. The teachers were also trained to make data-based decisions according to specified rules for making changes in program targets and for adding or fading prompts used during teaching. Data will be presented showing the types of teacher decision making errors made and what effects these errors had on students’ rate of skill acquisition. Finally, some suggestions for reducing teacher errors will be presented. |
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| 127. The Effects of Intertrial Interval Duration on Maladaptive Behaviors, Compliance, and Acquisition |
| Area: EDC; Domain: Applied Behavior Analysis |
| NICOLE LYNN VITKAUSKAS (Boston ABA) |
| Abstract: The purpose of this study was to examine the effects of the effects of intertrial interval duration (ITI) on maladaptive behaviors, compliance, and rate of acquisition. A concurrent operant design was used to the compare the effects with two children with autism. Each participant was taught to discriminate among 3 novel stimuli with a short and long ITI duration. The results indicated that short ITI durations were superior in decreasing maladaptive behaviors for both participants. Short ITI durations also increased the rate of acquisition for Child 1, whereas, Child 2 showed the highest rate of acquisition with the long ITIs. Further investigation is needed to find the optimal ITI duration for Child 2. |
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| 128. The Effects of a Direct Instruction Reading Program on Students Diagnosed With Learning and Behavioral Challenges |
| Area: EDC; Domain: Applied Behavior Analysis |
| Charles Johnson (Missouri State University), David Goodwin (Missouri State University), Lachelle Clemons (Missouri State University), Emily Eckert (Missouri State University), LINDA G. GARRISON-KANE (Missouri State University) |
| Abstract: The purpose of this applied study was to determine the effectiveness of a direct instruction reading intervention, Laubach Way to Reading (LWR), for 79 students with disabilities. This research study consisted of a pre test/post test group Quan-Qual model research design. A pre- and post-test measuring the Lexile Framework for Reading was given to each subject using the Scholastic Reading Inventory computer-based assessment. Additionally, survey data in the form of a questionnaire and random student interviews were conducted through out the study to assess students’ perception and attitudes regarding the reading intervention. In addition to the two group studies, a series of single subject design studies were also employed with 5 students at separate school sites to assess the effectiveness of the reading intervention (LWR) on the students' on and off-task behaviors. In each study (group and single-subject), reading behaviors increased. Results from the group study: paired-sample t-test on the first cohort (n=39) revealed that post test intervention scores on the SRI were significantly higher than pre-intervention scores (M=-1.49.13, SD=156.9t (38)=-5.95,p<.001. A paired-sample t-test on the second cohort (n=29) revealed that post interventions scores on the SRI were significantly higher than pre-intervention scores (M=-102.517 SD=140.4 t(28)=-3.931,p,.001. Data collection is currently in progress for the single-subject design studies. |
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| 129. Identifying Antecedent Events Correlated With High and Low Levels of Problem Behavior in School Settings: Using Visual Analysis of Data Collected With Descriptive Assessment |
| Area: EDC; Domain: Applied Behavior Analysis |
| LISA PAANANEN (St. Cloud State University), John T. Rapp (St. Cloud State University), Nairim C. Rojas Ramirez (St. Cloud State University), Sarah M. Richling (St. Cloud State University), Aaron R. Nystedt (St. Cloud State University) |
| Abstract: Seven students from typical or special education classrooms were referred for behavioral services in school settings. As a part of a standard behavioral assessment, data for each student’s target behavior were collected across three or more academic activities (e.g., language arts, mathematics, hand-writing) within their typical classroom settings for approximately 20 hours. The data were graphically depicted according to each classroom topic or activity and then visually inspected within multielement designs. For nearly every participant, data were differentiated such that one or more conditions contained elevated levels of the target behavior and one or more conditions contained low levels of the target behavior. For most participants, the results were used to develop (a) specific experimental conditions that were used within a brief functional analysis or (b) context specific interventions to decrease problem behavior and increase appropriate behavior. These findings potentially extend the literature on descriptive assessment by illustrating an approach that can be utilized independent of conditional probability analyses by evaluating the data within a commonly utilized single-subject design. |
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| 130. The Collateral Reductive Effect of Three Mathematics Instructional Strategies on Challenging Student Behaviors |
| Area: EDC; Domain: Applied Behavior Analysis |
| JO A. WEBBER (Texas State University), Glenna Billingsley (Texas State University.) |
| Abstract: Effective academic instruction is touted as an important antecedent to appropriate school behavior and often recommended as a primary positive behavioral support (PBS). However, the relationship of instructional strategies to school behavior remains ambiguous for students with emotional and behavioral disorders (EBD) who present with both challenging behavior and below-average academic performance, with no clear determination of reciprocal influence. The most common school practices assume that appropriate student behavior must precede effective academic instruction. Accordingly, limited research is available regarding the effects of various academic instructional strategies for students with EBD on either academic performance or behavior reduction. This study used a single-subject alternating treatments research design to compare three math instructional methods: direct teach, computer-assisted instruction, and a combination of both methods on (1) math quiz scores, and (2) frequency of challenging behaviors (i.e., off-task behavior, inappropriate language usage, and absences) for two adolescents with EBD. Results confirm a reduction in inappropriate language usage and off-task behavior with the Combined method for both students. However, performance on math quizzes was highest with Direct Teach for both students and absences remained high across all three methods. |
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| 131. Teaching Check Writing to Adolescents With Special Needs |
| Area: EDC; Domain: Applied Behavior Analysis |
| ALONNA MARCUS (AdvoServ), Terry J. Page (AdvoServ), Daniel Davis (Advoserv), Maynard Caulk (Advoserv) |
| Abstract: Adolescents with emotionally disturbed diagnosis may have difficulties in learning functional skills. Particpants all had dual diagnoses and exhibited inappropiate behavior which included property destruction, self injurious behavior, and aggression. Following a task anaylsis, modeling was used to teach specific bill paying skills. Permanent product data was collected. A multiple baseline across individuals was used. Additonal data to be collected. |
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| 132. Jump Start: An Early Intervention Plan to Help Struggling High School Freshman Students Achieve |
| Area: EDC; Domain: Applied Behavior Analysis |
| RICK SHAW (Behavior Issues), Joe Potts (Kent School District), Tracy Habrel (Kent School District) |
| Abstract: An early academic program was created to supply additional support to freshman students at a 4-year high school. As core classes, science, history, math, and English, become more challenging to meet national and state standards, students have struggled more recently then in years past to academically achieve. This struggle includes an increase in failing grades during freshman and sophomore years, as well as a decrease in graduation rates. Jump Start is a program that indentifies students who are considered at-risk prior to entering high school. These students are identified in the 8th grade by their counselors, teachers, and administration. During the summer, parents and students were directly called and invited to participate with Jump Start. A dinner for the parents included training for monitoring their child’s grades on-line. The following days the students participated in workshops for organization skills, note taking techniques, resources, and a play about school rules. Every student that participated in Jump Start entered school on the first day with a binder, paper, dividers, pencils, and a planner. Throughout the remainder of the year special groups met once a week to monitor academic progress, organization and provide additional ongoing support. |
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| 133. Using Multiple Targets and Variables for the Complexity of School Consultations: An Example |
| Area: EDC; Domain: Applied Behavior Analysis |
| TODD F. HAYDON (CECH, University of Cincinnati), William Hunter (University of Cincinnati), David W. Barnett (University of Cincinnati) |
| Abstract: The overuse of redirections as a method to control student behavior creates chaotic, noisy, and disorganized classroom environments (Engelmann & Carnine, 1991; Madsen, Becker, & Thomas, 2001). However, as teachers ask more questions and provide feedback on correct responses (praise) and incorrect responses (error correction) they tend to use fewer redirections (Madsen, et al., 2001). A single case withdrawal design was used to investigate the effects of behavioral consultation on a teacher and two middle school students (a targeted student and typical achieving peer) during a health science class. During baseline the teacher had high rates of redirections, low rates of opportunities to respond and praise statements while the targeted student had low rates of on-task behavior. During intervention conditions, the teacher utilized two types of questioning strategies and the student demonstrated a higher rate of correct responses, increased on-task behavior, and higher test score percentages; furthermore, the teacher had fewer redirections and increases in praise statements. A discussion of data from a selected control condition is also provided. A discussion on study limitations, implications, and future research directions is included. |
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| 134. The Functional Relationship Between Social Skills of Preschool Children and Teacher Activities |
| Area: EDC; Domain: Applied Behavior Analysis |
| MARCO W. SALAS-MARTINEZ (Universidad Veracruzana), Esperanza Ferrant Jimenez (University of Veracuz), Cintia Sarai Aguilar Salazar (Cintia Sarai Aguilar Salazar), Claudia Nakazona Peña (Claudia Nakazona Peña) |
| Abstract: The Mexican Program for Preschool Education (NPPE, 2004) recommends to teach social skills to children but it does not specify what activities should be performed by the teachers, nor the skills, information that they should possess, nor identify the basic repertories that require children to learn the knowledge and social skills identified by the program. The purpose of the study was to evaluate the functional relationship of teachers activities, and social skills of preschool students. Participants were 20 students who were enrolled in the third grade of a kindergarten school, two teachers also participated in the research. They were randomly assigned to either, an experimental or control group. Once the students and teachers’ skills were behaviorally defined, they were video-recorded in pre and post test conditions. Only the teacher of the experimental group was trained in the establishment of basic repertoires and the skills and activities that she needed to perform in order their children acquire knowledge, skills and social attitudes. The teacher of the control group was performing according to the traditional program. The statistical data show that the purpose of the study was reached. |
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| 135. Teaching Adults Literacy Skills Through the Digital Method Based on Applied Behavioral Principles |
| Area: EDC; Domain: Applied Behavior Analysis |
| MARCO W. SALAS-MARTINEZ (Universidad Veracruzana), Marisol Barreda Cano (Marysol Barreda Cano), Esperanza Ferrant Jimenez (University of Veracuz), Martin Ortiz Beno (Martin Luis Ortiz Bueno), Rafael Jacome Serena (Rafael Jacome Serena), Enrique Zepeta Grcia (University of Veracruz) |
| Abstract: In Veracruz, Mexico, there are 651,470 illiterates adults. The methods used to teach literacy have not had the desired effects. The purpose of this study was to evaluate the acquisition of literacy skills as a function of a digital programmed method based on Applied Behavior Analysis, which allowed the illiterate adult to read and write at their own time and pace, being motivated to learn. Tests were administered to 4 adults to assess their computer literacy skills. Later in the pilot phase was implemented to 4 adult women between 40 and 60 years old, a computer program that provided a repertoire computer’s basic skills, and they were exposed to the programmed digital literacy method. A Changing Criterion Experimental design was used. Pre and post tests about learning of every unit of literacy was applied. The results demonstrated the effectiveness of the method programmed digital literacy based on the principles of applied behavior analysis for developing literacy skills of adults. The characteristics of the method would probably reduce the rate of illiterate adults in the state of Veracruz. |
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| 136. Behavior Analytic Strategies in Postsecondary Instruction: A Quantitative and Qualitative Review |
| Area: EDC; Domain: Applied Behavior Analysis |
| MICHELLE TURAN (University of Windsor), Chrystal E.R. Jansz (NONE), Mana Ebrahimi (Mohawk College) |
| Abstract: In the last 15 years, relatively few behaviour analytic contributions to the literature on postsecondary instruction can be found. The research ranges from specific strategies, such as maximizing learning through equivalence class formations, to systems-based approaches in teaching, such as interteaching and personalized systems of instruction (PSI). This poster will review the types of behavior analytic strategies in postsecondary instruction in the literature and the number of articles published in each of these respective areas. Qualitative differences from each of the studies will be presented emphasizing the necessary direction for future research in postsecondary instruction and behaviour analysis. In order to maximize the dissemination of behaviour analysis, likeminded faculty in postsecondary institutions need to consider the use of evidence-based instructional strategies to maximize the effectiveness of their teaching and/or increase the research base for behavioural strategies in postsecondary education. |
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| 137. Evidence Based Interventions for the Most Common Problem Behaviors in Classrooms in the United States |
| Area: EDC; Domain: Experimental Analysis |
| JUDITH R. HARRISON (Texas A&M University), John Davis (Texas A & M University) |
| Abstract: Research on behavioral problems demonstrated by children and adolescents in public schools in the United States provides a foundation for evidence based intervention selection. Current data regarding the most common problem behaviors at the classroom level is typically gathered from research on office discipline referrals. However, not all maladaptive behavior results in a referral to the office. A thorough understanding of the most common problem behaviors in schools is needed to assist administrators and teachers in selecting evidence based interventions. The results of a study using nationally sampled data on the most common behavior problems identified by teachers will be presented with suggestions for evidence based interventions to address each identified behavioral domain. |
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| 138. University Partnerships: The Effects of Coaching in an Urban Alternative Education Charter School |
| Area: EDC; Domain: Service Delivery |
| MAURA MCGREGOR (Duquesne University), Temple Sharese Lovelace (Duquesne University), Jessie Gluck (Duquesne University) |
| Abstract: This study analyzed the effects of school-wide positive behavior support in an urban alternative charter school serving adjudicated high school students. A multiple baseline across behaviors design was implemented for students as well as participating teachers. Student variables consist of appropriate behaviors outlined by the school mission statement. Teacher behaviors consist of authentic implementation of the school-wide positive behavior support system and individual goals identified during the initial professional development session. This study includes 9 student-teacher pairs. Each teacher participates in a monthly professional development session and technical assistance is provided bi-weekly to the teacher-student pairs. Results indicate that the participants responded favorably to the differential reinforcement of low rates of behavior as well as the self-management intervention. Additionally an imbedded multiple probe design was used to assess the effects of the environmental rating scale as it relates to the above variables. Lastly, contributions of this study and future research are presented. |
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| 139. Effects of Self-Management of Behavior and Schoolwide Positive Behavior Support in an Urban Third-Grade Classroom |
| Area: EDC; Domain: Applied Behavior Analysis |
| TEMPLE SHARESE LOVELACE (Duquesne University), Jessie Gluck (Duquesne University), Maura McGregor (Duquesne University) |
| Abstract: This study analyzed the effects of a multi-level intervention on the problem behavior of eighteen third-grade students in an urban elementary school. A combination changing criterion and multiple-probe design was used to assess the variables related to self-management of inappropriate behavior and a group contingency for school wide positive behavior support. Additionally, a comparison across experimenters was analyzed to assess the results of implementation between an inservice and preservice teacher. Results indicate that the participants responded favorably to the differential reinforcement of low rates of behavior as well as the self-management intervention through decreased individual responding as well as a positive change in the classroom environment as a result of the implementation of a group contingency. In addition, results across experimenters suggest no difference between experimenters across contingencies. The multi-level intervention was found to be a valid and reliable contingency across experimenters (classroom teachers and student teacher). Lastly, contributions of this study and future research are presented. |
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| Applied Behavior Analysis in Theory and Practice: Practical Implications of Coordinating Efforts Between Clinics and University Internships |
| Monday, May 31, 2010 |
| 1:30 PM–2:20 PM |
| 201 (CC) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Kristine Turko (Mount Union College) |
| JULIE KNAPP (Cleveland Clinic Center for Autism) |
| MICHAEL J. MANOS (Cleveland Clinic Center for Autism) |
| ALLISON NEWMAN (Cleveland Clinic Center for Autism) |
| Abstract: The number of children with autism spectrum disorder (ASD) is increasing, with new prevalence rates indicating that 1 in 92 are diagnosed. Thus, the need for treatment providers who are trained to effectively use the techniques of ABA is paramount. This need can be met by coordinating the efforts of clinic-based treatment programs and universities via internships specializing in ASD. Currently, there are few specialized internships in ASD across the country. This panel will discuss 1. how internship programs can be established and the logistical considerations involved; 2. how internship programs can provide a cost-effective means of supplementing clinical staff, while training students who are planning to seek employment in a related field or enter graduate school; 3. the clinical outcomes of the children serviced by previous interns which demonstrates the success of such programs; and 4. how program assessment can benefit the future partnering internships by documenting their effectiveness and providing recommendations for incorporating formal educational components to compliment the applied internship activities. The panel will focus on the advantages of internship programs, while addressing important considerations and recommendations to optimize the experience of all parties, especially children with ASD. |
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Invited Paper Session #412 |
| The Evolution of Behavioral Consulting: Shaping Comprehensive Applications of Organizational Behavior Management Technologies |
| Monday, May 31, 2010 |
| 1:30 PM–2:20 PM |
| 103AB (CC) |
| Area: OBM; Domain: Applied Behavior Analysis |
| Chair: Alicia M. Alvero (Queens College, The City University of New York) |
| JUDY L. AGNEW (Aubrey Daniels International) |
| Dr. Agnew is a Vice President and Senior Consultant with Aubrey Daniels International. For eighteen years she has specialized in designing behavior based business solutions. Her Ph.D. in Applied Behavior Analysis combined with a myriad of consulting experiences enables her to develop customized behavior based interventions that are well grounded in the science of behavior. Dr. Agnew has worked in industries as diverse as oil and gas, food and non-food manufacturing, mining, forest products, distribution, assembly, and retail. This range of industries has provided her with experience dealing with diverse employee populations and a wide range of organizational issues. Some of her clients include: PECO Energy, Shell Oil, Barrick Goldstrike Mines, Assurant Health, The Orange County Register, Kroger, Wal-Mart, Potlatch, Toro, and M&T Bank. |
| Abstract: In the early days of organizational behavior management (OBM)—and the early days of Aubrey Daniels International (ADI)—client interventions were relatively simple. The focus was on identifying important behaviors that drove business improvement, measuring those behaviors and results, and implementing rather rudimentary feedback and reinforcement systems. The positive reinforcement was often in the form of supervisory praise and small tangibles. This simple model was and remains extremely powerful. Through the years, this basic approach has been the foundation of many of our interventions and has produced some remarkable successes. Some of ADI’s early client data will be presented as representative of this approach. As with any good system, this basic approach has evolved. At ADI (as with all those implementing OBM) we have gone beyond the basics to apply more advanced behavioral principles to our client work. Some of these attempts have been successful and some have not. Most of these changes and improvements occur as a result of the gradual tweaking of processes and tools over several years. This talk will highlight some of the changes in interventions over the past 30 years at ADI. Some of the changes to be discussed include: helping performers tap into natural reinforcers for their behavior, helping clients become better observers of the impact of their own behavior, coaching for rapid and sustained change, fluency training for critical skills, better systems analyses, a focus on the verbal community in the workplace, better understanding the cultural context, and transferring ADI technology fully to our clients as part of our core mission. Brief case studies and sample client data will be presented. |
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| Perspectives on Culture: Radical Behaviorism, Interbehaviorism, Buddhism, and Hinduism |
| Monday, May 31, 2010 |
| 1:30 PM–2:20 PM |
| Bonham B (Grand Hyatt) |
| Area: TPC |
| Chair: Todd A. Ward (University of Nevada, Reno) |
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| A Comparison of Radical Behaviorism, Buddhism, and Hinduism: An Inquiry |
| Domain: Theory |
| TODD F. HAYDON (CECH, University of Cincinnati) |
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| Abstract: In a recent article published in The Behavior Analyst, Diller and Lattal (2008) draw comparisons between radical behaviorism and Buddhism. The authors compare these two philosophies and conclude that showing commonalities may enhance an understanding of both philosophical systems. In a follow up response, (Haydon, 2009) provided supplemental material to Diller and Lattal’s paper in order to support the original argument that the two systems of thought (radical behaviorism and Buddhism) have several common themes. The purpose of this presentation is to review main points and elaborate on the second paper. Specifically, additional common themes between radical behaviorism, Buddhism, and Hinduism will be examined so that participants can gain a deeper understanding of several central concepts common to these schools of thought. In particular, topics that will be covered are: the Buddhist and Hindu definition of enlightenment, non-doership and non-volitional living, negative and positive reinforcement, free will, verbal behavior (divine passive voice), and private events. |
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| Radical Behavioral and Interbehavioral Perspectives on Culture: Systemization and Integration for the 21st Century |
| Domain: Theory |
| TODD A. WARD (Univeristy of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno) |
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| Abstract: The analysis of culture may be seen as one of the last remaining frontiers of behavior analysis. The authors provide a comprehensive review of the primary works of B. F. Skinner and J. R. Kantor with respect to Radical Behavioral and Interbehavioral perspectives on the relation of culture to individual behavior. This review is supplemented with an analysis of relevant literature said to adhere to one or both perspectives to-date. The authors compare and contrast the tenants of Radical Behaviorism and Interbehaviorism as outlined by Skinner and Kantor as they relate to cultural phenomena. An analysis of subsequent developments by behavior analysts stemming from the original works of Skinner and Kantor will be discussed to provide a picture of the evolution of both perspectives into the present day. In conclusion, this paper attempts to integrate Radical Behavioral and Interbehavioral perspectives on culture toward the establishment of a comprehensive system of cultural behavior analysis fully integrated with modern developments in the field. |
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Invited Tutorial #414 CE Offered: BACB |
| The Unusual Suspects: Myths and Misconceptions About the Picture Exchange Communication System |
| Monday, May 31, 2010 |
| 1:30 PM–2:20 PM |
| Ballroom A (CC) |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| BACB CE Offered. CE Instructor: Kimberly Berens, Ph.D. |
| Chair: Caio F. Miguel (California State University, Sacramento) |
| Presenting Authors:: ANDREW S. BONDY (Pyramid Educational Consultants) |
| Abstract: The first presentations about the Picture Exchange Communication System (PECS) were offered at ABAI conventions in 1987. The foundation for the system and its teaching protocol are found in Skinner’s analysis of verbal behavior. Since that time, research and interest about PECS has expanded significantly—at the 2009 convention there were 15 papers and posters about and involving PECS. Publications about the system and its protocol also have increased notably with over 60 publications worldwide. Despite this popularity—or perhaps because of this popularity—myths and misconceptions about PECS and its use abound. These range from early questions, such as “Can we do PECS and applied behavior analysis?” to recent comments such as, “You can’t do PECS and verbal behavior.” While there is an emphasis upon manding early in the protocol, practitioners often do not move toward tacting and intraverbal use. There also are ongoing concerns about the relationship between PECS and speech development, including confusion about what augmentative communication effects are all about. We will review these and other concerns about PECS and its use. |
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| ANDREW S. BONDY (Pyramid Educational Consultants) |
| Andrew S. Bondy, Ph.D. has over 40 years experience working with children and adults with autism and related developmental disabilities. He served for over twelve years as the Director of the Delaware Autistic Program. He has taught numerous university level courses for teachers and specialists regarding autism, behavior analysis, curriculum design, effective instruction, and functional communication training. He has presented regional, national, and international workshops concerning educational, behavioral, and communicative issues pertaining to preschool children through adults with autism. |
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Symposium #415 CE Offered: PSY/BACB |
| Social and Communicative Interventions for Individuals With Autism or Developmental Disabilities |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| 204AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Mandy J. Rispoli (Texas A & M University) |
| CE Instructor: John Pokrzywinski, M.A. |
| Abstract: In this symposium we present recent research regarding social and communicative interventions for persons with autism spectrum disorders and developmental disabilities. The first paper provides a review of the literature involving the use of speech generating devices to teach communication skills to individuals with developmental disabilities. Results highlight areas of future research and implications for practitioners. The second paper investigates the use of video modeling to teach appropriate social interaction behaviors to college students with high functioning autism or Asperger’s syndrome. Implications for future research and clinical practice are provided. The third paper evaluates self-monitoring for decreasing inappropriate social behaviors for two boys with autism. Results demonstrate reduction in each target behavior. Finally, the fourth paper provides a meta-analysis of single case research on the use of augmentative and alternative communication with individuals who have autism spectrum disorders. Data are analyzed using an effect size analysis, the Improvement Rate Difference. |
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| Speech Generating Devices in Communication Interventions for Individuals With Developmental Disabilities: A Review of the Literature |
| SIGLIA PIMENTEL HÏ¿½HER (Texas A & M University), Mandy J. Rispoli (Texas A & M University), Jessica Hetlinger Franco (San Antonio Autism Community Network), Russell Lang (University of California, Santa Barbara) |
| Abstract: The use of Speech Generating Devices is a popular means for teaching communication skills to persons with developmental disabilities. We reviewed studies published between 1989 and 2009 involving the use of Speech Generating Devices (SGD) in communication interventions for individuals with developmental disabilities. The purpose of this review was to examine how and with whom SGD training for communication has occurred in intervention studies. Systematic searches of electronic databases, journals,and reference lists identified 46 studies meeting the inclusion criteria. These studies were evaluated for participant characteristics, SGD characteristics, targeted communication skills, intervention procedures, outcomes, and certainty of evidence. Targeted communication skills included requesting, labeling, receptive language skills, and spontaneous communication. Positive outcomes were reported for the majority of the reviewed studies. Overall, this literature base supports the use of SGDs with simple programming for individuals with limited functional communication skills. Recommendations for future research and clinical practice will be provided. |
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| The Use of Video Modeling to Teach Social Behaviors to College Students With Autism Spectrum Disorders |
| ROSE A. MASON (Texas A&M University), Mandy J. Rispoli (Texas A & M University), Jennifer B. Ganz (Texas A&M University) |
| Abstract: The social impairments characteristic of individuals identified with autism spectrum disorders (ASD) result in challenges in successfully maneuvering both familiar environments and new environments with novel experiences and expectations. Despite the growing numbers of individuals with ASD who participate in post-secondary education (Smith, 2007), the research base for interventions to assist with successful integration into college life is scant. Video modeling, which has been demonstrated to be an effective intervention for improving social skills in children and adolescents with ASD, lacks empirical support for use with post-secondary individuals with ASD. The purpose of this study to investigate the effect of video modeling on social interaction skills for post-secondary students with ASD and to compare modifications of video modeling interventions on the acquisition and/or generalization of appropriate social behaviors, utilizing a multiple baseline design across participants. This paper will present the results of this study, for which the data is currently being collected. Further, the presenters will discuss findings and implications for future research. |
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| Improving Social Behavior of Individuals with Autism Through the Use of Self-Monitoring |
| AMY KATHLEEN HEATH (Texas A & M University), Jennifer B. Ganz (Texas A&M University), John Davis (Texas A & M University) |
| Abstract: Self-monitoring is an antecedent strategy which allows individuals to monitor their own behavior or learning. Individuals are taught to collect data on their own behavior by comparing their engagement in a target behavior with pre-established criteria. This study examined the use of a self-monitoring procedure on the social behaviors of two boys with autism spectrum disorders. Specific target behaviors included decreasing duration of talking about preferred topics in a conversation and decreasing the duration of playing with his tongue for the two participants, respectively. Participants were taught to assess if they were engaged in the target behavior on a FI 30 sec schedule with the assistance of a MotivAider ®. A multiple-baseline design was used to demonstrate experimental control. Data were collected on frequency of statements, questions or preferred topic discussions that occurred within a 5 minute conversation for the first participant and the frequency of tongue play for the second participant. Results showed improvement in the target behavior for both participants. These results suggest that self-monitoring may be an effective means of improving social behaviors for students with autism spectrum disorder. Suggestions for future research and implications for practice will be discussed. |
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| A Meta-Analytic Application of IRD to Evaluate Augmentative and Alternative Communication Systems with Individuals with Autism |
| JENNIFER B. GANZ (Texas A&M University), Theresa Earles-Vollrath (University of Central Missouri), Amy Kathleen Heath (Texas A & M University), Richard I. Parker (Texas A & M University), Mandy J. Rispoli (Texas A & M University), Jaime Duran (Texas A & M University) |
| Abstract: Many individuals with autism cannot speak or cannot speak intelligibly. A variety of augmentative and alternative communication (AAC) approaches to address these deficits have been investigated. However, most of the research on these approaches has been single-case research, with small numbers of participants. The purpose of this investigation was to meta-analyze the single case research on the use of AAC; including the Picture Exchange Communication System, other picture-based AAC interventions, and speech-generating devices; with individuals with autism spectrum disorders (ASD). Twenty-four single-case studies were analyzed. The participants included in these studies were individuals of all ages who had an autism spectrum disorder diagnosis, sometimes along with additional diagnoses (e.g., developmental disability, sensory impairment). The data is currently being analyzed using an effect size analysis, the Improvement Rate Difference. Results will be reported by six overarching variables: intervention, dependent variable, setting, age range, iconicity of AAC symbols, and diagnostic category. Implications will be discussed. |
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Symposium #416 CE Offered: PSY/BACB |
| Scaling Up: Intervention Models for Students With Autism From Classroom to State |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| 202AB (CC) |
| Area: AUT/EDC; Domain: Service Delivery |
| Chair: Diane M. Sainato (The Ohio State University) |
| CE Instructor: Bryan Crisp, M.A. |
| Abstract: Four papers will be presented. We will highlight the results of data based efforts to provide intervention programs for students with autism from those focusing on individual children to those making an impact at the state level. Hudson and Schwartz will offer a paper examining a study on increasing social interactions of preschool children with autism using a conversation flip book. Sainato, Jung, Morrison, and Axe will detail the findings of Project TASK, an inclusive kindergarten program for children with autism and typical peers while Davis, Schwartz and Williams will describe their project examining the use of teams to assist teachers in the identification and delivery of services to students with ASD in two school districts. Finally, Garfinkle will provide an overview of Montana’s three-year statewide program of intensive behavioral intervention for young children with autism. Implications for service delivery and future directions for research will be discussed. |
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| Increasing Social Interactions of Young Students With Autism: Effectiveness of a Conversational Flipbook |
| DEBBY HUDSON (Seattle Pacific University), Ilene S. Schwartz (University of Washington) |
| Abstract: With the ever increasing number of children being diagnosed with autism spectrum disorder (ASD) now 1 in 91 (National Institutes of Health, 2009), the need for effective, sustainable and low cost intervention for language and social skills, major core deficits of ASD, is a priority in providing support for children, teachers, and families. This study implemented a low technology communication device, the Conversation Flip Book (CFB), to facilitate conversation between three preschool children with ASD and their typically developing classmates. A multiple –probe baseline across subjects was used to assess the effectiveness of the specific conversation training on interaction and behavior between children with disabilities and their typically developing peers. The results of the training with the Conversation Flip Book (CFB) did prove to facilitate conversation skills for all three target children during free choice time. All three target children were able to maintain conversation skills at follow up when the training was withdrawn and two of the children were able to generalize the skills to other settings and people. Due to time constraints, generalization data was not taken on the third child. |
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| Project Task: Transition for Children With Autism to School From Kindergarten |
| DIANE M. SAINATO (The Ohio State University), Sunhwa Jung (Otterbein College), Rebecca Morrison (Oakstone Academy), Judah Axe (Simmons College) |
| Abstract: Project TASK was to developed and evaluated a comprehensive program for kindergarten children with autism. A total of 42 children with autism from the model program and 21 students with autism recruited from four local school districts participated. Results included an increase in scores on standardized assessments across all areas and improved levels of appropriate engagement in observed classroom activities as compared to the comparison subjects. Standardized assessments for receptive and expressive language, cognitive functioning, social behavior, adaptive behavior, and academic achievement were conducted. Direct observations of child and teacher behavior (i.e. engagement, social interaction, prompt level, etc.) were implemented once a month for a minimum of 6100 minutes per year for each student. Inter-observer agreement measures for the direct observations yielded mean levels of at least 90%. Initial results indicate Reading Mastery, social skills instruction; behavioral interventions, and use of naturally occurring learning opportunities to practice IEP objectives were effective in promoting achievement of kindergarten children with ASD in inclusive settings. The project will be discussed in terms of the establishment of more effective educational programs for children with autism spectrum disorders with reduction in the cost of services. |
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| Elementary DATA: Team Based Training for Identification and Delivery of Services to Students With Autism Spectrum Disorder |
| CAROL ANN DAVIS (University of Washington), Ilene S. Schwartz (University of Washington), Penny Lynn Williams (University of Washington) |
| Abstract: We examined the use of teams to assist teachers in the identification and delivery of services to students with ASD. Data on fidelity of the intervention were collected. The “Student Program Assessment” developed as a part of this project examined components in the general areas of: systematic instruction, individualized supports, functional approach to behavior, data collection, and family involvement. Both standardized tests (i.e., SSRS, Dibels, PPVT) and behavioral observations were collected on student performance. Fidelity of implementation was collected using a needs-based generated checklist and direct observation. Over the course of three years, this project trained 4 teams (16 total team members), in 2 school districts to assist in the identification of and delivery of services to students with ASD. These teams served a total of 54 students K-5. Data on overall program components indicate that a mean change score of +16.75. Data on growth on all standardized measures were documented. Data on the fidelity of intervention indicated that as fidelity increased the interventions effectiveness increased (e.g., student outcome data). Data will be reported for all students in the project and three case studies examining individual student outcomes will be presented. |
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| A State-Wide Model for Behavioral Services for Young Children With Autism |
| ANN N. GARFINKLE (University of Montana) |
| Abstract: This paper will present work being conducted in the second year of a three year state-wide behavioral program for young children with autism. The State of Montana recently implemented a program to serve 50 young children (younger than 5 at program entry) diagnosed with autism spectrum disorders (ASD; as demonstrated on the ADOS) and significant adaptive delays (as measured by the Vineland). This program provides 20 hours per week, per child of intensive ABA at-home intervention. The paper will present issues related to behavioral training of families, family support specialists and rehabilitations aides as well as information about the progress of the participants. Data so far suggest gains in all participants with gains in language and adaptive skills as the most significant. Also presented will be the projects unique integration of formative assessments with shoulder-to-shoulder professional development activities. |
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Symposium #417 CE Offered: BACB |
| Assessment and Teaching of Abstract and Complex Social Behaviors to Children With Autism |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| 203AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Sabrina D. Daneshvar (Autism Spectrum Therapies) |
| CE Instructor: Philip Hineline, Ph.D. |
| Abstract: It is well documented in the literature that individuals with autism have deficits in understanding and performing abstract and complex social behaviors. Specifically, they lack a fundamental understanding of other people’s perspectives (e.g., Baron-Cohen, Leslie & Frith, 1985) and are unable to engage in behaviors related to taking another person’s perspective such as lying or cheating. Included in the present symposium are 4 papers reviewing: 1) the development of abstract social behaviors in typically developing individuals and individuals with autism, 2) the assessment of social behaviors in individuals with autism and 3) the teaching of social behaviors to individuals with autism using empirically validated strategies (discrimination training and video modeling). Findings are discussed in terms of applications to natural settings, increased participation in social interactions and overall improvements in quality of life for individuals with autism. |
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| The Development of Perspective Taking and Lying in Typically Developing Individuals and Individuals With Autism |
| JENNIFER BURKE (Autism Spectrum Therapies) |
| Abstract: It is well documented that individuals with autism demonstrate difficulties with abstract social behaviors, such as perspective taking in the form of lying. In contrast to typically developing peers, individuals with autism struggle with understanding, performing, and knowing when to perform or not to perform these social behaviors, even if language abilities are within a normal range. This presentation will review the development of two behaviors in typical children: perspective taking and lying, and what is known about the development of these behaviors in individuals with autism. There is currently a lack of information regarding children with autism and the development of the ability to successfully lie. The ability to lie involves higher order processes, such as theory of mind and perspective taking. It is well known that children with autism have difficulty with perspective taking (Perner, Frith, Leslie, & Leekam, 1989); however research has shown that initial deficits in these areas that can be improved through the use of behavior techniques such as reinforcement, modeling, and prompting (e.g., Carr & Darcy, 1990). The purpose of this discussion is to summarize what is know about the development of lying and perspective taking in typically developing children and children with autism. |
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| The Assessment of Socially Abstract Behavior in Children With Autism |
| SARA GOMEZ (Autism Spectrum Therapies) |
| Abstract: Children with autism spectrum disorders demonstrate a variety of social impairments (e.g., Anderson, Oti, Lord & Welch, 2009). Abstract social behaviors such as lying and cursing are often never displayed or emitted in a socially appropriate context. Children with autism are not always aware of the discriminative stimuli in their environment which would typically elicit a particular response or behavior (Yirmiya, Solomonica-Levi & Shulman, 1996). Four children with autism participated in this study. The first phase of the study involved an assessment phase, in which a sample group of typically developing children (ages 6-10) were interviewed to determine under what conditions they lie and curse. These findings were used to establish what discriminative stimuli are present in the environment to gain appropriate response criteria for teaching discrimination. In the second phase, the 4 participants with autism were then also interviewed in order to compare their responses to those of their typical peers and focus the discrimination training. Assessment results found that typical children were likely to lie and curse based on the perspective of those in their current environment whereas children with autism lied less frequently and were less likely to take into consideration the individuals in their environment. |
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| Teaching Discrimination of Abstract Social Behaviors to Children With Autism and/or Developmental Disabilities |
| CAITLIN ELIZABETH O'BOYLE (Autism Spectrum Therapies) |
| Abstract: The present study looked at the effects of a discrimination training procedure with respect to three abstract social behaviors: lying, cheating, and verbal aggression in children diagnosed with autism and/or developmental disabilities. The use of discrimination training procedures has been successful when implemented with children with autism and/or developmental disabilities for training when it is appropriate versus inappropriate to emit a previously learned behavior. This study explored more sophisticated forms of social behaviors that are complex, and therefore difficult to operationally define. A multiple baseline across participants design was utilized. Baseline assessments were conducted based on the lack of discrimination on the participants’ part. Discrimination training was defined as training participants to emit certain behaviors at appropriate times versus inappropriate times. Post-discrimination training, an analysis of participants was conducted and the behavior measured was participants’ ability to emit certain behaviors at appropriate times versus inappropriate times. Participant outcomes were later compared to the criteria available on typically developing children (no discrimination training). The present study will produce preliminary findings and provide researchers and applied practitioners’ insight into perspective taking, further uses of discrimination training procedures, and further research on complex social behaviors with children with autism and/or developmental disabilities. |
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| Video Modeling as a Group Instructional Strategy: The Effectiveness in Teaching Perspective Taking Skills to Children With Autism |
| EVE R. RASMUSSEN (Autism Spectrum Therapies), Sabrina D. Daneshvar (Autism Spectrum Therapies) |
| Abstract: Research has consistently documented the failure of children with autism to take someone else’s perspective, a skill that is developed in typical children starting around age 4 (e.g., Baron-Cohen et. al, 1985). Two previous studies have successfully used video modeling to teach perspective taking to children with autism (LeBlanc, et. al, 2003; Daneshvar & Charlop-Christy, 2003). Video modeling has been successfully utilized in classroom settings (e.g., Ayres & Langone, 2005); however, the video model is presented to a child in a 1:1 teaching setting with a teacher or paraprofessional. The present study extends the previous research on teaching perspective taking by assessing whether video modeling presented as a classroom wide instructional strategy is effective in teaching perspective taking to children with autism. In addition, while previous research has focused on teaching first order, basic perspective taking skills, the present study also assessed the efficacy of video modeling in teaching second order, more advanced perspective taking tasks. Five children with autism, ages 4 to 9 participated in this study; results found that video modeling was effectively applied in a group setting and 5 out of the 5 children successfully acquired and generalized both first and second order perspective taking skills. |
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| The Application of Behavior Analytic Methodologies at a Center for Children and Adolescents Diagnosed With Autism |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| 206AB (CC) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| Chair: Patrick E. McGreevy (Patrick McGreevy, Ph.D., P.A.) |
| Abstract: Four presentations will demonstrate the use of applied behavior analysis procedures across a variety of learners, all diagnosed with an Autism spectrum disorder and receiving services from The Applied Behavior Center for Autism in Indianapolis, Indiana. ABC is a full-service center that utilizes Applied Behavior Analysis to increase the independence of children with autism. Language, social and academic skills are shaped through applied verbal behavior procedures. This symposium offers a brief look at some of the evidence-based techniques used at The Applied Behavior Center. Techniques discussed will include using Precision Teaching across skills and learners, facilitating peer manding groups for children with different response forms, teaching covert behavior to children with social skill deficits and setting up a classroom for children on the autism spectrum. This symposium will demonstrate how a variety of behavior analytic methodologies coalesce to produce a full-service center for children with varying skill levels. |
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| Using Precision Teaching Across the Verbal Operants |
| LAURA GRANT (Applied Behavior Center for Autism) |
| Abstract: Precision teaching is a powerful behavioral technology that is useful across all learners and levels of skill. This presentation will provide an overview of Precision Teaching, an explanation of “channel sets” (Haughton, 1980), now commonly referred to as learning channels and their relation to the verbal operants and the application of the Precision Teaching methodologies to language, social and academic skills at the Applied Behavior Center for Autism. Descriptions of how Precision Teaching is currently in use at our center, video footage of fluency based instruction and data charted on the Standard Celeration Chart representing the variety of skills targeted using the methodologies will also be presented. Targeted skills for which data will be provided include requesting preferred items using sign language, articulation of speech sounds for children transitioning from a signer to a vocal speaker and academic skills of children in a classroom designed to prepare them to transition to a general education environment. |
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| Teaching Covert Verbal Behavior to Mediate Social Skills |
| JANINE SHAPIRO (Applied Behavior Center for Autism) |
| Abstract: Social deficits are a hallmark deficit of autism spectrum disorder (ASD). Initiation and maintenance of conversation between peers is a frequent target of intervention. Often times, behaviorists attempt to reinforce successful initiations and do not differentially reinforce the content of the initiation utterance and its appropriateness to the environment and conversation partner. This presentation will provide an overview of how social lessons focus on teaching students with ASD to use covert verbal behavior to prompt social initiations based on prior experience with the peer or knowledge about the peer at The Applied Behavior Center for Autism in Indianapolis, IN. Maintenance of conversation is targeted in a similar manner based upon the peer’s verbal responses during a conversational exchange. Instruction is provided in a group format with role-playing opportunities with an adult and then practiced with peers in a more natural setting. While a private event is taught, data is recorded according to overt demonstration of the target social skill. |
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| Creating a Transitional Classroom for Children on the Autism Spectrum |
| KYLE M. MITCHELL QUINN (Applied Behavior Center for Autism) |
| Abstract: Transitioning children diagnosed with Autism Spectrum Disorders into public school classrooms has been a challenge to both school systems and behavior analyst for many years. Several challenges have existed with the integration of Applied Behavior Analysis methodologies into these school classrooms. An overview of teaching the children within an ABA classroom using researched based ABA methodologies, including Precision Teaching, verbal operants, choral responding skills, and direct instruction skills will be reviewed as a packaged model that was used at The Applied Behavior Center for Autism. An overview of how these methodologies and principles were delivered and implemented to improve the successful integration of students into public school classrooms will be discussed, including video examples of actual classroom instruction. Included within these examples will be a review of material, including a phonetic reading program and a language curriculum, which was used, and integrated ABA methodologies and principles. |
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| Facilitating Peer Manding Sessions With Children With Different Response Forms |
| ALISON ANDERSON (Applied Behavior Center for Autism) |
| Abstract: Traditional mand training in verbal behavior programs typically targets increasing the manding repertoire during teaching sessions between an adult and a learner. The learner discovers that adults will grant them access to preferred items and events when language is used. However, when teaching sessions with similarly aged or skilled learners are not specifically targeted, the learner’s manding repertoire does not always generalize to use with other such learners. Consequently learners do not experience gaining access to reinforcement through their peers. Included in this presentation is a description of peer manding groups at the Applied Behavior Center. At ABC, peer manding groups are used to encourage the generalization of manding repertoires to other peers. Learners are carefully paired together based on skill level and targeted problem behaviors. Two children diagnosed with an autism spectrum disorder learn to mand for preferred items from each other with different response forms. One peer uses vocal responses to communicate, and the other peer uses signs to communicate. Peer manding groups teach learners that communicating with other learners benefits them and increases the likelihood that social interactions with other learners will occur in the future. |
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| Building Rapport and Teaching Language |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| 205 (CC) |
| Area: AUT |
| Chair: Alyson Padgett (California State University, Fresno) |
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| Noncontingent Reinforcement as a Model for Building Rapport in Early Intervention for Children With Autism |
| Domain: Applied Behavior Analysis |
| ALYSON PADGETT (California State University, Fresno), Amanda N. Adams (California State University, Fresno) |
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| Abstract: Although it is commonly accepted that building "rapport" is important for success in intervention settings, behavior analysts have done little to explore the topic. One way of making the topic more palatable for behavior analysts is to consider rapport as a parallel to noncontingent reinforcement (NCR) and explore schedules as such. The current study will explore findings from a systematic evaluation of different schedules of NCR within an early intervention setting and its subsequent effects on the performance for children with autism in this setting. |
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| Teaching Spontaneous Commenting Across Three Children With Autism Spectrum Disorder |
| Domain: Applied Behavior Analysis |
| STEPHEN GALLAGHER (University of Ulster), Deborah Ging (University of Ulster) |
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| Abstract: A lack of spontaneous speech is a frequently observed deficit in children with autism spectrum disorders (ASD). The aim of this study was to investigate the effectiveness of a "modelling-test" procedure to teach spontaneous commenting across 3 children with ASD. Two of the participants communicated verbally whilst the third used PECS (Picture Exchange Communication System). The invervention consisted fo a morning "modelling" session during which the experimenter modelled the target behaviour (i.e., commenting on teaching materials) to the participant, and the afternoon "test" session during which the experimenter re-tested the same materials and recorded any spontaneous tacts emitted by the participants. Results indicated that the modelling-test procedure effectively increased each participant's level of sponteneous commenting. The behavious also maintained during the following up probe session, and generalisation was observed acrss materials in all participants and across people with one participant. This study raises important questions for further research in the areas of both vocal and non-vocal verbal behaviour. |
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| The Effectiveness of Video Modeling Versus Direct Instruction for Teaching Gestural Communication to Children With Autism Spectrum Disorder |
| Domain: Applied Behavior Analysis |
| ANDREA M. GRAVES (Cleveland Clinic Center for Autism), France Benton (Cleveland Clinic Center for Autism), James R Stacks (Texas A & M University - Commerce), Victoria Gamber (Cleveland Clinic Center for Autism), Leslie Sinclair (Cleveland Clinic Center for Autism), Julie Knapp (Cleveland Clinic Center for Autism) |
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| Abstract: This study examined the effectiveness of video modeling and direct instruction in teaching a protodeclarative point and headshake for refusal or protest to children with autism spectrum disorder. This is a quasi-experimental multiple baseline of behavior research study. There are two targeted gestures that were taught using these teaching methods; they are a protodeclarative point for a desired object and a headshake no for refusal/protest for a non-desired object. The results of the study indicated that there is a difference between the acquisition rates of a protodeclarative point and headshake for refusal/protest based on the instruction method used. A total of 18 teaching sessions with 6 participants were conducted utilizing both direct instruction and video modeling. Participants were paired so that the number of teaching sessions required to reach criteria for acquisition were compared. Overall the results of the study indicated a significant difference between acquisition of a protodeclarative point and a headshake for refusal/protest when instructed by direct instruction versus video modeling. Along with a significant difference in the number of teaching sessions required to reach criteria for skill acquisition. The paper session includes detailed description of study methodology and outcome data analysis. |
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| The Effects of Self-Management Training on Social Communication Skills of a Junior High School Student With Autism |
| Domain: Applied Behavior Analysis |
| HUA FENG (National Changhua University of Education), Chia-yang Lu (National Chia-yi School for Mentally Retarded) |
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| Abstract: The study was to investigate the effect on social communication skills of a student with autism by giving self-management training. A seventh-grade junior high school student with autism participated in the study. A single-subject experimental design of multiple probes design across settings was used in this study. The independent variable of this study was self-management training. The dependent variables of this study were the percentage of correct social communication, maintained, and generalized outcomes of the DV. The results showed great improvement of the social communication skills across different settings. The results also displayed favor results in stimulus and response generalization, respectively. The study also provided suitable social validity from the perspectives of homeroom teacher, former elementary school teacher, and parents. The parents and teachers all highly agreed at the importance of self-management training and the treatment outcomes. |
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| Reducing Stereotypy of Individuals With Autism |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| 207AB (CC) |
| Area: AUT |
| Chair: Senny Schnell (The Ohio State University) |
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| Stereotypic Behaviors and Young Children With Autism Spectrum Disorders: Early Identification and Intervention |
| Domain: Applied Behavior Analysis |
| Diane M. Sainato (The Ohio State University), SENNY SCHNELL (The Ohio State University) |
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| Abstract: Research suggests that early intensive intervention is required to alter the trajectory of development for children diagnosed or at risk of diagnosis of autism spectrum disorder (ASD). Current research addresses early diagnostic criteria as well as early intervention for very young children with autism (Brian et al., 2008). Children with ASD exhibit a number of characteristic behaviors including stereotypy, aversion to touch, restricted interests, and fixation on certain objects. Researchers define stereotypic behavior as “repetitive motor and vocal responses” (Ahearn, Clark, MacDonald, & Chung, 2007). IN addition these children often have deficits in areas of joint attention, and response to name (Matson, Wilkins, Gonzalez, 2008). The purpose of this presentation is to review the existing literature with the goal of development of interventions to remediate and or prevent the development of stereotypic behavior. A primary focus will be the behavior of very young children with or at risk of diagnosis of ASD and related interventions for this population. Directions for future research will be discussed. |
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| Use of Simplified Habit Reversal to Treat Thumb Sucking in an Adolescent Diagnosed With Autism |
| Domain: Applied Behavior Analysis |
| AMY BARANEK (The May Institute), Bethany L. Condo (May Institute), James K. Luiselli (The May Institute), Hanna C. Rue (The May Institute) |
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| Abstract: Simplified habitat reversal (SHR) is well documented in the behavioral literature. However few studies to date have examined its use with individuals with developmental disabilities. The purpose of this study was to use a modified SHR protocol to treat thumb sucking in an 18-year-old nonverbal male diagnosed with Autism and moderate intellectual disability. Functional assessment and a brief functional analysis were conducted in the classroom followed by extended analyses examining attention. Results indicated that SHR was a feasible treatment given that thumb sucking was maintained by automatic reinforcement and attention had a punishing effect. Three classroom teachers were trained to implement the SHR intervention. Treatment consisted of three components including awareness of behavior by tapping an icon, acquisition of a competing response by chewing/sucking sustainable edibles selected from a simultaneous presentation preference assessment, and social support from classroom teachers paired with a tangible. A withdrawal was used to assess the effectives of the modified SHR. Implementation of the SHR significantly decreased thumb sucking. Treatment gains were maintained over time and self-monitoring procedures were taught to support these gains. |
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| Response Blocking and Response Redirection as a Treatment for Stereotypy |
| Domain: Applied Behavior Analysis |
| LINA SLIM-TOPDJIAN (ASAP-A Step Ahead Program, LLC) |
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| Abstract: Children with autism spectrum disorder exhibit stereotypic behaviors that interfere with skill acquisition. There is some evidence stating that stereotypy is controlled by multiple sources of reinforcement, including sensory consequence. The current study investigates the effects of Response Interruption and response redirection (RIRD) on motor and vocal stereotypic behaviors of two children with an autism spectrum disorder. Moto stereotypy is defined as instances of non-contextual or non-functional repetitive motor behaviors. Vocal stereotypy is defined as instances of non-contextual or non-functional repetitive speech and vocal behaviors. First, functional analyses were conducted to identify the functions of each child’s behaviors. Results indicated that their behaviors were likely maintained by automatic reinforcement. After the functional behavior analyses were completed. RIRD was implemented using a single-subject ABAB withdrawal design. Preliminary results indicate a significant decrease in both motor and vocal stereotypic behaviors when compared with baseline. Follow-up provides and anecdotal evidence indicate that the intervention was successful in the natural environments. |
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Symposium #421 CE Offered: BACB |
| Advancing the Assessment and Treatment of Pediatric Feeding Disorders |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Area: CBM/DDA; Domain: Applied Behavior Analysis |
| Chair: Megan D. Aclan (The Chicago School, Los Angeles) |
| Discussant: Michele D. Wallace (California State University, Los Angeles) |
| CE Instructor: Joseph Cautilli, Ph.D. |
| Abstract: As more providers begin to treat the problem of pediatric feeding disorders, more emphasis should be placed upon practitioner training on assessment and possible treatment interventions. This symposium addresses these issues through a large scale descriptive analysis and the utilization of basic behavior analytic principles in the treatment of two specific issues. The first talk focuses upon using a known assessment tool for feeding problems within the new population of children with autism. The second talk looks at the not as often used changing criterion design in order to establish and maintain chewing in children with autism who are at a stand-still in terms of texture advancement. The third talk addresses treatment intervention for feeding disorders without the use of the commonly implored escape extinction, thus avoiding potential negative side effects. The symposium concludes with a discussion by Dr. Michele Wallce. |
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| Validation of the Screening Tool of Feeding Problems Within Autism Spectrum Disorders |
| KATHARINE GUTSHALL (Center for Autism and Related Disorders, Inc.), Taira Lanagan (Center for Autism and Related Disorders, Inc.), Courtney Lanagan (FirstSteps for Kids, Inc.) |
| Abstract: Eating is a fundamental behavior required for physical and mental growth. Feeding problems such as refusal, nutritional deficits, selectivity, skill deficits, rumination, and aspiration can all attribute to potential health problems. The Screening Tool of Feeding Problems (STEP) was designed as a method to identify individuals for whom feeding and mealtime behaviors were problematic so that these individuals could receive behavioral or medical intervention (Matson and Kuhn, 2001). However, when developed the STEP was only applied to individuals with mental retardation. Past studies have shown that caregivers often report differences in eating patterns for children diagnosed with Autism Spectrum Disorders (Ledford and Gast, 2006, Martins, Young, and Robson, 2008, Schreck and Williams, 2006, Schreck, Williams, and Smith, 2004). However, few have used any sort of standardized scale to ascertain the true deficits seen within this population. The STEP was administered to the caregivers of over 40 children diagnosed with an Autism Spectrum Disorder. Results from these individuals are able to be compared and contrasted with the results obtained by Matson and Kuhn within the mental retardation population. Further consideration determines if the STEP is an appropriate screening tool for this young population. |
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| Acquisition of Chewing in Children With Autism Utilizing a Changing Criterion Design |
| TAIRA LANAGAN (Center for Autism and Related Disorders, Inc), Katharine Gutshall (Center for Autism and Related Disorders, Inc.), John Galle (Center for Autism and Related Disorders, Inc.) |
| Abstract: The changing criterion design has been widely demonstrated to effectively change behavior across various populations. Prompting and reinforcement have been used as a treatment to effectively increase the number of chews per bite (Shore, LeBlanc & Simmons, 1999). The purpose of this study was to use a changing criterion design to increase chews per bite in two children with Autism Spectrum Disorder. Data were collected on the number of chews per bite during all sessions. Treatment was initiated using a non-edible object presented simultaneously with a bite of food to teach chewing. Results demonstrated that both participants were able to increase the rate of chewing across a variety of foods. |
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| Treating Feeding Disorders Without the Use of Escape Extinction |
| KATHARINE GUTSHALL (Center for Autism and Related Disorders, Inc.), Taira Lanagan (Center for Autism and Related Disorders, Inc.), Nichole Swansfeger (Center for Autism and Related Disorders, Inc.), Megan D. Aclan (The Chicago School, Los Angeles) |
| Abstract: Within the first few years of life, acquiring the skill of eating is one of the most fundamental and important behaviors a child can learn. However, for some children, the act of eating is not learned, or learned inappropriately. In these cases behavioral interventions have been shown to be useful in increasing appropriate eating while decreasing inappropriate mealtime behavior. Interventions tend to include one or more components such as reinforcement, shaping, and escape extinction in order to gain the desired effect (Chung and Kahng, 2006). Within peer reviewed literature, the majority of successful interventions include the use of escape extinction (Kern and Marder, 1996; Cooper, et al. 1995; Coe, et al. 1997). However, knowing that the implementation of escape extinction can result in an increase of adverse side effects such as crying and refusal behavior, it is preferable to use extinction only when necessary. In treating two young boys, with and without developmental disabilities, feeding interventions were employed using reinforcement-based principles only within a reversal and multiple baseline design. Results from these cases indicate that escape extinction may not be necessary in the treatment of all clients. Additionally, thought should be given as to when clinicians and parents believe a client's feeding behavior to be "good enough." |
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| Professional Development Series: Clinical Behavior Analysis Round Table |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| Crockett C/D (Grand Hyatt) |
| Area: CBM; Domain: Applied Behavior Analysis |
| Chair: Sabrina Darrow (University of Nevada, Reno) |
| WILLIAM C. FOLLETTE (University of Nevada, Reno) |
| JONATHAN W. KANTER (University of Wisconsin-Madison) |
| SCOTT T. GAYNOR (Western Michigan University) |
| KELLY G. WILSON (University of Mississippi) |
| Abstract: This event is a clinical round table, an in-depth discussion of a single therapy case by a panel of clinicians. The focus of the round table will be clinical behavior analysis (CBA), which broadly involves the application of behavioral principles in traditional psychotherapy settings. The event will begin with a single case presentation that will include client data (e.g., written self-report measures, summaries of observations of the client’s behavior) and videotape excerpts from actual therapy sessions. The panelists, four experts in CBA, will then discuss the issues to which they would attend when attempting to treat the client’s presenting problems. Specific focus will be placed on the development of a functional behavioral case conceptualization and the intervention strategies and techniques informed by that assessment. While emphasis will be placed on CBA as a whole, panelists are likely to draw from specific therapeutic modalities such as Behavioral Activation (BA), Acceptance and Commitment Therapy (ACT), and Functional Analytic Psychotherapy (FAP). |
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| Treatment Research |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| Crockett A/B (Grand Hyatt) |
| Area: CBM |
| Chair: Jack A. Apsche (The Apsche Center at North Spring Behavioral Healthcare) |
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| Behavioral Activation Treatment of Anxiety: An Application of Clinical Behavior Analysis |
| Domain: Applied Behavior Analysis |
| JARROD S. TURNER (Murdoch University, Australia) |
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| Abstract: Behavioral activation (BA) is a procedure based on operant principles and is effective in the treatment of depression, yet rarely has been applied to anxiety despite observable functional similarities. In this study, BA was evaluated across a series of single-case replications involving seven adults, each of whom met criteria for clinical anxiety. In each case, a brief BA intervention was delivered in twelve weekly 60-minute individual sessions. The effects of the intervention were assessed using a simple A-B-C phase change with repeated measurement design. Self monitoring diaries were used to measure participant daily activity and anxiety levels. Standard weekly anxiety-related measures also were used. In six of the seven cases significant changes in daily activity levels were observed during the intervention phase accompanied by clinically significant decreases in anxiety that were maintained during the 3-month no-treatment maintenance phase. The results of the study suggest BA may provide an effective anxiety treatment for use by clinical practitioners, especially those working from a behavior-analytical perspective. |
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| Mode Deactivation Therapy: Evidence-Based Contextual Treatment for Adolescents |
| Domain: Service Delivery |
| JACK A. APSCHE (Apsche Center) |
| Jack A. Apsche, Ed.D., ABPP is an accomplished behavior analyst and therapist with over 30 years experience in the treatment of adolescents with clinical behavior disorders. Dr. Apsche received his Ed.D. degree from Temple University in 1986 and co-a |
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| Abstract: This presentation will focus on treating adolescents who have issues with conduct and personality disorders (i.e. both physical and sexual aggression, and trauma) with Apsche’s modified CBT. Mode deactivation therapy (MDT), a so-called “third wave” therapeutic approach, has been shown to be effective with this population in a series of treatment research and case studies. MDT was developed out of a necessity to address the growing number of “treatment failures” at a residential treatment center, and was further developed in out-patient settings. Strategies of DBT (radical acceptance and validation), FAP (developing and addressing the function of the problem of the client), ACT (addresses problem contextually rather and in typical content) are used as part of MDT. Results from ten years of treatment research are based on Apsche and Ward (2004) Apsche, Bass, and Siv, (2005); Apsche, Bass, Jennings, Murphy, Hunter, and Siv (2005); Apsche, Bass, Zeiter & Houston (2009). |
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| The Effect of a Metacognitive Intervention for Veterans Diagnosed With Mild Traumatic Brain Injury |
| Domain: Applied Behavior Analysis |
| JULIA KAY WAID-EBBS (Brain Rehabilitation Research Center) |
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| Abstract: Veterans injured as a result of blast exposure frequently complain of having difficulty with higher order cognition functioning. Specifically, the ability to complete complex tasks or multi-task becomes difficult for veterans recovering from injury. In an attempt to improve these abilities a metacognitive intervention called goal management training has been implemented. Various strategies such as self-monitoring, saying “stop what am I supposed to be doing?”, present of mindedness exercises, and verbalizing the plan are presented in an interactive group therapy setting to learn to complete tasks more efficiently. The results of outcome measures of this pilot study in an A/B single subject design will be presented along with issues of implementation from the veteran, family member and facilitator’s perspective. |
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| Professional Development Series: Going Green With Behavior Analysis |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| Seguin (Grand Hyatt) |
| Area: CSE; Domain: Applied Behavior Analysis |
| Chair: Angelica A. Aguirre (California State University, Fresno) |
| PAUL CHANCE |
| DONALD HUNSAKER (California State University, Fresno) |
| CRISS WILHITE (California State University, Fresno) |
| MARK P. ALAVOSIUS (University of Nevada, Reno) |
| Abstract: The increasing severity of the current environmental crisis is a substantial concern for today’s natural scientists. Despite a significant effort made by natural scientists to understand how the global environment works, there has been a minimal effort put forth to understand the behavior of humans with regards to the natural environment (Stern, 1992). Since applied behavior analysis (ABA) is the science of applying the principles of behavior to increase social significant change, behavioral analysts should take the initiative to serve in a leading role for promoting “pro-environmental behavior” among people (Manuel et al., 2007). This panel will discuss the research and concerns of today’s environmentalists and how behavioral analysis can facilitate in providing a better effort for “going green.” In addition, this panel will emphasize the narrow focus ABA has acquired and the potential to widen its application to aid in other problems of our world. The presentation of a recent study will demonstrate the influence behavior analysis can have in our environment. Furthermore, the necessity for graduate programs to stress the importance of an increase in environmental research so as to enhance the knowledge needed to help the impact of this critical movement will also be discussed. |
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| Further Advances in the Assessment and Treatment of Severe Problem Behavior |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| 217D (CC) |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Jason C. Bourret (New England Center for Children) |
| Abstract: In this symposium, current research relevant to the ways in which sever problem behavior is assessed and treated is highlighted. Topics include assessment of loud noise as an establishing operation evoking problem behavior in individuals diagnosed with autism, assessment of pain sensitivity in individuals diagnosed with Prader-Willi Syndrome and discussion of its relation to self injury; analysis of the effects of manipulation of the quality of negative reinforcement on treatment of escape maintained problem behavior, and an analysis of the integrity with which staff implement NCR and DRO treatment schedules. |
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| Assessing Problem Behavior Reported to be Evoked by Noise |
| ALLISON JOSEPHINE CASTILE (The New England Center for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: Caregivers of individuals with developmental disabilities sometimes report that problem behavior occurs in the presence of loud environments. The purpose of the current study is to assess auditory stimuli as establishing operations for problem behavior. All participants were referred for problem behavior reported to occur in the presence of specific noises. All participants were diagnosed with an autism spectrum disorder and engaged in severe self-injurious behavior and aggression. An auditory-stimulus assessment was conducted using multielement and reversal designs. In test conditions, a particular auditory stimulus was presented at the beginning of a session and terminated upon the first instance of behavior. No interaction conditions served as a control. Findings are discussed in terms of the utility of an auditory-stimulus assessment in identifying establishing operations that evoke problem behavior reported to occur in the presence of loud noise. |
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| Pain Sensitivity, Self-Injurious Behavior, and the Prader-Willi Syndrome |
| GRIFFIN W. ROOKER (University of Florida), Brian A. Iwata (University of Florida), Erin Camp (University of Florida) |
| Abstract: Numerous biological theories have been proposed to explain the development of self-injurious behavior (SIB). One such factor is an abnormality in the response to painful stimulation, although very little research has objectively measured pain sensitivity in individuals with developmental disabilities. The purpose of this study was to assess pain sensitivity in the Prader-Willi Syndrome (PWS), a well-defined genetic disorder known for having a high prevalence of SIB, because previous reports have suggested that individuals with PWS may be less sensitive to painful stimulation. Forty subjects (12 diagnosed with PWS who engaged in SIB, 13 controls diagnosed with PWS who did not engage in SIB, and 15 nonclinical controls) participated in a cold-pressor test, which involved timed immersion of the hand in cold water. Results indicated that subjects diagnosed with PWS were more sensitive to pain than were nonclinical subjects, and that PWS subjects who engaged in SIB were the most sensitive. These results suggest a tentative relation between SIB and automatic negative reinforcement in the PWS population. |
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| Competing Contingencies for Escape: Effects of Negative Reinforcement Quality |
| JENNIFER LYNN HAMMOND (Stanford University), Brian A. Iwata (University of Florida), Jill M. Harper (University of Florida), Tara A. Fahmie (University of Florida) |
| Abstract: Previous research has shown that problem behavior maintained by social-negative reinforcement might be treated without extinction by enhancing the quality of positive reinforcement for an appropriate alternative response such as compliance. By contrast, negative reinforcement (escape) for compliance generally has been ineffective in the absence of extinction. It is possible, however, that escape for compliance might be effective if the quality of negative reinforcement for compliance is greater than that for problem behavior. We examined the effects of negative reinforcement quality with 4 individuals whose problem behavior occurred in the context of demands. During the treatment comparison, compliance produced a 30-s break from demands. Problem behavior also produced escape; however, problem behavior was blocked during the escape interval. Treatment effects were achieved for 3 of 4 subjects when the quality of negative reinforcement was manipulated. Enhancing the quality of positive reinforcement for compliance was required for the remaining subject. Taken together, results suggest that reducing the quality of negative reinforcement for problem behavior via blocking may be effective even though task demands are removed for a period of time. |
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| Consistency of Differential Reinforcement of Other Behavior and Noncontingent Reinforcement Schedules Implemented by Direct Care Staff Members |
| MEAGAN GREGORY (University of Florida), Brian A. Iwata (University of Florida) |
| Abstract: Two commonly used function-based treatments for problem behavior exhibited by individuals with developmental disabilities are differential reinforcement of other behavior (DRO) and noncontingent reinforcement (NCR). It has been suggested that NCR may be easier to implement than DRO because NCR does not require continuous monitoring of behavior. If so, it should follow that NCR might be implemented with a higher degree of consistency than DRO, although such a comparison has not been conducted. The purpose of this study was to examine the degree of consistency with which interval DRO, momentary DRO, and NCR are implemented by direct-care staff. Graduate and undergraduate students played the roles of confederate “clients” during simulated situations by following precise scripts that determined the rate and distribution of “problem behavior.” Staff members (subjects) received training on procedural implementation immediately prior to sessions, and data were taken on the number and type of errors made by subjects. Results showed that error rates were much lower for NCR than for DRO. |
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| Further Assessment of Techniques for Establishing and Maintaining Acquisition of Alternative, Socially Appropriate Behavior |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| 217A (CC) |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Michael E. Kelley (University of Southern Maine) |
| Abstract: Individuals who are diagnosed with developmental disabilities often require intensive intervention strategies to produce age-appropriate social and communicative behavior. In addition, treatment gains (e.g., the acquisition of an alternative response) may be compromised such that problem behavior reemerges and appropriate behavior decreases subsequent to treatment. The data presented in this symposium address the acquisition of socially appropriate behavior and techniques to assess generalization, resistance to treatment challenges, and selection of mand modality. Results of each of the presentations suggest that applied behavior analytic techniques, based on basic principles, are effective for producing acquisition of alternative behavior and maintaining treatment gains. |
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| Group Teaching Strategies for Promoting Acquisition, Maintenance, and Generalization of Functional Communication and Self-Control Repertoires With Preschool Children |
| KEVIN C. LUCZYNSKI (Western New England College), Gregory P. Hanley (Western New England College), Jonathon Drew (Western New England College), Lauren Beaulieu (Western New England College), Nicole M. Rodriguez (Western New England College) |
| Abstract: We taught two groups of three preschoolers the functional communication and self-control skill sets similar those described in the Preschool Life Skills program described by Hanley, Heal, Tiger, and Ingvarsson (2007). Teaching occurred within center-based activities with the purpose of teaching skills incompatible with existing and developing problem behavior. Each group was taught desirable mand forms for accessing a teacher's attention and their precursors (i.e., stopping their activity, making eye contact with the teacher, raising their hand, and saying "excuse me" or "pardon me"), framed-mands for accessing activity-related material (i.e., saying "may I ___" and "will you___"), and tolerating periods when materials were delayed and denied (i.e., saying "Okay" and waiting appropriately). Interobserver agreement was collected for more than 30% of sessions and averaged 89% across all measures. The teaching tactics were evaluated using a multiple-probe design. All children acquired and maintained the targeted skill sets with corresponding decreases in problem behavior. We then evaluated generalization of the skills to novel teachers in novel classroom and observed unsatisfactory levels across the majority of skills for all children; some contingency management by the novel teachers was required for the skills to persist in the new environments. |
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| Using Evocative Situations to Teach Social Skills in a Hospital-Based Playroom |
| JENNIFER DAWN MAGNUSON (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
| Abstract: Recent research has highlighted the importance of teaching social skills to preschool age children as well as examined various methods of social skill instruction. The social skills of thirty-seven children enrolled in an intensive, hospital-based feeding program were assessed pre-and post-treatment. Participants ranged from 14 months to 8 years of age (mean 3.7 years) and several exhibited a wide variety of medical and developmental diagnoses. Ten social skills were targeted across four categories: following instructions, functional communication, tolerating delays, and friendship skills. Staff members created an environment that introduced situations that could evoke problem behavior then taught the appropriate response using descriptive praise and feedback. Additionally, group instruction focused on teaching using instructions, modeling, role-playing, and feedback. Data were collected on the percentage of situations with a social skill or problem behavior. Additionally, a multiple baseline across participants design examined the effects of the teaching strategies for 4 of the participants. Statistical results and visual analysis of the graphed data indicate that exposure to evocative situations with feedback and class-wide teaching strategies during the course of a patient’s admission are effective tools for increasing social skills in young children. Implications based on these findings are discussed. |
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| An Evaluation of Persistence of Mands Following Functional Communication Training |
| KELLY M. VINQUIST (University of Iowa), Joel Eric Ringdahl (University of Iowa), David P. Wacker (University of Iowa), Anuradha Salil Kumar Dutt (University of Iowa), Patrick Romani (University of Iowa), Nizete Ly Valles (University of Iowa), Haley Whittington (University of Iowa) |
| Abstract: Functional Communication Training (FCT) has included the use of various mand topographies such as vocalizations, picture cards, augmentative communication devices, or signs. In many cases, children use a combination of mands or various different mand topographies when they communicate. Several studies have been conducted to evaluate the use of one mand modality versus another (e.g., Ringdahl et al., 2009) and variables that may affect response allocation (e.g., Winborn, et al., 2002). The current study extended this line of research regarding multiple mand modalities by evaluating the persistence of preferred mand modalities during long-term implementation of function communication training for a child with developmental disabilities. Interobserver agreement was collected on 30% of sessions with agreement at 90% or above for all sessions. Variables that may affect the persistence and preference of mands following initial functional communication training will be discussed. Key Terms: Functional Communication Training, Persistence, Developmental Disabilities |
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| A Translational Approach for Evaluating the Effects of Signals on Response Persistence |
| NICOLE DEROSA (University of Southern Maine), Michael E. Kelley (University of Southern Maine), Dorothea C. Lerman (University of Houston-Clearlake), Wayne Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Henry S. Roane (SUNY, Upstate Medical University) |
| Abstract: Applied research has generally shown that introducing treatment integrity failures (such as delays to reinforcement) often produces undesirable decreasing in appropriate behavior and increases in challenging behavior. Results of some basic research suggest that introducing signals during delays to reinforcement (i.e., a stimulus change between a response that satisfies a contingency and the delivery of the reinforcer) may attenuate response decrements typically found during unsignaled delays. In the current study, we incorporated some techniques from basic research on delayed reinforcement into a typical delay-fading procedure. Results showed that (a) responding was more robust during delayed reinforcement when signals were provided in the context of a withdrawal design but not in a multi-element design and (b) the results were very similar to those found in basic research. |
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| Applications of Behavior Analysis Across Populations |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| 217B (CC) |
| Area: DDA |
| Chair: Christina M. Peters (ReMeD Rehabilitation) |
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| Cognitive and Adaptive Behavior Outcomes of Behavioral Intervention for Young Children With Intellectual Disability |
| Domain: Applied Behavior Analysis |
| SIGMUND ELDEVIK (Akershus University College), Erik Jahr (Akershus University Hospital), Svein Eikeseth (Akershus University College), Richard P. Hastings (Bangor University, Wales), J. Carl Hughes (Bangor University) |
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| Abstract: Data from Norway were analyzed to evaluate early behavioral intervention for children with intellectual disabilities. The intervention group (n=11) received approximately 10 hours per week of behavioral intervention; the eclectic comparison group (n=14) received treatment as usual. After 1 year, changes in intelligence and adaptive behavior scores were statistically significant in favor of the behavioral intervention group (effect sizes of 1.13 for IQ change and .95 for change in adaptive behavior composite). Approximately 64% of the children in the behavioral intervention group met objective criteria for reliable change in IQ, whereas 14% in the eclectic comparison group did so. These results suggest that children with intellectual disability may profit from behavioral intervention typically provided for children with autism. |
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| Application of Behavior Analytic Principles and Procedures With Survivors of Brain Injury in Continuum-Based Programming |
| Domain: Applied Behavior Analysis |
| CHRISTINA M. PETERS (ReMeD Rehabilitation), Chris M. Schaub (ReMeD Rehabilitation) |
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| Abstract: TBI survivors with neurobehavioral sequelae, particularly those with co-occurring issues, frequently experience difficulty in achieving and/or maintaining a level of safety and stability that enables them to progress to less restrictive settings and/or to maximize their independence. Some individuals struggle to achieve any level of safety and/or stability, while others experience periods of stability that result in momentary but impermanent changes due to the occurrence of one or more problematic behaviors, such as substance abuse, demanding/threatening, non-compliance/resistance.The development of treatment plans for these individuals’ represents a significant challenge to providers, as they must account for multiple behaviors that often necessitate specialized treatment. Utilizing behavior analysis, with special attention given to differential reinforcement, a framework has been established that incorporates these complex factors into an integrated plan, known as a “Phase Plan”. This plan outlines a set of concurrent differential reinforcement procedures that individually and collectively promote stability, while facilitating interdisciplinary involvement and client progress by providing all involved with objective behaviors and criteria that correspond to progress and linking this progress with intermediate reinforcers. |
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| A Behavior Analytic Approach to Assessment and Awareness-Building for Survivors of Traumatic Brain Injury |
| Domain: Applied Behavior Analysis |
| CHRISTINA M. PETERS (ReMeD Rehabilitation), Chris M. Schaub (ReMeD Rehabilitation) |
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| Abstract: This paper provides a preliminary but systematic introduction to and evaluation of the “functional trial assessment strategy,” which has been developed and refined by clinicians at ReMed, in their work with individuals who have sustained a traumatic brain injury.The strategy takes into account a more traditional definition of “function”, and utilizes behavior analytic techniques in areas of assessment and skill building. It creates a framework in which a multidisciplinary team of clinicians can construct analog conditions to either test or work toward developing an individual’s skills in a safe and structured manner. This study seeks to describe and explore the utility of this strategy in guiding the rehabilitation efforts with this unique population.The data generated within these assessments guide programming toward skill building and/or toward the modification of the individual’s environment in order to promote safety and stability across critical areas of function. Concurrently, this methodology can play an important role in the treatment of a phenomenon known as anosognosia, or the lack of awareness of deficits; which presents this population and treating clinicians with a specific set of challenges. |
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| Teaching Daily Living Skills to Seven Individuals With Severe Intellectual Disabilities: A Comparison of Video Prompting to Video Modeling |
| Domain: Applied Behavior Analysis |
| HELEN I. CANNELLA-MALONE (The Ohio State University), Courtney Fleming (The Ohio State University), Yi-Chieh Chung (The Ohio State University), Geoffrey Wheeler (The Ohio State University), Abby Basbagill (The Ohio State University), Angella Harjani Singh (The Ohio State University) |
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| Abstract: We conducted a systematic replication of Cannella-Malone et al. (2006) by comparing the effects of video prompting to video modeling for teaching 7 students with severe disabilities to do laundry and wash dishes. The video prompting and video modeling procedures were counter-balanced across tasks and participants and compared in an alternating treatments design within a multiple-probe across participants design. For six participants, video prompting was more effective than video modeling, which was generally ineffective. For one participant, neither video modeling nor video prompting was effective, but in vivo instruction led to skill acquisition. One participant who was deaf was also able to learn both skills using video prompting, even though he could not hear the voice over instructions. These data suggest that the duration of the video may influence its effectiveness as a teaching tool and that the voice over instructions may not be necessary. |
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| Educational Application of Stimulus Equivalence Methodology |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: EDC/EAB; Domain: Applied Behavior Analysis |
| Chair: Russell W. Maguire (Simmons College) |
| Discussant: Michael J. Cameron (Simmons College) |
| Abstract: This symposium presents three papers which stimulus equivalence methodology was used to teach individuals with disabilities, singly or in groups, age and grade appropriate public school curriculum tasks within public school settings. The first paper established classes of equivalent multiplication sentences from which untrained multiplication and division relations emerged and generalized to classroom tasks. The second study taught students stimulus-stimulus geographical relations from which novel ad untrained equivalence relations emerged and generalized to classroom tasks. The final paper taught a group of fifth grade students relations between geometric stimuli. Students then were able to match these stimuli to one another when presented in novel matching-to-sample relations, indicative of the emergence of symmetrical and transitive relations. These studies document the efficacy of teaching in such a manner to generate the emergence of untrained forms of conditional and discriminative control. |
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| The Instruction of Multiplication and Division Skills via Equivalence Class Formation |
| MARYJOYCE PERSSON (Simmons College), Russell W Maguire (Simmons College), Michael J. Cameron (Simmons College) |
| Abstract: The research regarding stimulus equivalence has described an effective and efficient technology that results in the formation of equivalence classes of stimuli (i.e., concepts). Unfortunately, research documenting applied work is limited. In the current study middle school students with Autism Spectrum Disorders and documented deficits in their abilities to perform multiplication and division problems were taught two simple discriminations involving three visual stimuli (e.g. 24-to-3 x 8; 24-to-4 x 6) within a matching-to-sample format. Following this training all possible stimulus-stimulus relations, indicative of symmetry and transitivity, were assessed. They emerged without direct training, documenting the formation of equivalence classes. This included the accurate naming of stimuli, even though auditory stimuli were not used during any of the experimental procedures. Further, relevant stimulus-stimulus division relations also emerged (e.g., 24 / 8 = 3) without direct instruction suggesting that the results of the multiplication training and testing had generalized. The results were replicated across three classes, 24, 36 and 48, and three participants. The findings are discussed in terms of using sophisticated stimulus control procedures to teacher/remediate important academic skills within applied settings. |
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| The Formation of Equivalent Classes of Geometric Stimuli Following Group Instruction |
| CLAIRE SUMNER (Simmons College), Russell W Maguire (Simmons College), Michael J. Cameron (Simmons College) |
| Abstract: Middle school students within a public school were taught to match three visual stimuli, depicting geometric concepts (e.g., name, definition, visual). Training occurred in a group format. Participants had visual workbooks containing, on a trial-by trial basis (e.g., page-by-page) comparison stimuli. They were required to select the correct comparison, by circling it, contingent on the presentation of a visual sample, held by the teacher in the front of the class. At the end of each trial the teacher checked for responses, identified the correct answer and verbally reinforced the group. At the end of each session the workbooks were turned into the teacher and the participants received tokens for each correct response, which could then be traded in for access to preferred events. Following conditional discrimination training of two relations all remaining untrained stimulus-stimulus relations were tested. The emergence of these untrained relations documented the formation of equivalent classes of stimuli, evidenced by the occurrence of symmetrical and transitive relations. The outcomes of this study suggest that stimulus equivalence methodologies can be applied successfully to teach typical academic topics within typical settings and via typical approaches (e.g., group instruction). |
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| Forming Classes of Equivalent Geographical Stimuli |
| MARYJOYCE PERSSON (Simmons College), Russell W Maguire (Simmons College), Michael J. Cameron (Simmons College) |
| Abstract: Middle school students with autism spectrum disorders were taught to match visual and auditory stimuli related to geography (i.e., spoken name of a state, its printed name, its state capital and its two-dimensional shape). Initially, two conditional discriminations involving three visual stimuli were taught via matching-to-sample training. Following this training the participants were then tested on all possible untrained stimulus-stimulus relations. All participants matched stimuli in novel sample-comparison combinations, documenting the emergence of untrained symmetrical and transitive relations. Thus, three, three-member equivalence classes had formed. Then, one member of each class was matched to its spoken name. Again, all possible untrained stimulus-stimulus relations were tested. The results indicated that following the single conditional discrimination training the new auditory stimulus had become a member of the stimulus class. Finally, naming of the visual stimuli was assessed and all participants were able to oral name all stimuli, in accordance with equivalence class membership. The results are discussed in terms of novel teaching approaches for students with (and without) disabilities within applied settings. |
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| Advances in Reading Instruction for Diverse Learners |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Area: EDC |
| Chair: Gwendolyn Cartledge (The Ohio State University) |
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| Investigating the Relationship Between Naming Speed and Acquiring Blending Skills among Students with Intellectual Disabilities |
| Domain: Applied Behavior Analysis |
| DAWN H. DAVIS (Georgia State University), Laura D. Fredrick (Georgia State University), Phillip Gagné (Georgia State University), Rebecca E. Waugh (Georgia State University) |
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| Abstract: Students with moderate intellectual disabilities (MoID) typically are not taught decoding skills because they have difficulty mastering critical blending skills. In response to this skill deficit among students with MoID, we developed a prephonics instructional sequence that includes student development of rapid and automatic retrieval of letter-sound correspondences before teaching blending. For each of 19 students with MoID, mastery criterion of letter-sound automaticity phases was determined by their individual naming speed as measured by the Rapid Object Naming (RON) subtest of the Comprehensive Test of Phonological Processing. While conducting this relatively large single-subject study, we found it beneficial to augment traditional visual analysis with growth hierarchical linear modeling (HLM). We will demonstrate that the combined use of these two approaches in analyzing results allows us to: a) explore the effectiveness of our instruction on acquiring blending skills, b) report average incremental blending growth per reading session, and c) examine individual RON rates as a possible explanatory variable if significant variability is found among student's initial baseline status scores and/or growth trajectories within phases. The purpose of identifying explanatory variables is to classify cognitive predictors for students who successfully acquire blending skills. |
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| Examining Reading Instruction for Students with Moderate Intellectual Disabilities using Visual Analysis and Growth Modeling |
| Domain: Applied Behavior Analysis |
| DAWN H. DAVIS (Georgia State University), Phillip Gagné (Georgia State University), Regina Haardörfer (Georgia State University), Rebecca E. Waugh (Georgia State University) |
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| Abstract: Research has demonstrated that literacy instruction for students with moderate intellectual disabilities (MoID) has focused on a sight-word approach. Simultaneous prompting is an errorless learning strategy during which the discriminative stimulus and the controlling prompt are presented simultaneously, and has been shown to be a successful approach in teaching sight-words to students with MoID of various ages. The data to be presented are part of a larger literacy project designed to create an integrated literacy curriculum for students with MoID (IES Grant R324A070144); eleven students, who were diagnosed as moderately intellectually delayed, participated in the sight-word program. A multiple baseline design across instructional groups and embedded in a changing criterion design was implemented. Visual analysis revealed a functional relation between our instruction and sight-word acquisition for all students. Growth hierarchical linear modeling (HLM) analyses revealed significant variability among students at initial baseline probe, the average amount of incremental growth per session within treatment phases, and significant variability among growth trajectories within phases. Emergent literacy skills and level of receptive vocabulary were explored as predictors of initial baseline status and growth rates within phases. |
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| Reducing Reading Risk for Young Urban Learners with Computer Assisted Instruction |
| Domain: Service Delivery |
| GWENDOLYN CARTLEDGE (The Ohio State University), Lenwood Gibson (The Ohio State University), Starr E. Keyes (The Ohio State University), Porsha Robinson (The Ohio State University) |
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| Abstract: The purpose of this study/presentation is to show how computer assisted instruction (CAI) can be used to promote ORF with first-grade urban students. This project used the Read Naturally Software (RNSE), specifically designed to improve the reading abilities of younger or primary-aged students and systematically moves students through a series of practice reading passages until the student reaches a predetermined criterion. RNSE provides an instructional sequence that involves teaching unknown sight words, pre-reading the passage to determine baseline, modeled fluent reading, comprehension check, and reading checkout. During this presentation the researchers will model each step of the instructional program as noted. The principle focus of this work is to not only to increase reading fluency on instructional passages (phase one) but also to get these increases to generalize to novel passages. To achieve this, (phase two) the researchers increased the reading goals of students based on each student’s previous performance. A multiple-baseline single-subject design was employed with eight urban African American first-grade students to answer the preceding questions. Fluency was assessed on instructional passages and generalization on novel untaught passages. Comprehension was assessed on both sets of passages. Results showed all students increased in ORF and generalized to novel passages. |
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Panel #430 CE Offered: BACB |
| Professional Development Series: Practicing What You Teach: Behavioral Approaches to College Instruction |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Steven Hursh, Ph.D.Over 40 years experience in Be |
| Chair: Christopher J. Perrin (The Ohio State University) |
| BRYAN K. SAVILLE (James Madison University) |
| THOMAS S. CRITCHFIELD (Illinois State University) |
| NANCY A. NEEF (The Ohio State University) |
| KATE KELLUM (University of Mississippi) |
| Abstract: College students’ academic performance is often affected by their inability to discriminate relevant material and then effectively study that material. Behaviorally approaches to college instruction offer a means of addressing these deficiencies. The panelists will discuss interteaching, equivalence relations to structure college instruction, use of games to increase helpful studying, and how to conduct research while teaching college courses. |
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| Conceptual Issues in Verbal Behavior |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| 214C (CC) |
| Area: VBC |
| Chair: Sam Leigland (Gonzaga University) |
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| Intention Attribution and the Functional Analysis of Psychological Terms |
| Domain: Theory |
| PAUL D. NEUMAN (Bryn Mawr College), Suzanne Mischell Nangle (Bryn Mawr College) |
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| Abstract: The act of attributing attention has been the focus of theoretical and empirical papers across disciplines both within and outside the fields of psychology and science. “Intention” has been defined and measured in a variety of ways. While these assorted meanings may provide conversational distinctions in what one may mean when uttering, “I intend to”, few studies have discretely addressed the circumstances that occasion one to attribute intention when observing behavior. In 1945, Skinner described the importance of a functional analysis of verbalizations in “The Operational Analysis of Psychological Terms”. In this climate of science versus clinical practice (Beutler, 2009), there continues to remain great importance in defining and measuring the terms of our psychological language. The current study proposes to identify the functional relations involved in the attribution of “intention” and “intentionality”. Based on several theoretical papers (Neuman, 2007; Leigland, 1996) and empirical work (Leigland, 1989), we propose that attribution of intention is based on observed behavior and the consequences of that behavior. Undergraduate students observe a series of interactions and identify instances of behavior involving intention or intentionality. Behavior and its consequences are varied with the prediction that the attributions of intentions will vary accordingly. |
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| Varying Time Scales in the Control of Mentalistic Verbal Behavior in Human Observers |
| Domain: Experimental Analysis |
| SAM LEIGLAND (Gonzaga University) |
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| Abstract: Issues of molar versus molecular analyses of behavior, or more generally, the issue of multiscaled analyses of behavior, may have special relevance to verbal behavior. To examine and illustrate some of the effects of multiple time scales in the analysis of verbal behavior, data will be presented from a study involving the evocation of mentalistic terms in human observers. Specifically, ten college undergraduates were instructed to watch an animated simulation of a rat pressing a lever in real time. The conditions of observation involved the animated rat’s lever press response maintained on a FI 60-sec. schedule, with standard steady-state response patterning during the intervals (pause-acceleration with variations). Participants were asked to make statements using whatever language they preferred and whenever and as often as they preferred about what the rat “knows” about the situation. Results show examples of the control of the mentalistic statements over various time scales of the interactions being observed. The results have implications regarding the interpretation of verbal behavior and controlling variables under conditions of observation that favor the emission of tacts, and the use of multiscaled analyses of verbal behavior in time. |
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| Skinner's Analysis of the Verbal Community |
| Domain: Theory |
| MARK L. SUNDBERG (Sundberg and Associates) |
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| Abstract: Skinner used the term, “verbal community” (or variations of that term) 286 times in his book Verbal Behavior (1957). He also included a ten-page Appendix titled “The Verbal Community” at the end of the book. Throughout the book Skinner attributes the primary causes of verbal behavior to the actions of a verbal community, and in the Appendix he attributes the origins of human language to the behavior of the verbal community. Clearly, the verbal community plays an important role in Skinner’s analysis of language. However, in the Appendix he states that “A functional analysis of the verbal community is not part of this book” (p. 461), which might seem inconsistent at first glance. The current paper will examine Skinner’s analysis of the verbal community, and identify its role in the origin, development, and emission of verbal behavior. |
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| Honoring the Life of Sidney W. Bijou |
| Monday, May 31, 2010 |
| 2:00 PM–2:50 PM |
| Bonham C (Grand Hyatt) |
| Area: TPC; Domain: Theory |
| Chair: Gary D. Novak (California State University, Stanislaus) |
| Panelists: JACOB L. GEWIRTZ (Florida International University), PATRICK M. GHEZZI (University of Nevada), HAYNE W. REESE (West Virginia University) |
| Abstract: Sidney W. Bijou passed away on June 11, 2009 at age 100. Sid began his academic career in 1948 when B. F. Skinner invited him to become an assistant professor at Indiana. Sid was still active in his nineties, advising students at the University of Nevada at Reno. Along with Donald M. Baer, Sid was one of the founders of behavior analytic theory of development and behavioral experimental methods of studying children. He was also a leader in early intervention in developmental disabilities. During his long career at Indiana, Washington, Illinois, Arizona, Reno, and through his many international visits, Sid taught and influenced many students who would go on to shape the field of behavior analysis in the United States and around the world. We invite former students, colleagues, family, and friends of Sidney W. Bijou to share memories of Sid and his late wife Janet Bijou, and to celebrate their lives. |
| JACOB L. GEWIRTZ (Florida International University) |
| PATRICK M. GHEZZI (University of Nevada) |
| HAYNE W. REESE (West Virginia University) |
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| Development of the Implicit Relational Assessment Procedure for Use as a Treatment Outcome Measure |
| Monday, May 31, 2010 |
| 2:00 PM–3:20 PM |
| Lone Star Ballroom Salon D (Grand Hyatt) |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Alix Timko (Towson University) |
| Abstract: The development of the Implicit Relational Assessment Procedure (IRAP), an implicit measure grounded in Relational Frame Theory, has spurred a great deal of research on the implicit measurement of various attitudes and beliefs. As the validity and usefulness of the measure has been substantiated, the possibility of using the IRAP as a predictor of behavior and/or as a treatment outcome measure has been explored. However, before the IRAP can be used as an outcome measure, behavior-specific IRAPs must be developed and validated. The four studies presented in this symposium represent first steps in this direction. The development and validation of various IRAPs will be discussed: willingness to experience anxiety, body satisfaction and internalization of the thin ideal, and willingness to cease smoking. All IRAPs demonstrate preliminary validity and clinical usefulness. Difficulties in measurement development and future directions in IRAP research will be explored. |
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| The Separable Functions of Smoking Versus Quitting-Related Beliefs: An Examination of Implicit Versus Explicit Expectations |
| NIGEL AUGUSTINE VAHEY (National University of Ireland, Maynooth), Eugene Dunne (Towson University), Kelly Kamel (Towson University), Alix Timko (Towson University), Elizabeth Katz (Towson University), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: To test the validity of two IRAP’s (i.e. quitting- versus smoking-related beliefs) in order to determine their utility as implicit outcome measures in a subsequent smoking-cessation trial. To test whether, the IRAP’s would discriminate between the known-groups of smokers and never-smokers. To compare how well implicit versus explicit measures predicted clinically relevant behavioral variables such as psychological avoidance, craving, nicotine dependence, and stages of change. Finally, we sought to examine whether smokers’ implicit expectations of quitting versus smoking contraindicate smoking-cessation in functionally separable ways.Known-groups comparisons among never-smokers, and smokers intending to quit versus not, on the smoking- and quitting-IRAP’s, and on self-report measures designed to be analogous to the IRAP’s (N = 126). The Implicit Relational Assessment Procedure required participants to alternate between making “consistent” responses and “inconsistent” responses (e.g. responding “True” and “False” respectively, to “I Need to Smoke when Upset”) at speed. The response-time differentials between consistent and inconsistent tasks indexed implicit bias. ANOVA and regression statistics provided significant effects strongly implicating implicit attitudes in smoking-persistence and relapse.The collective findings suggest that implicit smoking- and quitting-related expectancies are important in differentially undermining smoking-cessation, by respectively precipitating smoking-relapse and discouraging quit attempts. |
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| Implicit Measurement of Internalization of the Thin Ideal |
| ADRIENNE JUARASCIO (Drexel University), Evan Forman (Drexel University), Meghan Butryn (Drexel University), James D. Herbert (Drexel University), Michael R. Lowe (Drexel University) |
| Abstract: Internalization of the thin ideal (ITI) is predictive of increases in body dissatisfaction, dieting, and disordered eating. ITI is typically measured by self report, which is subject to self-presentation strategies and can lead to inaccurate reporting. An implicit assessment procedure avoids these problems. Implicitly-measured ITI could be more strongly associated with disordered eating, body image dissatisfaction, and weight than explicitly-measured internalization. The current study sought to determine whether an Implicit Relational Assessment Procedure designed to measure ITI would be correlated with explicit measures of internalization body image dissatisfaction, disordered eating, and weight in a sample of 50 undergraduate women. The IRAP required participants to alternate between “consistent” responses and “inconsistent” responses (e.g. responding “True” and “False”) to silhouettes of heavy and thin women.Women in the study demonstrated lower than expected levels of internalization. Implicitly-measured ITI was correlated with explicit measures of internalization (r=.28, p<.05), disordered eating (r= .36, p<.05) and weight (r= -.26, p=.07). The IRAP developed for this study may be a valid tool for implicitly assessing ITI. Future research should be conducted to investigate the predictive utility of this IRAP and whether implicit measurement of ITI offers incremental validity over explicitly-measured ITI. |
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| Implicit Assessment of Body Image: How Thin Do I Want to Be? |
| KERRY C. WHITEMAN (Towson University), Amy Neal (Towson University), Lauren Cubitt (Towson University), Caitlin Starling (Kenyon College), Alix Timko (Towson University) |
| Abstract: The purpose of this study was to determine which sample term pairing (“I am"/"I want to be” or “I am"/"I should be”) is the most appropriate to use when assessing body image dissatisfaction with the implicit relational assessment procedure (IRAP). Furthermore, the study sought to determine whether or not reaction times on the IRAP correlate with explicit measures of body dissatisfaction. Comparisons were made between each participant’s scores on the “I am/I want” and the “I am/I should” IRAPs. Participants’ IRAP data was compared with their scores on the explicit measures. The IRAP required participants to respond either in a “consistent” or “inconsistent” manner (e.g. responding either “True” or “False” to the sample term). The difference in response-times is proposed to reflect an implicit bias. Preliminary results indicate that both IRAPs assess body dissatisfaction. The IRAP containing the samples “I am"/"I should be” did not correlate with any explicit measures. The IRAP containing the samples “I am”/”I want to be” was significantly correlated with greater body dissatisfaction (r = 0.47, p < 0.05), disordered eating (r = 0.43, p < 0.05) and less acceptance of body related experiences (r = -0.58, p < 0.05). |
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| Using the Implicit Relational Assessment Procedure to Measure Acceptance of Anxiety |
| CHAD E. DRAKE (University of South Carolina Aiken), Jason Brian Luoma (Portland Psychotherapy Clinic, Research, & Training Center, PC), Amy Neal (Towson University), Kerry C. Whiteman (Towson University), William Ahern (Towson University), Alix Timko (Towson University) |
| Abstract: The IRAP and related instruments have traditionally been used to assess social biases. The extent to which the task could be tailored in such a way that it addresses a domain of behavior relevant to outcomes in a clinical context has not been well explored to date. This study involves an IRAP arranged to assess an inclination to accept feelings of anxiety or a desire to control such feelings. The procedure was administered to college undergraduates along with a battery of self-report questionnaires concerning anxiety symptoms, social support, alcohol consumption, distress tolerance, and psychological flexibility. Each participant completed two IRAPs. The first used sample terms relating to the self and others (“I, Me, Self” vs. "Them, Others”) with target words that could be classified as either calm or anxious. The second IRAP employed sample terms designed to tap into willingness to experience positive or negative affect (“I am willing to have” vs. "I try to get rid of”). Preliminary results indicate promise for both IRAPs and that the trial types may be particularly informative for the acceptance and willingness IRAP. The acceptance and willingness IRAP developed in this study shows promise for use as a treatment outcome measure. |
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Symposium #434 CE Offered: PSY/BACB |
| A Further Examination of Functional Analysis Methodologies |
| Monday, May 31, 2010 |
| 2:00 PM–3:20 PM |
| Lone Star Ballroom Salon C (Grand Hyatt) |
| Area: EAB/DDA; Domain: Applied Behavior Analysis |
| Chair: Tonya Nichole Davis (Baylor University) |
| Discussant: Christina L. Fragale (Meadows Center for Preventing Educational Risk) |
| CE Instructor: Jessica Everett, Ph.D. |
| Abstract: Purpose: In this symposium we will present recent research regarding use of functional analyses when working with persons with developmental disabilities. The first paper examines the appropriateness of utilizing a functional analysis in a school setting. School administrators are often apprehensive about allowing an assessment which specifically elicits high rates of challenging behavior; therefore, this paper examines the effects of conducting a functional analysis in a school setting on subsequent challenging behavior in the classroom. The second paper investigates the difference between the results of a brief functional analysis consisting of 5-minute sessions and a functional analysis consisting of 10-minute sessions. Implications for application in clinical practice are presented. The third paper evaluates the use of a modified, latency functional analysis to identify the function of elopement. Results identify the value of this modified assessment for assessment of elopement, a challenging behavior which is characteristically difficult to assess with traditional functional analysis methodologies. |
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| The Effects of a Functional Analysis on Subsequent Classroom Behavior |
| LISA FUENTES (University of North Texas), Tonya Nichole Davis (Baylor University), Shannon Durand (University of North Texas) |
| Abstract: Although a functional analysis is an essential component to a functional behavior assessment, school administrators are often apprehensive about allowing an assessment which specifically elicits, and potentially reinforces, high rates of challenging behavior. This apprehension is likely due to concern that participation in a functional analysis will results in increased challenging behavior in the classroom prior to the implementation of an intervention. In this study, we examined the effects of participation in a functional analysis on classroom challenging behavior, across multiple participants with developmental disabilities. Data was collected for weeks prior to the implementation of functional analyses, during classroom sessions immediate after participation in a functional analysis, and for weeks after completed participation in a functional analysis. The results are discussed in terms of the practicality and rationality of perceived disadvantages of utilizing a functional analysis in a school setting. |
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| A Comparison of Brief Versus Traditional Functional Analyses |
| SHANNON DURAND (University of North Texas), Tonya Nichole Davis (Baylor University), Lisa Fuentes (University of North Texas) |
| Abstract: Several variations in functional analysis methodology exist, with one common variation being the duration of sessions. While traditional functional analysis sessions are 15-minutes in duration, brief analysis utilizing 5-minute sessions also have documented success at identifying potential reinforcers of challenging behavior. The purpose of this study was to compare the results of 5- and 10-minute session functional analyses. In the first phase of the study we implemented a 5-minute session functional analysis with two participants diagnosed with developmental disabilities. The functional analysis of phase one resulted in very few displays of challenging behavior for the first participant and yielded undifferentiated results for second participant; thereby resulting in no firm conclusion regarding function of behavior for both participants. In phase two we implemented a second functional analysis utilizing 10-minute sessions. The results of the second analysis yielded clear results for both participants. The results are compared to other studies and implications of this study will be discussed in terms of the selection of functional analysis methodologies in clinical settings. |
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| Functional Analysis of Elopement: A Comparison of Traditional and Latency Functional Analyses |
| TONYA NICHOLE DAVIS (Baylor University), Wendy A. Machalicek (University of Wisconsin-Madison), Lisa Fuentes (University of North Texas), Shannon Durand (University of North Texas), Sarah Sifford (Baylor University), Jessica Semons (Baylor University) |
| Abstract: We compared results of traditional functional analyses of elopement to the results of latency functional analyses for two children with autism. First, traditional functional analyses of elopement without participant retrieval following elopement were conducted for each participant using percentage of intervals as the dependent measure. Then, latency functional analyses of elopement were conducted for each participant using latency to elopement as the dependent measure. Compared results of both traditional and latency functional analyses indicated that each participant’s elopement was multiply maintained by access to attention and escape from demands. Findings suggest that the use of latency as the dependent measure of challenging behavior in functional analyses may yield similar results to traditional measures (e.g., percentage of intervals) of challenging behavior in functional analyses and may provide clinicians with an additional methodology to determine the operant function of elopement. The results will be compared to other studies and implications for clinical application will be discussed. |
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| Environmental Variables in Animal Short-Term Memory |
| Monday, May 31, 2010 |
| 2:00 PM–3:20 PM |
| Lone Star Ballroom Salon F (Grand Hyatt) |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Yusuke Hayashi (University of Kansas) |
| Abstract: In psychology, the problem of “memory” often appears as the problem of action at a temporal distance, in which a stimulus at one point in time affects behavior occurring at another. From a behavioral perspective, “memory” can be best understood in terms of retention and loss of stimulus control as a function of time (Branch, 1977). That is, remembering as discriminative behavior is said to be under delayed stimulus control (White, 1985). This nature of remembering as discriminative behavior suggests that such behavior is subject to both stimulus and reinforcement variables in the environment. Along these lines, the first study investigated the development of steady-state performance as a function of extended exposure to the delayed matching-to-sample (DMTS) task. The second study investigated the relation between temporal distance of the sample as a stimulus dimension and other environmental variables such as sample duration and intertrial interval. The third study investigated effects of ordinal position of fixed- and variable-ratio schedules on DMTS performance. Finally, using a titrating DMTS procedure as a procedural variant, the fourth study investigated effects of several environmental variables (e.g., time-out periods for incorrect responding) on performance in the procedure. |
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| Quantification of the Development of Steady-State Performance Under a Delayed Matching-to-Sample Procedure |
| BRIAN D. KANGAS (University of Florida), Meredith S. Berry (University of Florida), Marc N. Branch (University of Florida) |
| Abstract: This study was designed to examine basic features of a commonly employed experimental procedure called delayed matching-to-sample. Six pigeons were exposed for an extended period to a standard delayed matching-to-sample task with multiple delays in each session. Accuracy and log-d measures were used to quantify the development of performance under each of 5 delay values, 0, 2, 4, 8 and 16-s. Exposure to 60 trials per daily session (i.e., 12 trials of each delay) was conducted for 300 sessions (18,000 total trials; 3,600 trials per delay). Near-perfect accuracy developed relatively quickly under the shorter delays, but increases in accuracy under the longer delays, which occurred for all subjects, sometimes were not observed until 100-150 sessions had passed. Accuracy at the longest delays was still increasing after 300 sessions. A review of the literature combined with these results suggests that the development of steady-state performance under a typical delayed matching to sample task with multiple delays may require a great deal of exposure. |
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| Time as an Environmental Variable in Delayed Matching-to-Sample |
| K. GEOFFREY WHITE (University of Otago) |
| Abstract: In delayed matching to sample, choices of comparison stimuli are reinforced when the comparison corresponds to a sample presented at an earlier time. The temporal distance of the sample, along with its other physical attributes such as hue, is a dimension of the sample, just as spatial distance can be a dimension of the sample. Data are described which support the analogous effects of temporal and spatial distance. The effects of temporal distance of the sample are relative to the context of other temporal variables such as sample duration and intertrial interval. The data support the view that remembering is a discrimination determined by the reinforcement context and by environmental variables including the retention interval. |
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| Effects of Ordinal Position of Fixed- and Variable-Ratio Schedules on Delayed Matching-to-Sample Performance in Pigeons |
| YUSUKE HAYASHI (University of Kansas), Chata A. Dickson (New England Center for Children), Michael Perone (West Virginia University) |
| Abstract: The present study investigated effects of ordinal position of fixed- and variable-ratio schedules on delayed matching-to-sample performance. Three pigeons were trained on two conditional discriminations with green and white as sample and comparison stimuli in a delayed identity matching-to-sample procedure. The retention interval ranged between 0.5 to 13.5 s and varied within each session. Across phases, either a fixed- or a variable-ratio schedule was in effect that specified the number of trials that had to be completed correctly to deliver a food reinforcer. Throughout the study, a correction procedure was used such that a trial was repeated until a correct comparison stimulus was selected. Under the fixed ratio schedule, the duration of post-reinforcement pauses was the longest on the trials immediately following reinforcement. Overall, matching accuracy was lower on the trials immediately following reinforcement than on the subsequent trials. By contrast, both the duration of post-reinforcement pauses and matching accuracy were not systematically related to the ordinal position of the variable ratio schedule. |
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| The Impact of Environmental Factors on Short-Term Remembering in the Pigeon |
| Manish Vaidya (University of North Texas), JONATHAN E. FRIEDEL (University of North Texas), Caleb D. Hudgins (University of North Texas) |
| Abstract: Matching to sample procedures in which a delay is inserted between the offset of sample stimuli and the onset of comparison stimuli are known as delayed-match to sample (DMTS) procedures and are commonly used to study short-term remembering in a variety of populations. A great deal is known about environmental influences on DMTS performance. By comparison, less is known about environmental influences on performance in a variant of the DMTS procedure in which the delays between sample offset and comparison onset are adjusted as a function of an individual subject’s performance. In the current paper, we describe the effects of several procedural variables on TDMTS performance. Specifically, we report 1) the effects of time-out periods for incorrect responding; 2) the effects of randomly inserted “short-delay” trials; 3) the effects of adjusting the parameters by which delays titrated; and 4) the effects of observing response requirements on performance in the TDMTS procedure. The results suggest that performance under TDMTS procedures is sensitive to environmental factors. The data also show that ‘forgetting functions’ are not influenced by procedural manipulations that influence performance in the TDMTS procedure but would not be expected to influence remembering. |
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| The Molar-Molecular Debate: A Further Discussion on the Unresolved Issue |
| Monday, May 31, 2010 |
| 2:00 PM–3:20 PM |
| Lone Star Ballroom Salon E (Grand Hyatt) |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Toshikazu Kuroda (West Virginia University) |
| Discussant: William M. Baum (University of California, Davis) |
| Abstract: The molar-molecular issue is one of the unresolved problems in the experimental analysis of behavior. For proponents of molecular theory, the response-reinforcer relation is mediated by the temporal contiguity between the two. Proponents of molar theory, on the other hand, argue that the relation is mediated by the correlation between response rate and reinforcement rate over extended time. Previous studies have supported one of the other. The present symposium is intended to extend the discussion on this unresolved issue. Having invited William Baum – a leading proponent of molar theory – as our discussant, the symposium will include following individuals as presenters: Grace and Kyonka will present data from a frequently-changing concurrent chains plus peak procedure that permits comparisons of molar and molecular interpretations; Kuroda and Lattal developed a discrete trial procedure that may differentiate effects of molecular variable (contiguity) from that of molar variable (correlation). They will present effects of the disruption in the correlation; Popa and McDowell will present their Darwinian-based evolutionary theory of behavior dynamics and discuss its implication to the molar-molecular issue. |
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| Molar and Molecular Analyses of Choice and Timing |
| RANDOLPH C. GRACE (University of Canterbury), Elizabeth Grace Evel Kyonka (West Virginia University) |
| Abstract: An enduring question for behavior analysis has been to determine the proper level of analysis for choice. Molar accounts such as the generalized matching law provide an excellent quantitative description of aggregate data but are silent regarding an efficient cause for responding, whereas molecular accounts such as momentary maximizing can explain responding over small time scales but are difficult to apply to aggregated data. Here we consider the question of level of analysis with respect to results from experiments which have investigated choice and timing under dynamic conditions (e.g., Kyonka & Grace, 2007). In this research, pigeons were trained on a concurrent chains procedure with fixed-interval (FI) terminal links that changed unpredictably across sessions. Occasional no-food terminal links were scheduled to allow for temporal control to be assessed. Although data were orderly at both aggregate and local levels, abrupt changes in responding at the local level gave rise to apparently gradual changes in the aggregate. These results suggest that analysis of data within individual sessions is necessary to illuminate the mechanism underlying choice responding. |
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| Effects of the Disruption in Correlation Under a Variant of Correlated Reinforcement Schedule |
| TOSHIKAZU KURODA (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: Four White Carneau pigeons served as subjects in the present study. We disrupted the correlation between responding and reinforcer deliveries by using a new discrete trial procedure in which a trial is comprised of four components in the following order: 30-s response component, blackout, 30-s reinforcement component, and intertrial interval. Food reinforcers were delivered only during the reinforcement component in which a random-interval (RI) schedule was in effect. In the correlated condition (baseline), the RI schedule value was determined by the number of responses made in the response component of the same trial; that is, the number of reinforcers was positively correlated with the number of responses. In the uncorrelated condition, the RI schedule value was yoked to the preceding baseline. In so doing, we removed the correlation while maintaining overall reinforcement rate constant across the two conditions. The removal of the correlation resulted in lower responding, suggesting the importance of correlation as a controlling variable of behavior. Data are being collected at this time. |
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| Evolutionary Behavior Dynamics Causally Generates Both Molar and Molecular Properties of Behavior |
| ANDREI POPA (Emory University), Jack J. McDowell (Emory University) |
| Abstract: Both molar and molecular causality may be illusory. Molar and molecular features of behavior are emergent properties of an evolutionary theory of behavior dynamics that instantiates the idea that behavior evolves in response to selection pressure provided by reinforcement from the environment. This theory consists of Darwinian rules of selection, reproduction, and mutation that operate on a population of potential behaviors over time to generate a continuous stream of emitted behavior. The evolutionary theory has been shown to generate behavior on single random interval (RI) and concurrent RI RI schedules that has molar properties consistent with matching theory, and that are quantitatively indistinguishable from molar properties of live-organism behavior. At the same time, the theory has been shown to generate molecular interresponse time (IRT) distributions that can be studied in the form of log-survivor plots, and that are similar to log-survivor IRT distributions from live organisms. A parallel selectionist theory of neural functioning has been discussed as a plausible material mechanism for this evolutionary theory of behavior dynamics. |
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Symposium #437 CE Offered: BACB |
| The Design, Testing, and Implementation of Headsprout Reading Comprehension |
| Monday, May 31, 2010 |
| 2:00 PM–3:20 PM |
| Texas Ballroom Salon B (Grand Hyatt) |
| Area: EDC/TPC; Domain: Applied Behavior Analysis |
| Chair: Melinda Sota (Headsprout) |
| CE Instructor: David Lee, Ph.D. |
| Abstract: This symposium will highlight various conceptual and applied considerations involved in designing and delivering a reading comprehension program, as well as how Headsprout addressed those considerations in order to develop a sound program that can be scaled to wide-spread implementations, yielding data to be used in the program’s formative evaluation. The conceptual foundations, methodological approaches, and applied tools of behavior analysis were central to the program’s development and testing, and will be discussed in light of their contributions to the program’s content, sequence, and contingencies for learners and educators. |
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| Design of a Reading Comprehension Program: Building Learner Repertoires |
| MARTA LEON (Headsprout), T. V. Joe Layng (Headsprout), Victoria Ford (Headsprout), Melinda Sota (Headsprout), April Heimlich Stretz (Headsprout), Hirofumi Shimizu (Headsprout), Cassie Donish (Headsprout), Janet S. Twyman (Headsprout) |
| Abstract: This presentation will describe the process whereby instructional designers at Headsprout determined the key skills and strategies necessary for a fundamental reading comprehension repertoire that can be recruited by reading comprehension tasks of varying complexity and topographic characteristics. The presentation will provide an overview of the fine-grained analysis of the component skills involved in the behavior of comprehending and how that analysis can be translated into systematic strategies that can be explicitly taught to young learners. Reading comprehension entails a complex repertoire that is highly dependent on the specific reading comprehension question or task at hand. The sub-repertoires for four distinct reading comprehension tasks (literal, inferential, summative, and vocabulary comprehension) will be described in light of their concept analysis and task analysis. Vocabulary knowledge is another key component of reading comprehension, and this presentation will describe a procedure for accelerated vocabulary acquisition drawing on behavior-analytic principles. |
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| Design of a Reading Comprehension Program: Data Collection |
| HIROFUMI SHIMIZU (Headsprout), Melinda Sota (Headsprout), Janet S. Twyman (Headsprout) |
| Abstract: The ability to collect live, detailed data on learner performance was an intrinsic component of the program design. Learner performance data guided the evaluation of the program during development and will continue to do so as the program reaches more learners, resulting in additional, large amounts of individual and aggregated student data. This presentation will describe the data collected automatically by the program; the rationale for data selection, categorization, and analysis; and some of the behind-the-scenes structure of the data collection system. Symposium attendants will be able to see how the data collection system is linked to the concept analyses that shaped the program and how it is used to feed back into the formative evaluation of the program for further development and evaluation. |
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| Formative Evaluation of a Reading Comprehension Program: From First Draft to Public |
| April Heimlich Stretz (Headsprout), MELINDA SOTA (Headsprout), Marta Leon (Headsprout) |
| Abstract: Formative evaluation, also known as user testing, occurs with one student at a time for extended periods of time at the Headsprout user-testing laboratory. The goal of user testing is to provide experimental control-analysis data as a basis for program revision in order to provide the targeted guidance of learner behavior. User testing of Headsprout’s reading comprehension program includes direct observation, analysis of videotaped learner sessions, analysis of performance data within the program, pre- and post-test measurements, and learner and parent interviews. These components of the user testing process will be described and related to the design, development, evaluation, and refinement of the program. Specific examples will be provided of how events which occurred during user testing impacted subsequent program development and revision. |
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| Implementation of a Reading Comprehension Program: The Role of the Teacher |
| PAMELA G. OSNES (Headsprout), Janet A. Webb (Headsprout), Janet S. Twyman (Headsprout), Melinda Sota (Headsprout), Marta Leon (Headsprout), T. V. Joe Layng (Headsprout) |
| Abstract: This presentation will address the role of educators when implementing a reading comprehension program, as well as considerations about implementation that shaped the design of the program from its inception. Key components of implementation to be discussed include frequency of program usage, performance tracking, data-based decision making, and teacher-initiated activities to promote the transfer and extension of the reading comprehension skills taught by the program to other materials and subject matters. This presentation will describe Headsprout's approach to encouraging the behaviors required to ensure a good implementation. This approach includes a commitment to a simple, easy-to-use program, carefully constructed job aids and user guides, proactive customer support, training, professional development, and an ongoing contingency analysis that assumes that all stakeholder behaviors are sensible operants that are a function of the current alternative sets of contingencies operating to select those behaviors. Implementation strategies designed in accord with this approach will be discussed. |
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| Evidence-Based Practice in Practice |
| Monday, May 31, 2010 |
| 2:00 PM–3:20 PM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: David W. Test (University of North Carolina, Charlotte) |
| Discussant: Timothy A. Slocum (Utah State University) |
| Abstract: The value of using evidence-based practices to guide program development and implementation is illustrated through No Child Left Behind (2001) and Individuals with Disabilities Education Improvement Act (2004), which mandate the use of “scientifically-based research” practices by schools and practitioners. While a variety of sources have identified and disseminated information about evidence-based practices, the adoption of evidence-based instructional practices is inconsistent, and practitioners do not necessarily have information to make informed choices regarding the use of evidence-based practices. The purpose of this presentation will be to provide strategies to help professionals adopt and use evidence-based practices in their daily practice. The presentation will focus on three areas: evidence-based practices, professional judgment, and students’ needs and values. Participants will leave with (a) list of evidence-based practices and predictors in secondary transition, (b) examples of using these practices and predictors to guide instruction and program development, and (c) strategies to help guide professional judgment in adopting and using evidence-based practices in daily practice. |
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| A Framework for Identifying Evidence-Based Practices |
| DAVID W. TEST (University of North Carolina at Charlotte) |
| Abstract: As evidence-based practices are being identified and disseminated, it is critical to bridge the research-to-practice gap to allow practitioners to have the most current knowledge of “what works”. By understanding evidence-based practice and practices, professionals will have the ability to make informed choices about instructional practices for students with disabilities. This presentation will provide participants with information to differentiate between an evidence-based practice and evidence-based practices. Additionally, participants will be provided a framework to help guide instructional decision making in the secondary transition planning process. The framework will provide the basis to allow practitioners to select, individualize, and adapt evidence-based interventions for secondary students with disabilities. Finally, a list of evidence-based practices identified by the National Secondary Transition Technical Assistance Center will be provided. |
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| Applying Secondary Transition Evidence-Based Practices and Predictors |
| APRIL L. MUSTIAN (NSTTAC) |
| Abstract: Although No Child Left Behind (2001) and The Individuals with Disabilities Education Act (2004) mandate the use of “scientifically-based research” practices, it is rare that school systems, schools, and practitioners have the information to adopt and make informed choices regarding the use of evidence-based practices. This presentation will provide participants with (a) evidence-based resources developed by the National Secondary Transition Technical Assistance Center, and (b) examples of how to use the evidence-based practices and resources to develop IEP goals/objectives and support skill development of secondary students with disabilities. Additionally, participants will be provided with a list of 16 evidence-based predictors of post-school success to assist school districts and schools in developing, expanding, and evaluating secondary transition programs. |
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| Using Professional Judgment to Guide Practice |
| VALERIE L. MAZZOTTI (NSTTAC) |
| Abstract: Professional judgment is a necessary component in the decision-making process when determining what evidence-based practices should be implemented with students with disabilities. As a result, it becomes extremely important for practitioners to have a process to follow to help them use their professional judgment because there are not enough evidence-based practices to guide all instruction for secondary students with disabilities. This presentation will provide participants with: (a) broad definitions of evidence-based, research-based, promising, and emerging practices; and (b) two rating scales to help guide practitioners’ decision-making process regarding evidence-based instruction and curriculum for secondary students with disabilities. |
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Invited Tutorial #439 CE Offered: BACB |
| An Introduction to Using Genetics in Combination With Behavior Analysis to Understand Drug Abuse |
| Monday, May 31, 2010 |
| 2:30 PM–3:20 PM |
| Ballroom A (CC) |
| Area: BPH/EAB; Domain: Experimental Analysis |
| BACB CE Offered. CE Instructor: Robert Ross, Ed.D. |
| Chair: Jesse Dallery (University of Florida) |
| Presenting Authors:: SUZANNE H. MITCHELL (Oregon Health and Science University) |
| Abstract: The tutorial will first provide an introduction to behavioral genetics. This introduction will outline the basics of population genetics and will describe different gene mapping methods. Then I will discuss how selective breeding, classical genetic crosses and inbred strain research in animals can be used to identify the amount of variation in behavior that can be attributed to genetics rather than environmental influences. I will also review techniques used with humans, including family history and genome-wide association studies. After discussing the positive and negative features of the various techniques, I will discuss examples of findings using different genetic mouse models that provide information about the shared genetics between self-control (delay discounting and behavioral inhibition) with alcohol drinking, alcohol withdrawal and sensitivity to the stimulating effects of methamphetamine. These examples will be used to demonstrate the critical role of behavioral phenotypes and operational definitions of behavior in moving this area of research forward. Implications of these findings for human drug-using populations will be assessed as well as the limitations of animal phenotypes. |
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| SUZANNE H. MITCHELL (Oregon Health and Science University) |
| Suzanne H. Mitchell, Ph.D., is an Associate Professor at Oregon Health & Science University (OHSU) in the Behavioral Neuroscience and Psychiatry departments. She obtained her undergraduate degree at the University of Hull, England, and her Ph.D. at State University of New York at Stony Brook. Her research at OHSU uses lesion techniques and imaging to examine the basic neural processes involved in decision-making, including impulsive and risky decision making. Other research areas of interest include learning, cognition, and drug abuse. Dr. Mitchell has published extensively and lectures internationally on these topics. |
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B. F. Skinner Lecture Series Paper Session #440 |
| Evolutionary Bedfellows: Skinner and Darwin |
| Monday, May 31, 2010 |
| 2:30 PM–3:20 PM |
| 103AB (CC) |
| Area: TPC; Domain: Theory |
| Chair: Ted G. Schoneberger (Stanislaus County Office of Education) |
| STUART SILVERS (Clemson University) |
| Dr. Silvers received his M.A. from Michigan State University and his Ph.D. from the University of Pittsburgh. He specializes in philosophy of cognitive science, philosophy of mind, and philosophy of science. He has been a Senior Fulbright Scholar and Visiting Research Professor at the University of the Basque Country, Spain, and Visiting Scholar at the University of Arizona. He has authored more than forty articles in scholarly journals (including Philosophy of Science, The British Journal for the Philosophy of Science, Inquiry, Philosophical Psychology, and Metaphilosophy) and anthologies, edited a book on mental representation, and lectured widely in Europe, Canada, and the US. Before joining the Clemson faculty in 1989, he held the Professorial Chair in Theory of Knowledge and Philosophy of Science at Tilburg University, The Netherlands and prior to that he has been a member of the faculty in the Philosophy Departments at The University of Leiden, The Netherlands, California State University Fullerton, the University of Florida, and the University of Pittsburgh. |
| Abstract: In 1975 the philosopher Dan Dennett explained, in an article similarly titled, “Why the Law of Effect Will Not Go Away.” Thorndike’s learning principle he notes “assumed centrality in Hull’s behaviorism as the ‘law of primary reinforcement’ and in Skinner’s as the ‘principle of operant conditioning’ (footnoting that “Skinner explicitly identifies his principle with the Law of Effect in Science and Human Behavior (1953), p. 87”). The spotty history of getting the law “to do enough work” in explaining learning, however, has not led behaviorists to abandon or replace it because, Dennett says, “There is something right in their conviction… that the Law of Effect is not just a good idea but the only possible good idea for this job.” Naturally, Dennett rectifies the errant ad hoc efforts to rescue the law from countless counterexamples. Here I use Dennett’s view as a scaffold to examine a recent alternative to evolutionary psychology’s nativist massive modularity of mind hypothesis (the “Swiss-Army knife” model) and philosopher of biology Kim Sterelny’s theory of ecological and epistemic engineering and “scaffolded learning” in his book, Thought in a Hostile World. The law finds its explanatory niche in evolutionary psychology emphasizing the hominid brain’s developmental plasticity in explaining our distinctive learning capacity. I think Fred Skinner might approve. I start with the MM thesis, then the alternative. |
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Symposium #441 CE Offered: PSY |
| Teaching Social Behavior to Children With Autism |
| Monday, May 31, 2010 |
| 2:30 PM–3:50 PM |
| 201 (CC) |
| Area: AUT/EAB; Domain: Applied Behavior Analysis |
| Chair: Adel C. Najdowski (Center for Autism and Related Disorders, Inc.) |
| CE Instructor: Oliver Wendt, Ph.D. |
| Abstract: Responding to others’ subtle social cues (e.g., gestures and facial expressions) and gaining the attention of others are both fundamental repertoires for everyday social interactions. This symposium presents four papers demonstrating the acquisition of skills related to this topic. The first paper presents the results of a study on teaching children with autism to infer what others want, based on their nonverbal behavior. The second paper is a demonstration of teaching children with autism to raise their hand appropriately during group instruction. The third paper is an evaluation of using video modeling to teach children with autism to respond to subtle facial expressions. The symposium concludes with an evaluation of the effects of scripts and varied teacher responding on novel bids for joint attention in children with autism. |
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| Teaching Children With Autism to Infer Others’ Desires |
| ADEL C. NAJDOWSKI (Center for Autism and Related Disorders, Inc.), Emily L. Barnoy (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: Perspective taking refers to the ability to: (a) acknowledge that others’ mental states differ from one’s own, (b) infer others’ mental states such as what they are thinking and feeling, and (c) explain and predict their corresponding behavior (Frith, 1989). Deficits in perspective-taking include the inability to infer others’ desires, intentions, emotional states, beliefs, opinions, and what others know or think. It also includes the inability to read social cues such as facial expressions or body language in a given situation (Baron-Cohen et al., 1985; Baron-Cohen, 2001; Frith, 1989). Nevertheless, the ability to engage in perspective-taking is crucial for successful social interaction in our culture. Demonstrated in a multiple baseline across participants design, this study taught two children with autism to infer others’ desires, based on their nonverbal overt behavior, using multiple exemplar training. Interobserver agreement was collected on 40% of sessions and ranged between 90% - 100%. Generalization to novel stimuli and settings was also observed. |
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| Teaching Children With Autism When to Raise Their Hand During Group Instruction |
| Shaireen M. Charania (Kinark Child and Family Services), LINDA A. LEBLANC (Auburn University), James E. Carr (Auburn University), Narmatha Sabanathan (Central East Autism Program), Inas A. Ktaech (Kinark Child and Family Services), Kristen Gunby (Central East Autism Program) |
| Abstract: Early intensive behavioral intervention (EIBI) typically focuses on teaching children with autism a wide range of basic learning skills, pre-academic skills, social skills and academic skills to prepare them for subsequent educational activities. Often children with autism have difficulty exhibiting skills learned in prior one-to-one instructional settings when they have to perform in a group setting. The study focuses on teaching three children with autism the conditional discriminations required to respond appropriately during group instructional settings such as “circle time.” Children were taught to raise their hand or keep both hands down in correspondence with their status on three progressively more difficult tasks (i.e., having a requested item,knowing a recent secret, knowing an answer) using modeling, prompting and reinforcement. All three children acquired hand-raising skills during group instruction. Initial hands-down responding was accurate but became more variable as the hand-up response was acquired with eventual mastery of both responses. The implications for practice in EIBI settings are discussed. |
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| Teaching Children With Autism to Respond to Facial Expressions Using Video Modeling |
| JUDAH AXE (Simmons College), Christine Evans (Simmons College) |
| Abstract: Young children with autism often exhibit delays in responding to facial expressions and few studies have examined teaching subtle facial expressions to this population. Three participants with autism (age 5) in a suburban early childhood school were taught to respond to facial expressions using video modeling. Eight facial expressions were targeted: approval, bored, calming, disapproval, disgusted, impatient, pain, and pleased. Probes consisted of showing an adult performing these facial expressions in a video and generalization probes across adults and settings were conducted. Training was showing a video of an adult modeling a response to each facial expression. The effects of the training were evaluated in a multiple probe across behaviors design. Two participants correctly responded to all facial expressions across people and settings after viewing the video models one or two times. Experimental control was achieved with the other participant though he required more training sessions and was less consistent with responding. Future researchers should teach teachers to implement video modeling and evaluate ways to teach and test responding to facial expressions under naturalistic conditions. |
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| Using Scripts and Varied Teacher Responses to Promote Novel Bids for Joint Attention in Young Children With Autism |
| JOY S. POLLARD (Utah State University), Alison M. Betz (Munroe-Meyer Institute, University of Nebraska Medical Center), Thomas S. Higbee (Utah State University) |
| Abstract: Children with autism often exhibit deficits in social interaction and communication skills. Joint attention, the ability to coordinate attention between objects or events and a social partner, has also been identified as a deficit in children with autism. Scripts and script-fading procedures have been used to teach children with autism to initiate bids for joint attention and have been successful in demonstrating generalization to novel settings, stimuli, and social recipients of interaction. Additionally, past researchers have anecdotally suggested that children may include past adult responses into their initial bids for joint attention. This, however, has not been systematically investigated. The purpose of this study is to extend the current literature by systematically investigating the effects of scripts and varied adult responses pertaining to the feature, function, or class (FFC) of the stimuli on novel statements during bids for joint attention. Additionally, generalization to peers and a natural setting were assessed. Results thus far are consistent with previous findings, that children with autism are able to learn to initiate bids for joint attention using script and script-fading procedures. Furthermore, participants have demonstrated some novel statements that have incorporated past adult statements pertaining to the FFC into the bids for joint attention. Results generalized to a novel setting, stimuli, and same-age peer, as well as maintained at the one-month follow-up. |
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| Behavior Analysis and Traffic Safety: Evidence-Based Solutions |
| Monday, May 31, 2010 |
| 2:30 PM–3:50 PM |
| Republic B (Grand Hyatt) |
| Area: OBM/CSE; Domain: Applied Behavior Analysis |
| Chair: Ron Van Houten (Western Michigan University) |
| Abstract: Behavior Analysis has made large contribution to traffic safety with many of our procedures in wide use. This symposium looks at evidence based treatments to increase seatbelt use, increasing the use of designated drivers to reduced impaired driving, reducing speeding, and increasing following distance. |
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| An Analysis of a Contingency Program on Designated Drivers at a College Bar |
| RICHARD KAZBOUR (Florida State University), Jon S. Bailey (Florida State University) |
| Abstract: Society places a great deal of effort on applying consequences such as negative reinforcement and punishment as they pertain to drinking and driving. Success might be more easily obtained by providing positive reinforcement for the responsible behavior associated with having a designated driver, as opposed to providing those punishing consequences for the irresponsible behaviors associated with drinking and driving. The present study evaluated the effects of prompts and incentives to increase the number of designated drivers at a college bar. The dependent variable was the total ratio of customers to those who were part of a group with a designated driver. A designated driver was defined as anyone who identified themselves as a designated driver, had at least one accompanying passenger, agreed to a breathalyzer test, and was found to have a BAC of 0.00. An ABCA design was used to evaluate the effectiveness of prompts and incentives, in the form of advertising and providing free gas and pizza, as a package intervention on the dependent variable. Results showed that the intervention was successful at increasing the ratio of safe to unsafe passengers in a bar. |
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| Using Pedal Resistance to Increase Seatbelt Use |
| RON VAN HOUTEN (Western Michigan University), Bryan W Hilton (Western Michigan University), Richard Schulman (The Deaccelerator Corporation) |
| Abstract: This study evaluated a device that applied a yieldable but sustained increase in accelerator pedal back force whenever unbuckled drivers exceeded a preset speed criterion without buckling their seatbelt. This force was removed once the seatbelt was fastened. The increased force was sufficient to set up an establishing operation to reinforce seatbelt buckling behavior. Participants were 6 commercial drivers that operated carpet-cleaning vans. During baseline no contingency was in place for unbuckled trips. The yieldable pedal resistance was introduced on a multiple baseline across drivers design. Once the first set of drivers had responded to the contingency, it was introduced for the second set of drivers. During the first day of treatment the device was explained and demonstrated in vivo for all drivers of the vehicle. Driver’s indicated they were impressed with the device and would not drive very long unbelted with the force in place. The introduction of the treatment was associated with an immediate sustained increase in seatbelt use to 100%. Occasionally drivers would initially forget to buckle during a trip and encounter the force. In all instances they would buckle within less than 25 s of the force being applied. Drivers who buckled upon reaching the target speed were recorded as buckled in all phases of the study. One advantage of this device is that drivers do not need to buckle while operating the vehicle in reverse, moving to a loading dock or moving a vehicle. |
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| Assessing the Effect of Standard and Rapid Flashing Stutter Beacons on Motorists' Speeding Behavior |
| MICHELLE J. VANWAGNER (Western Michigan University), Ron Van Houten (Western Michigan University) |
| Abstract: The current study was designed to assess the effect of three different types of flashing beacons to reduce speeds as vehicles approached a sharp curve on a four-lane divided highway in the Village of Mundelein in Northern Illinois. An experimental device referred to as a Rectangular Rapid Flash Beacon (RRFB) was compared against baseline conditions and two different standard beacon configurations (single and double standard 12 inch round amber beacons. The research design was comprised of a combination alternating-treatments and reversal designs. All data were collected on Saturdays and Sundays during August of 2009. Weekends were selected as observation days for two major reasons. First, during an earlier pilot studies, data indicated that speeds were highest on the weekends. Second, pilot data also indicated that traffic patterns during weekdays may have presented a potential confounding variable making comparisons more difficult. Average speed across all baseline observations was 44.7 miles per hour (n = 4800; minimum = 20 MPH; maximum = 67 MPH; standard deviation = 5.1 MPH). Average speed across all single standard beacon observations was 44.0 MPH (n=1600; minimum = 25 MPH; maximum = 64 MPH; standard deviation = 5.5 MPH). Average speed across all double standard beacon observations was 43.6 miles per hour (n=1600; minimum = 26 MPH; maximum = 65 MPH; standard deviation = 5.6 MPH). |
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| Reducing Following Too Closely in a Driving Simulator by Prompts, Goal Setting, and Feedback |
| MICHELLE LYNN ARNOLD (Western Michigan University), Ron Van Houten (Western Michigan University) |
| Abstract: Cell phone use while driving is a major safety concern for drivers on the roadway. This study evaluated the effects of increasing following distance with prompting, goal setting, and feedback and whether any changes produced in following distance were associated with reductions in hard braking when drivers were using or not using a cell phone in a simulated driving environment. Participants were four university students 18-19 years of age. Following a baseline period, drivers were prompted to increase following distance, provided a specific target distance, and were given feedback on increasing following distance at the end of each session. The introduction of a treatment package was associated with an increase in following distance and a decrease in hard braking when participants were on or off a cell phone. A return to baseline was associated with a decrease in following distance and an increase in hard braking. Teaching individuals to increase following distance may be one strategy that drivers use to offset losses of perceived safety and decrease the risk of accidents when using a cell phone |
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Symposium #443 CE Offered: PSY/BACB |
| Case Studies in the Critical Components to Implementing an Effective Applied Behavior Analysis Program Across Different Cultures |
| Monday, May 31, 2010 |
| 2:30 PM–3:50 PM |
| Bonham B (Grand Hyatt) |
| Area: TPC/EDC; Domain: Service Delivery |
| Chair: Junelyn Lazo (Center for Behavioral Sciences, Inc.) |
| Discussant: Joyce C. Tu (Center for Behavioral Sciences, Inc.) |
| CE Instructor: Daniel Moran, Ph.D. |
| Abstract: Children with developmental disabilities such as autism typically receive an applied behavior analysis (ABA) program with the following basic outline: use of the functional analysis model, principles of reinforcement, and prompting, shaping, and fading techniques. Many other cultures offers values and beliefs that differ from critical components that make for an effective ABA program. These differences may possibly cause stress to the family and/or hinder the effectiveness of the program when either the family or the program is being compromised for the other. The three papers compare and contrast the similarities and differences between the components of an effective ABA program and values and beliefs of the Asian American, Hispanic, and Middle Eastern communities. |
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| Successful and Critical Components in Implementing an Applied Behavior Analysis Program Within the Asian American Community |
| JOHANNA F. LORCA (Center for Behavioral Sciences, Inc.) |
| Abstract: Children with developmental disabilities such as autism typically receive an applied behavior analysis (ABA) program with the following basic outline: use of the functional analysis model, principles of reinforcement, and prompting, shaping, and fading techniques. The Asian American community offers values and beliefs that differ from critical components that make for an effective ABA program. These differences may possibly cause stress to the family and/or hinder the effectiveness of the program when either the family or the program is being compromised for the other. This study compares and contrasts the similarities and differences between the components of an effective ABA program and values/beliefs of the Asian American community. Seven Asian American families with children with developmental delays and/or a diagnosis of autism participated in the study. The data for this study consisted of parent satisfaction surveys. |
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| Successful and Critical Components in Implementing an Applied Behavior Analysis Program Within the Middle Eastern Community |
| TRICIA M. CANTON (Center for Behavioral Sciences, Inc) |
| Abstract: Children with developmental disabilities such as autism typically receive an applied behavior analysis (ABA) program with the following basic outline: use of the functional analysis model, principles of reinforcement, and prompting, shaping, and fading techniques. The Middle Eastern community offers values and beliefs that differ from critical components that make for an effective ABA program. These differences may possibly cause stress to the family and/or hinder the effectiveness of the program when either the family or the program is being compromised for the other. This study compares and contrasts the similarities and differences between the components of an effective ABA program and values and beliefs of the Middle Eastern community. Three Middle Eastern families with children with developmental delays and/or a diagnosis of autism participated in the study. The data for this study consisted of parent satisfaction surveys. |
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| Successful and Critical Components in Implementing an Applied Behavior Analysis Program Within the Hispanic Community |
| RHYSA MORENO (Center for Behavioral Sciences, Inc.) |
| Abstract: Applied behavior analysis (ABA) is an effective treatment for individuals with autism. When implementing a program for children, it is important to be sensitive to cultural values and beliefs of the family. Cultural beliefs in Hispanic community differ from the critical components for an ABA program. These differences may cause stress and hinder the effectiveness of a program. This study examines the critical components of an effective ABA program and how they compare and contrast to Hispanic cultural beliefs and values. Three Hispanic families with children diagnosed with autism participated in this study. Parents were given a satisfaction survey. |
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| Long-Term Reduction of Self-Injurious and Aggressive Behavior of Individuals With Autism |
| Monday, May 31, 2010 |
| 3:00 PM–3:50 PM |
| 205 (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Brandon Forth, Ed.D. |
| Chair: Richard M. Foxx (The Pennsylvania State University) |
| KATIE ALLEN (ABLE Developmental Clinic) |
| CLAYTON R. CEA (Behavioral Services of Tennessee) |
| CARLOS V. GONZALEZ (Behavioral Services of Tennessee) |
| Abstract: Critical to the effective treatment of the self-injurious and aggressive behavior of individuals with autism is the demonstration of long-term maintenance effects. This panel will present and discuss two cases in depth that demonstrate how to achieve significant successful reductions for three and six years, respectively. The first case is a 10-year-old Canadian boy whose dangerous self-injurious behavior was reduced by 99% of baseline. The second case is an adult American male whose dangerous aggressive and self-injurious behavior were reduced by over 90% of baseline. Both programs were conducted in residential settings. The child is in the process of being transitioned home and the adult resides in his own home. The discussion will include the selection of consequences, assessment procedures, the role of an independent expert, staff training, the training of adaptive and replacement behaviors and skills, and fading consequences. Also addressed will be the political issues surrounding program implementation. |
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| Gaining Learner Instructional Control Without Blocking Escape, Forced Physical Prompts, or Nagging |
| Monday, May 31, 2010 |
| 3:00 PM–3:50 PM |
| 203AB (CC) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| Chair: Robert Schramm (Institute Knospe-ABA) |
| BENNO BOECKH (Institute Knospe-ABA) |
| ALLISON KANE (Kane ABA Consulting) |
| SILVA VARTOOMIAN VARTOOMIAN (University of Maryland, Balitmore County) |
| Abstract: Whether you call it compliance training, cooperation development, or instructional control, motivated learner participation is an imperative to optimal skill acquisition. One of the main procedures used in gaining compliance in teaching is the use of escape extinction. However, true escape extinction is often difficult to obtain. Additionally, the process of using common escape extinction procedures such as blocking escape, forced physical prompting, and nagging, can be dangerous to teacher and learner as well as forbidden in some teaching settings. The ability to gain instructional control with a learner without the use of these escape extinction procedures would be a welcomed aspect in behavioral education of children with autism. This symposium would discuss 3 case studies in which Instructional control was developed with highly unwilling learners in reasonably short periods of time without blocking escape, forced physical prompts, or nagging. The methods by which this was achieved will be discussed as will the merits of further research on these methods. |
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| Behavior Analytic Approaches to the Analysis of Canine Behavioir |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| Lone Star Ballroom Salon A (Grand Hyatt) |
| Area: AAB; Domain: Applied Behavior Analysis |
| Chair: Ronald Allen (Simmons College) |
| Discussant: Russell W. Maguire (Simmons College) |
| Abstract: Unfortunately, much of dog training relies on fad and fashion with few approaches based solidly on science. The purpose of this symposium is to present three papers involving the analysis and treatment of canine behavior from purely behavior analytic view. The first study evaluated the theory of “calming signals’ (i.e., that certain behavioral presentations from another can decelerate canine manifestations of stress and anxiety). Shelter dogs served as subjects via an alternating treatments design. The results indicated little correspondence between the calming signals and behavior and suggests a more scientific approach is needed. The second study replicated an earlier experiment in which domestic canines were taught to run an obstacle course via an errorless procedure. The results indicated that this approach generalized successfully to other breeds, settings and trainers, documenting the efficacy of the procedure. The final paper discusses the application of more involved functional assessment and functional analysis approaches to evaluating canine behavior. Case studies are presented to illustrate their application. |
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| Canine "Calming" Signals: Can Humans Use Them to Influence Fear and AnxietyBehaviors in Shelter Dogs? |
| TERRI BRIGHT (Simmons College) |
| Abstract: A population of fearful, anxious and aggressive dogs exists in every animal shelter, where millions of dogs are relinquished by their owners every year. Many of the relinquished dogs have behavioral problems; others are strays who may or may not be claimed by their owners. During their stay in the shelter, many dogs exhibit fear, anxiety and aggressive behavior. In this study, the behavior of shelter dogs, known to be under the effects of numerous stressful stimuli, were matched to behavioral definitions of anxiety, fear, and/or aggression. Then they were videotaped while the experimenter emitted what is popularly known as “calming” signals. Emitted human signals were yawning, lip-licking, look-look-away, and head-turning; these are all behaviors seen to occur between dogs. This was interspersed with the neutral presence of a human, and with an “away” condition. The videotape was then studied, and the dog’s calming signals, along with fear, anxiety and aggressive behaviors were noted for each experimental condition. Systematic covariation was not observed between canine behavior and calming signals, suggesting the absence of a functional relation. Reasons are discussed, including the impact of extraneous variables within a shelter |
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| Teaching Dogs to Run an Obstacle Course via Errorless Instruction: A Replication |
| JENNIFER A. LOVEJOY (Ipswich Public Schools), Russell W. Maguire (Simmons College), Michael J. Cameron (Simmons College) |
| Abstract: Lovejoy, Maguire and Cameron (2009) successful taught a domestic canine to complete a three-step obstacle course via an errorless procedure (delayed prompt) and forward chaining. The purpose of this study was to replicate this training protocol across different species of domestic canines, different training settings and different trainers. Two additional dogs were trained by different trainers in different settings using the same procedure. The initial step of the sequence was taught via delayed prompt. Once this was acquired the next step in the sequence was introduced, again taught via delayed prompt. Finally, the third step was added and it too was acquired with few or no errors. The results replicated the findings from the previous study, including rapid acquisition of the training sequence with few or no errors. These outcomes documented the generalized ease and effectiveness of this approach. The results are discussed in terms of the effect errors have on the development of inappropriate and competing forms of stimulus control and how typical training procedures often fails to avoid them. |
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| Applying Advanced Behavior Analytic Approaches to Domestic Canines |
| TERRI BRIGHT (Simmons College), Ronald Allen (Simmons College) |
| Abstract: For the most part, sophisticated behavior analysis with animals is reserved for experimental subjects (e.g., rats, pigeons and primates). Behavior analytic procedures applied to domestic animals may be either simplistic or incorrect (e.g., use of rewards versus reinforcers). Certainly, the application of sophisticated stimulus control and functional analysis protocols are rare. The purpose of this paper is to present and discuss the application of more complex approaches with domestic canines, particularly the use of functional assessment and analysis procedures to analyze canine behavior. At present, the reasons cited for canine behavior are typically medical or mentalistic. This paper presents alternatives to these approaches. For example, how one might systematically alter antecedent and postcedent events (structural and functional analyses, respectively) within typical settings are presented. Case studies are cited throughout as examples and the resulting data are discussed. The outcomes are discussed in terms of expanding the application of behavior analytic procedures for the benefit of dogs and their owners. |
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| Teaching Self-Care and Safety Skills to Individuals With Autism |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| 202AB (CC) |
| Area: AUT |
| Chair: Suzanne Engel (University of Rochester Medical Center) |
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| Urinary Continence Training With Persons With Autism Using a Wireless Moisture Alarm |
| Domain: Applied Behavior Analysis |
| Daniel W. Mruzek (University of Rochester Medical Center), Stephen McAleavey (University of Rochester), SUZANNE ENGEL (University of Rochester Medical Center) |
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| Abstract: This presentation will review implementation of a urinary continence training (i.e., "toilet-training") program with individuals with autism in classroom settings, using a wireless moisture alarm that alerts the individual and instructors of the onset of urination. Data-based examples will illustrate a model of assessment, implementation, troubleshooting, prompt fading, and generalization of skill. Treatment fidelity and consumer satisfaction data will be presented. |
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| Using Stimulus Equivalence and One-More-Than Procedures to Teach Functional Purchasing Skills to Adolescents With Autism |
| Domain: Applied Behavior Analysis |
| REBECCA SHARP (University of Auckland), Angela M. Arnold Saritepe (University of Auckland) |
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| Abstract: Stimulus equivalence procedures were used to teach monetary concepts across several denominations of New Zealand coins to three adolescents with autism. Following the emergence of a stimulus class, functional purchasing skills were trained that could be transferred to community settings. It was hypothesized that the development of prerequisite mathematic-based monetary skills would facilitate the development of skills beyond those potentially limited by the use of the one-more-than strategy (Test, Howell, Burkhart & Beroth, 1993). Such limitations may be inherent in the currency used and the probability of the necessary extra dollar coin present in naturally occurring stimulus conditions. Through the use of constructed match-to-sample teaching, mastery of trained relations was achieved for at least two coin denominations for all participants. The emergence of some untrained relations was found to be differential across participants, however two participants attained mastery in functional purchasing skills in analogue settings. Some generalization to community settings and novel stimulus conditions occurred. Participants were taught to purchase using a modified one-more-than procedure to enable them to successfully complete a transaction with both correct and incorrect change. |
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| Use of Video Modeling to Teach Self-Help Skills in Individuals With Autism |
| Domain: Applied Behavior Analysis |
| MAYU FUJIWARA (STAR, Inc.) |
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| Abstract: The use of video modeling has been demonstrated to increase skills in the areas of socialization, independent living skills, play skills, and communication skills in individuals with autism. There has been little research conducted on the actual implementation of video modeling in terms of how many times an individual needs to watch a specific video segment or how much discussion should occur around a particular segment in order for skill acquisition to occur. This study will involve three individuals who will be presented with a video modeling format of instruction in two modalities using an ABAB design across two self-help skills. The individuals will be presented with the opportunity to watch a video version of a self-help skill repeatedly prior to performing a task. They will also be presented with the opportunity to watch a video version of a self-help skill one time paired with direct instruction from a therapist during the observation. They will be provided the opportunity to actually perform the self-help skill immediately following the observation of the video. Independence with each self-help skill opportunity will be measured to evaluate progress and performance dependent on method of video modeling implemented. The skill opportunity will be measured through the use of task analysis and levels of prompting required. |
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| Examining the Safety of Children With Autism Spectrum Disorder: Parent Survey Results |
| Domain: Applied Behavior Analysis |
| TOBY J. HONSBERGER (Renaissance Learning Center), Jack Scott (Florida Atlantic University) |
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| Abstract: Injuries are the leading cause of death and disability in children in the United States. Children with autism spectrum disorder (ASD) and other developmental disabilities have an increased rate of injury than that of their typical peers. Further examination into the causal factors of these increased rates is integral in ensuring the safety of children with ASD.A survey of families of children with ASD was conducted investigating familial and household information and parent perceptions regarding the safety of their child with autism. The survey was distributed to families in the United States and Canada via an online, web-based survey site. Information and data collected included demographics, parent perceptions, child skill levels and abilities, number and types of injuries experienced, safety resources accessed, strategies implemented to help ensure safety, household and environmental factors, and safety precautions in place within the home. These data were analyzed and compared to reveal correlating factors that existed, including characteristics that may be utilized to predict children at an increased risk for injury and unsafe behavior.Implications of these findings and recommendations for assisting families and professionals to ensure safer environments for children with ASD will be discussed. |
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| Treatment of Problem Behavior Among Individuals With Autism |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| 204AB (CC) |
| Area: AUT |
| Chair: Melissa Nayar (Center for Autism and Related Disorders, Inc.) |
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| A Review of Research on Function-Based Treatment of Challenging Behavior in Individuals With Autism Spectrum Disorders, Ages 8-21 |
| Domain: Applied Behavior Analysis |
| Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), MELISSA NAYAR (Center for Autism and Related Disorders, Inc.), Betty Tia (Center For Autism and Related Disorders, Inc.), Romelea Manucal (Center for Autism and Related Disorders, Inc.), Elle Mendoza (Center for Autism and Related Disorders, Inc.), Wendy Madrid (Center for Autism ad Related Disorders, Inc.) |
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| Abstract: A commonly held misconception is that applied behavior analytic intervention is primarily for young children with autism. ABA for younger children currently receives the most public attention but a very substantial amount of research has been conducted on ABA treatment for older children and adolescents with autism. Hundreds of studies have been published in peer-reviewed journals on the application of applied behavior analysis (ABA) procedures to improving the functioning of older children and adolescents with autism spectrum disorders (ASD). This presentation reviews all research on function-based treatment of challenging behavior in children with ASDs published in Journal of ABA, behavioral interventions, research in developmental disabilities, and behavior modification in the last 20 years. |
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| Comparing the Function of Maladaptive Behaviors Determined Through the Use of a Highly Structured Antecedent-Behavior-Consequence Data Collection System and a Full Functional Analysis |
| Domain: Applied Behavior Analysis |
| PAUL W. HEERING (Evergreen Center), Jason Zeigler (Evergreen Center), Christopher Aghjayan (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
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| Abstract: Descriptive assessments such as antecedent-behavior-consequence (ABC) data collection systems have commonly been used to identify the stimuli that occasion opportunities for behaviors. More recently functional analysis procedures have been used to determine behavior function. Although both assessments offer procedural advantages a considerable body of evidence suggests that descriptive assessment is not useful for the identification of behavioral function. The goal of the current study was to compare the function of behavior derived through a structured ABC data collection system and a functional analysis. The first method of determining function was accomplished by having classroom and residential-staff complete the ABC data collection forms for each occurrence of specific target behaviors for 10 students with identified maladaptive behaviors. Data from the ABC forms were then converted to graphs showing the antecedent totals, consequence totals, and possible function based on the totals. A videotaped functional analysis using standardized scenarios was also conducted for the maladaptive target behaviors for each student. Two trained staff interpreted the results of these assessments and determined the most likely function. The level of agreement between the structured ABC analysis and the functional analysis for each student is reported. Implications for use of descriptive and functional analysis are discussed. |
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| Using Functional Behavioral Assessment to Design an Intervention Package of Social Story and Self-management |
| Domain: Applied Behavior Analysis |
| Chi Man Lui (Monash University), ANGELIKA ANDERSON (Krongold Centre, Monash University), Dennis W. Moore (Monash University) |
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| Abstract: Problem behavior and non-compliance are common barriers to learning in children with autism. Current best practice includes conducting functional assessments (FA) to inform intervention to address problem behavior. New technology, BI Capture, has been developed to facilitate remote FA. The aims of this study were to: (i) examine the usefulness of BI Capture, and (ii) to test an intervention based on the results of a remote FA that parents could implement with little assistance. The results of the FA showed that the participant, a five-year-old boy with high-functioning autism, exhibited high rates of non-compliance, aggression and tantrums, and that these behaviors were primarily maintained by attention. An intervention was developed incorporating self-management procedures to increase compliance. A multiple-baseline design across settings was used to test the effectiveness of this procedure. Results indicated that the intervention was successful in increasing rates of compliance and reducing the occurrence of problem behavior in several targeted situations (play time, meal time and getting dressed). The beneficial behavior changes generalized across contexts and were maintained over time. Social validity and procedural fidelity data indicated that behavior changes were socially significant and that parents were able to implement the intervention consistently. |
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| Intensive Behavioral Treatment of Socially-Reinforced Self-Injurious Behavior in a Youth With Autism |
| Domain: Applied Behavior Analysis |
| Amy Marie Lockney (Cleveland Clinic Center for Autism), HOLLY HENNESSEY (Cleveland Clinic Center for Autism), Francine Dimitriou (Cleveland Clinic Center for Autism), Leslie Sinclair (Cleveland Clinic Center for Autism), Thomas Frazier (Cleveland Clinic Center for Autism) |
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| Abstract: Self-injurious behavior (SIB) in individuals with autism can lead to serious health-related consequences and restriction of quality life. The primary purpose of the present study was to examine the effectiveness of iteratively manipulating exclusionary time-out and establishing operations procedures in the treatment of a child with autism with socially-reinforced SIB. The secondary purpose was to examine generalization of treatment from the clinic to the child’s home. Prior to initiation of study procedures, physical management was ineffective in decreasing SIB. However, intensity and frequency of SIB was significantly reduced when exclusionary time out occurred in a padded, quiet room with reduced opportunity for staff attention to the behavior. SIB further reduced after faded reinforcement of an alternative behavior (waiting and accepting no). After four months of the consistent application of exclusionary time-out at the child’s home, and continued clinic-based intermittent reinforcement of alternative behavior, SIB rates at home approximated those at the clinic. Results demonstrate the importance of accounting for social reinforcement mechanisms in the maintenance of SIB and the need for extended generalization to maintain treatment effects. |
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| Academic and Social Interventions for Children With Autism |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| 206AB (CC) |
| Area: AUT |
| Chair: David F. Cihak (University of Tennessee) |
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| Using Video Self-Modeling to Improve Transitional Behaviors for Students With Autism Spectrum Disorders |
| Domain: Applied Behavior Analysis |
| DAVID F. CIHAK (University of Tennessee) |
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| Abstract: Children with autism spectrum disorders (ASD) often struggle in situations involving change in the environment (American Psychiatric Association, 2000). These difficulties with environmental change often manifest in severe behavioral problems during times of transition. The purpose of this paper is to present an intervention-based study which evaluated the efficacy of video self-modeling delivered via a video iPod to assist elementary aged students with transitioning between locations within the school. Four students with autism learned to operate a video iPod to watch videos of themselves modeling appropriate behaviors in the hallway from place-to-place without engaging in targeted inappropriate behaviors. A single-subject A-B-A-B/ withdrawal design was used to examine the effects of video modeling and the percentage of independent transitions for each student. The data indicated a functional relation. All students began transitioning more appropriately once the intervention was introduced and their performances decreased when the intervention was withdrawn. These results are presented in the context of how a portable video delivery system can aide students who spend considerable portions of their day in general education settings where traditional means of delivering video models (e.g. televisions and computers) may not be as accessible. |
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| Teaching Social Activities to Children With Autism Using Video Modeling |
| Domain: Applied Behavior Analysis |
| MARIA ELIZABETH FELIX-LONERGAN (New England Center for Children), Jennifer Wolfson-Cheron (New England Center for Children) |
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| Abstract: Children with autism do no initiate social interaction with their peers as typically developing children do ( Koegel, Koegel, Frea & Fredeen, 2001). Video modeling has been shown to be an effective method for teaching children with autism to initiate social interactions (Charlop & Milstein, 1989, 2000; MacDonald, Clark, Garrigan, & Vangala, 2005; Mikopoulos & Keenan, 2004). In this study, two children with autism watched a video of adults engaged in either a T-ball, kickball, or a card game activity. Then, they were asked to perform the depicted activity. Results indicated that both children acquired the scripted vocalizations and actions in the video to engage in the activity; however , their performance did not maintain in the absence of the video model during follow-up probes. Peer tutoring occurred during training sessions without any specific instruction. Overall, video modeling proved a successful stategy for teaching two children with autism to socially interact with one another during traditional social games. |
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| Using Video-Modeling to Teach Sight Words to a Child With Autism |
| Domain: Applied Behavior Analysis |
| Holly Hennessey (Cleveland Clinic Center for Autism), AMY M. BOSSICK (Cleveland Clinic Center for Autism), Francine Dimitriou (Cleveland Clinic Center for Autism), Leslie V. Sinclair (Cleveland Clinic Center for Autism), Tom Frazier (Cleveland Clinic Center for Autism) |
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| Abstract: Skill retention and generalization of academic skills is a common challenge for children with autism spectrum disorders. A multiple treatment design comparing the use of video modeling and a standard teaching methodology comprised of receptive and expressive identification of target words to promote the acquisition, generalization and maintenance of sight words was conducted for an 8-year-old boy with autism in a center-based, applied behavior analysis program. The child failed to discriminate between previously mastered sight words after transitioning from the early childhood program to a primary classroom. Previous methods of teaching include matching target words to pictures, receptive identification of target words and expressive identification. A video model was introduced paired with verbal models of the target words. Fading procedures were used to systematically remove the video. Increases in acquisition, generalization and maintenance of target sight words were observed only when targets were introduced through video modeling. Technical details of teaching procedures and results will be described. |
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| Generalizing Social Skills Through Self-Monitoring and Token Economy |
| Domain: Service Delivery |
| JULIE KNAPP (Cleveland Clinic Center for Autism), Carolline A. Turnbull (Cleveland Clinic Center for Autism), Jocelyn Eskenazi (The Cleveland Clinic Center for Autism), Colleen Muhvic (Cleveland Clinic Center for Autism), Amanda Presto (Cleveland Clinic Center for Autism) |
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| Abstract: In the last 15 years, the medical community has placed emphasis on testing evidence behind treatment assumptions. By testing outcomes of treatment, programs that are validated as effective treatment for a particular population can be used, thereby increasing the likelihood of treatment success and improved outcomes. Although multiple evidenced based treatments have been identified for various disorders, there is a lack of empirical support for generalization of social skills treatment for high functioning children with autism spectrum disorders (HFA). The majority of research supports that social skills training can be effective for children with HFA, however; research indicates that social skills training falls short of helping children generalize their skills to a more natural environment. We plan to present a program offered in 2008-09 where 14 children participated in a social skills program that included a multi-tier plan for generalization. Interventions included parent and teacher training for generalization into the home and classroom, and six weeks of a summer program with typical developing peers where children with HFA were taught to generalize their skills using self-monitoring with supports of a token economy system. Evidence will be presented on generalization of social skills from the office setting into a natural environment. |
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| Assessment of Key Process Variables in Acceptance and Commitment Therapy |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| Crockett C/D (Grand Hyatt) |
| Area: CBM; Domain: Service Delivery |
| Chair: Aditi Sinha (University of North Texas) |
| Abstract: Acceptance and commitment therapy (ACT; Hayes, Strosahl. & Wilson, 1999) posits that the identification and pursuit of valued domains of living are important therapeutic mechanisms of change. Values-driven behavior, however, is often accompanied by the presence of aversive internal events. Experiential avoidance (EA), in theory, decreases one’s ability to engage in valuing and has been shown to mediate change in therapy (Ossman, Wilson, Storaasli & McNeill, 2006). The quest for empirical support of ACT mechanisms of change has resulted in self-report measures designed to assess them. In this symposium, empirical data from three studies measuring valuing and EA will be presented. Specifically, the psychometric properties of the Meta-Valuing Measure (MVM; Adcock, LaBorde, & Murrell, 2008) and The Avoidance and Fusion Questionnaire for Youth (AFQ-Y; Greco, Murrell, & Coyne 2005) with adults, and the use of the Bulls-Eye with adolescents, will be described. The relationship between valuing and EA in these samples will also be discussed. Emphasis will be placed on important theoretical and operational considerations needed for the development of valid assessment measures, and these issues will be presented with invited discussion from audience members. |
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| Measuring Valuing Using the Meta-Valuing Measure |
| AMANDA C. ADCOCK (University of North Texas), Cicely Taravella LaBorde (University of North Texas), Amy Murrell (University of North Texas) |
| Abstract: The meta-valuing measure (MVM) is a 22-item self-report questionnaire designed to measure valuing in a flexible manner as is proposed by the acceptance and commitment therapy (ACT) literature. The theory that valuing flexibly may be more beneficial than working solely on values identification was supported by data from a sample of undergraduates (Adcock, Murrell & Woods, 2007) which suggested that valuing many different life areas in a fluid manner was predictive of more positive outcomes and experiential avoidance was a mediator of the relationship. In order to fully understand this relationship of valuing flexibility with positive outcomes, a new measure had to be produced. The authors used both rational and empirical means to create a measure for this purpose—the MVM, which has shown good psychometric properties in a large undergraduate sample. The University of North Texas Institutional Review Board approved the project in which a variety of symptom and outcome measures were examined in relation to the new measure. The final factor structure and the psychometrics will be presented. |
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| Validation of the Avoidance and Fusion Questionnaire for Youth With an Adult Sample |
| ADITI SINHA (University of North Texas), Jonathan Schmalz (University of North Texas), Amanda C. Adcock (University of North Texas), Cicely Taravella LaBorde (University of North Texas), Ben Ray Graham (University of North Texas), Amy Murrell (University of North Texas) |
| Abstract: The Avoidance and Fusion Questionnaire for Youth (AFQ-Y) is a 17-item measure that was originally developed to measure experiential avoidance and fusion in children and adolescents. Considering the young target population, the items of the AFQ-Y were intentionally designed to enhance its comprehensibility, using more detailed setting events and less ACT-specific language than other, previously validated measures of experiential avoidance. Qualitative analysis, however, suggested that none of the items of the AFQ-Y were age specific. In order to explore the potential applicability of the measure to adults, the authors investigated the factor structure and validity of the AFQ-Y with an undergraduate sample. The resulting factor structure and psychometric properties of the AFQ-Y with an adult sample will be presented, as will its relationship with other measures of both psychological distress variables in general and with ACT specific variables in particular. |
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| The Bull’s Eye Values Assessment With At-Risk Adolescents |
| VAISHNAVI KAPADIA (University of North Texas), Amy Murrell (University of North Texas), Ryeshia Jackson (University of North Texas) |
| Abstract: Client identification of values is an important therapeutic exercise used with both adults and adolescents; when introduced at the onset of therapy, it provides information about what motivates a client to lead a vital and personally meaningful life (Murrell, Coyne, Wilson, 2004). In therapy, contrasting what value-consistent behavior looks like as compared to what the client’s current behavior looks like can facilitate the client to take action in the direction of valued living (Biglan, Hayes, & Pistorello, 2008). The Bull’s Eye Values Assessment was created in efforts to help children identify values and measure how consistently they were living in accordance with their values. Originally, it was presented as an experiential exercise in ‘ACT for Kids’, a 10-session Acceptance and Commitment Therapy (ACT) protocol for young children (Murrell & Wilson, 2002). This exercise produces a numerical measurement of the client’s value-consistent behavior which can be used to assess client progress during therapy and at the outcome of therapy. Later, a paper-pencil version of this exercise was developed; preliminary studies revealed good criterion related validity and test-retest validity of .86 (Lundgren, Dahl, Hayes, 2008; Lundgren, 2006). The current study examines the relationship of experiential avoidance and valuing in at-risk adolescents who attended a 10-session ACT group (n=9). The group was administered a paper-pencil version of the Bull’s Eye Values Assessment and the Avoidance and Fusion Questionnaire (AFQ-Y) pre and post therapy (AFQ-Y; Greco, Murrell, & Coyne, 2005). A life-size experiential Bull’s Eye Values Assessment was incorporated into the group protocol as well. Participants were not excluded or included based on diagnosis but all exhibited difficulty with behavioral and or school performance problems. Data analysis based on scores from the Bull’s Eye Values Assessment and the AFQ-Y reveal a significant correlation (r=.47, p=.10). Adaptations, implications, and future directions of this measure will be discussed. This study was approved by the University of North Texas Institutional Review Board. |
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| We Are Measuring Something, but What Is It Really About? |
| JONATHAN SCHMALZ (University of North Texas), Karen Michelle O'Brien (University of North Texas), Amy Murrell (University of North Texas) |
| Abstract: Early acceptance and commitment therapy (ACT) writing encouraged a functional analytic approach to psychotherapy. Bach and Moran (2008) further explicated the importance of functional analysis in ACT. Fundamental to functional analysis is the measurement of behaviors of interest in relation to a provided stimulus. Thus, ACT researchers have set about developing means for measuring the behaviors believed relevant to processes of change in therapy (e.g., the Hexaflex). The six components of the Hexaflex (Acceptance, Defusion, Contact with the Present, Self-as-context, Valuing and Committed action), in theory, are inter-mediating components of a meta-construct – psychological flexibility. But how distinct are these components and the behaviors they represent, both from each other and from psychological flexibility in general? Measures of acceptance, fusion, and committed action have been referred to as measures of psychological flexibility. Clearly, the operational definitions of these components need to be refined before they can be correctly measured. Furthermore, self-report measures are dubious from a strictly behavior analytic perspective as they may in fact be measuring behavior other than the “construct” of interest begging the question: are we even measuring anything useful? These issues will be presented in “town hall” fashion, encouraging audience member discussion and contributions. |
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| Delay Discounting: New Reports on Attention Deficit Hyperactivity Disorder, Autism, Unusual Occupations, SES, and Differential Responding to Commodities |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Area: CBM; Domain: Applied Behavior Analysis |
| Chair: Mark R. Dixon (Southern Illinois University) |
| Abstract: Research with the delay discounting task continues to produce clinically-relevant and socially important findings about self-control that will be reported in these presentations. These reports presented here aim to further the understanding of individuals who evidence clinically-relevant problems with impulse control and those with unusual occupations or lower socio-economic status. In addition, presentations will identify factors that affect response to the task, such as the commodity named as the object of choice. In delay discounting, subjects are asked to make choices between immediately available rewards and rewards available after a delay. The degree to which an individual selects small immediate rewards over larger, more delayed rewards provides a measure of the degree to which the individual discounts the value of delayed reward. This symposium will provide evidence about factors that affect response to the task as well as how adults with impulse control disorders, traits, and life circumstances not previously assessed with this task respond to it. The value and limits of the delay discounting task will be reviewed within the context of each presentation. |
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| The Relationship Between Attention Deficit Hyperactivity Disorder Status, Delay Discounting, and Additional Measures of Impulse Control |
| RUTH M. HURST (University of North Carolina, Wilmington), Hayden O. Kepley (University of North Carolina, Wilmington), Melissa Livermore (University of North Carolina, Wilmington) |
| Abstract: The delay discounting task could play a unique role in the assessment of Attention Deficit Hyperactivity Disorder (ADHD) in adulthood and its use with that population warrants further examination. Recently, based on a sample of 239 young adults, we found that those who self-reported ADHD discounted more steeply on a delay discounting task than those who did not. Further, measures of delay discounting predicted ADHD status moderately well. The procedures used to obtain these findings and the actual results will be reviewed. Secondarily, 251 young adult college students were assessed using the delay discounting task as well as the Barratt Impulsiveness Scale – 11 (BIS-11). The BIS-11 has previously been reported to have low, insignificant correlations with the delay discounting task, and our finding supported these reports. However, upon further assessment, a domain of the BIS-11, attentional impulsivity, when combined with a measure of delay discounting (logk) was moderately successful in predicting ADHD status. The implications of these findings for future clinical research and practice will be discussed. |
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| The Association Between Delay Discounting and a Measure of Autism Characteristics in Adults |
| Melissa Livermore (University of North Carolina, Wilmington), EMILY L. BAXTER (University of North Carolina, Wilmington), Ruth M. Hurst (University of North Carolina, Wilmington), Hayden O. Kepley (University of North Carolina, Wilmington) |
| Abstract: Impulsive behaviors are often cited when identifying autism characteristics. It is important to better understand the qualities of the impulsive behavior seen in individuals with autism. Thus, the relationship of autism traits to performance on a delay discounting task was examined. Initial findings for a sample of 415 college students suggested absolutely no relationship between autism traits and the degree to which an individual may discount the value of delayed rewards. However, additional analyses on this sample suggest that an autism communication measure interacts significantly with a measure of discounting (logk) to predict ADHD status. Together, these results suggest that while discounting the value of delayed rewards more steeply is not, in general, related to autism traits, this is not the case for those who self-report ADHD. For those in the ADHD group, as scores on an autism communication measure showed greater deficit, impulsivity as measured by the delay discounting task increased. Implications for theory, research, and practice will be discussed, and specific suggestions for future research projects will be provided. |
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| Discounting Different Commodities: One Rate Fits Some but Not All |
| JEFFREY N. WEATHERLY (University of North Dakota), Heather K. Terrell (University of North Dakota), Adam Derenne (University of North Dakota) |
| Abstract: The full utility of delay discounting has yet to be realized, although links between discounting and certain behavioral disorders (e.g., problem gambling) have been documented. Research has also shown that different commodities may be discounted differently. The present study attempted to determine if there might be groups of commodities that people discount similarly and differently. A college sample of 648 respondents completed a fill-in-the-blank delay-discounting task in which they were asked what amount/percentage of a commodity they would accept immediately rather than waiting for x amount of time. The commodities included $1,000, $100,000, Federal legislation on education, finding a mate, medical treatment, cigarettes, losing weight, and/or retirement. Factor analyses indicated that discounting of monetary amounts grouped with some commodities (e.g., cigarettes) but was distinct from others (e.g., Federal legislation, medical treatment). These results suggest that when people discount different commodities to different degrees, they may do so because those commodities belong to different classes of reinforcers. These results thus have theoretical and practical implications for both researchers and practitioners. |
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| Delay Discounting by Questionable Professions: Exotic Dancers, Homeless, and Illegal Migrants |
| MARK R. DIXON (Southern Illinois University) |
| Abstract: The present paper will describe a series of investigations into the choices made by individuals in our society with less than-typical employment and/or social class. Individuals were offered a series of choices between sooner smaller and larger later amounts of money at various delay periods. When matched by age, education, and other demographic factors, it was found that discounting occurred more frequently in the targeted populations than in control groups. Taken together these data suggest that various contextual factors can impact discounting and that "impulsivity" is not a trait, but rather a state. Such an analysis is more parsimonious within a science of behavior than the notion that discounting is a personality characteristic. Implications for understanding the various setting events and establishing operations that can alter delay discounting are presented. Discussion of results will be focused on factors that may affect choice by people from the assessed populations and the views of impulsivity as a state. |
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| Medical and Service Setting Issues |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| Crockett A/B (Grand Hyatt) |
| Area: CBM |
| Chair: Annette Griffith (University of Nebraska-Lincoln) |
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| Use of Behavioral Data in the Management of Psychotropic Medications for Youth in Residential Treatment |
| Domain: Service Delivery |
| ANNETTE GRIFFITH (University of Nebraska-Lincoln), Douglas F. Spellman (Boys Town Outpatient Behavioral Pediatric and Family Services), Jonathan C. Huefner (Boys Town Outpatient Behavioral Pediatric and Family Services), Laurel Leslie (Tufts Medical Center), Michael H. Epstein (University of Nebraska-Lincoln), Nirbhay N. Singh (ONE Research Institute) |
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| Abstract: The use of psychotropic medications for youth is controversial. This controversy is particularly relevant for youth who are in residential treatment, many of whom enter care highly medicated. As many as 80% have prescriptions for at least one psychotropic medication and as many as 55% have prescriptions for three or more. Many of these medications come with a heavy health burden and adequate research examining safety and efficacy has not been done with youth. As such, physicians who work with youth in residential settings have the important task of assessing existing psychotropic prescriptions at the time of entry for safety and suitability. Daily behavioral data collected within residential treatment programs can be a key source of information to help physicians in this decision-making process. Specifically, it can provide physicians with objective information about efficacy and the effects of medication changes on behavior. This paper will present a rationale for the use of behavioral data as part of the psychotropic medication management process and will provide information on how data-based decisions can be made. A case study will be presented to demonstrate how behavioral data has been used successfully to assist in the medication management process within a residential setting. |
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| Behavioral Management of Pediatric Medical Regimens: Translating Theory Into Practice and Addressing Nonadherence |
| Domain: Service Delivery |
| LISA M. TODD (Wayne State University School of Medicine) |
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| Abstract: Nonadherence to medical regimens can result in problems such as the spread of disease, negative health outcomes, increased medical utilization, and decreased quality of life. Proper adherence to medical regimens can be difficult and families may struggle to overcome complex barriers even when they have the knowledge and skills to be successful. Factors that contribute to nonadherence may not be disclosed to practitioners or well understood by families. Therefore, these factors may not be addressed sufficiently or in a timely manner. Motivations for nondisclosure may include embarrassment, avoidance, and interpersonal skills deficits. Other factors may include disorganization and practitioner variables. Theoretical perspectives that are particularly relevant to understanding and addressing nonadherence include applied behavior analysis, ecological systems, and the health beliefs model. In this presentation, diabetes mellitus will be used as an exemplar to examine common barriers to adherence and disclosure. Behavioral interventions for family and community systems will also be discussed. |
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| An Analysis of Potential Predictors of Caregiver Compliance |
| Domain: Applied Behavior Analysis |
| ANJALI VAN DRIE (Behavior Analysis and Therapy, Inc.), Jill Emmick (Behavior Analysis and Therapy, Inc.), Ryan Mathew Curran (Behavior Analysis, Inc.), David Garcia (Behavior Analysis, Inc.), Stephen P. Starin (Behavior Analysis, Inc.) |
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| Abstract: Behavior analysts have been successful at providing data based interventions across a variety of populations. Regardless of the population being served, caregiver compliance and treatment adherence remains a challenge for clinicians. For any behavior plan to be successful, it requires consistent and accurate implementation. Several studies have examined possible contingencies that may be responsible for the lack of caregiver compliance; however, there is little research on potential variables that may help to predict caregiver compliance before treatment commences. A preliminary analysis of variables that occur prior to direct services being implemented indicated that families who promptly responded to initial contact and maintained the initial scheduled appointment demonstrate greater caregiver compliance and treatment adherence throughout the length of services. Further analyses will be conducted to assess the impact that these variables have on caregiver compliance with treatment procedures. Moreover, the correlation observed between caregiver compliance and behavior change in the target clients will be discussed. |
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| Behavior Analyst Licensure: Current Status in States With Licensure Laws |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| Seguin (Grand Hyatt) |
| Area: CSE/AUT; Domain: Service Delivery |
| Chair: Michael Weinberg (Orlando Behavior Health Services, LLC) |
| KIMBERLY NIX BERENS (Center for Advanced Learning, Inc.) |
| JIM BOUDER (The Vista School) |
| MICHAEL F. DORSEY (Endicott College) |
| JOHN SCIBAK (Massachusetts House of Representatives; The Vice-Chair of the Joint Committee on Economic Development and Emerging Technologies and the Co-Chair of the Oral Health Legislative Caucus) |
| MICHAEL WEINBERG (Orlando Behavior Health Services, LLC) |
| Abstract: In the past three years, licensing of behavior analysts has been signed into law in several states. This movement toward licensure and advancement of the profession of applied behavior analysis has prompted ABAI to establish a Practice Board in 2008. The Practice Board in conjunction with ABAI Council, has developed its own Model Licensing Act for behavior analysts. In addition, the BACB has also developed its own Model Licensing Act. In the past two years, several states have reviewed legislation, largely promoted in a funding bill being promoted by Autism Speaks. This legislation has itself been voted into law in a number of states, and in addition, several states have also included licensure of behavior analysts to ensure consumer protection and that high quality services will be provided. This panel consists of some key individuals involved with this process from states with licensure laws for behavior analysts. Panelists will present on the process involved with pursuing licensing legislation, who will oversee the process in their state, qualifications for licensure, who will be on licensing boards and selection processes, and will discuss their perspectives for future directions for this process. |
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Symposium #454 CE Offered: BACB |
| Some Effects of Reinforcer Delay and Reinforcement Rate in the Acquisition or Maintenance of Behavior |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| 217A (CC) |
| Area: DDA/EAB; Domain: Applied Behavior Analysis |
| Chair: John C. Borrero (University of Maryland, Baltimore County) |
| CE Instructor: Mary McDonald, Ph.D. |
| Abstract: Among the reinforcement parameters that influence the acquisition and maintenance of behavior, two will be highlighted: reinforcer delay and reinforcement rate. When a new skill is taught, reinforcer delay is often minimal and reinforcement rate is often rich. However, when acquired skills are to be maintained in natural settings (e.g., classrooms) and at practical levels, the inverse is often programmed (larger delays and lower reinforcement rates). The first presentation will summarize findings on the acquisition of academic skills under conditions of sporadic training and under more intensive training conditions. The results are prescriptive for the design of intervention strategies when learning progresses slowly. The second presentation involves an evaluation of schedule thinning in the context of mixed and multiple schedules, when reinforcement density is also manipulated. The interactive effects of schedule correlated stimuli and reductions in reinforcement density are described. The third presentation will focus on the role of delay and response rate. Results will be described using a quantitative model of behavior and the role of intervening activities, during delays, will be reported. The final presentation will focus on overall levels of responding when delays are systematically imposed. Parallels between increasing delays and increasing response requirements will be discussed. |
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| Examination of Effects of Increasing Rate of Exposure to Training Trials on Response Acquisition |
| MELISSA EZOLD (New England Center for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: In the current study we examined the effects of increasing the rate of exposure to training sessions on response acquisition. Academic objectives for two participants diagnosed with autism were selected for inclusion in the study due to lack of progress. During baseline, teaching sessions were conducted once or twice per day, five days per week. During treatment, massed teaching sessions were conducted for one hour per day, five days per week. Results showed that increasing the rate of exposure to training sessions increased the rate of skill acquisition per session. Findings are discussed in terms of the utility of manipulating the rate of training sessions as a general intervention to improve skill acquisition when learning is not occurring or is occurring too slowly. |
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| A Comparison of Mixed and Multiple Schedules in the Treatment of Severe Problem Behavior |
| ALISON M. BETZ (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Henry S. Roane (SUNY, Upstate Medical University), William J. Higgins (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Reinforcement schedule thinning is a critical component in the development of treatments for destructive behavior (e.g., like functional communication training [FCT]) because parents, teachers, and other caregivers are more likely to carry out interventions that are practical and not labor intensive. Most reinforcement thinning procedures involve two components: (a) discriminative stimuli that signal periods of reinforcement and extinction for the alternative response (as in multiple schedules) and (b) gradual reductions in the density of reinforcement for the alternative response. However, the independent and interactive effects of these two components have not been examined in prior research. In the current investigation, we conducted an analysis of these components by implementing reinforcer schedule thinning with and without correlated discriminative stimuli using multiple and mixed schedules, respectively. Although individual differences were observed across participants, the results generally suggested that both components (correlated discriminative stimuli and gradual changes in schedule density) were important for maintaining low levels of destructive behavior during reinforcement schedule thinning. |
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| An Evaluation of Response Rates Under Progressively Increasing Delays to Reinforcement |
| JOLENE R. SY (University of Florida), Timothy R. Vollmer (University of Florida) |
| Abstract: The temporal proximity between a response and a reinforcer has been recognized as one of the most important parameters of reinforcer value (Williams, 1976). Basic research has found that unsignaled delays produce rapid reductions in response rates. However, fewer applied investigations have examined the effects of delayed reinforcement. Two children, both age 5, diagnosed with developmental disabilities participated at their school. The purpose of the present investigation was to (a) determine whether delayed reinforcement could maintain similar response rates as immediate reinforcement on an arbitrary computer task, (b) identify maximum reinforcement delays that maintained responding (“breakpoints”), (c) determine whether the relationship between response rate and reinforcer delay could be quantified by a modified version of Mazur’s (1987) hyperbolic discounting equation, and (d) determine whether the availability of alternative responses could disrupt reinforcement effects. We found that both participants continued to respond under progressively increasing delays to reinforcement, that “breakpoints” varied across sessions, that response rates could be adequately characterized by a discounting function, and that the availability of alternative responses during the delays interfered with reinforcement effects. Results indicate that reinforcement delays may only disrupt responding if the participant engages in topographically similar responses during the delay interval. |
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| Delayed Food Supports More Responding Than Delayed Tokens |
| YANERYS LEON (Kennedy Krieger Institute), John C. Borrero (University of Maryland, Baltimore County), Iser Guillermo DeLeon (Kennedy Krieger Institute) |
| Abstract: Multiple reinforcement parameters may contribute to the price of a commodity. For example, if work requirement remains constant, but reinforcers are delayed, the delay may be conceptualized as the essential “cost” component. An equation that accounts for delay might prove beneficial when examining UP in matters of clinical importance. Although several reinforcement parameters likely influence responding, the ubiquitous nature of delay in applied settings makes it an especially important parameter for further study. Temporal discounting research has demonstrated that primary reinforcers are discounted more steeply than conditioned reinforcers. This study examined the effects of delayed reinforcement on the responding of individuals with intellectual disabilities. Three conditions were evaluated: (a) No reinforcement baseline, in which responses did not produce a reinforcer, (b) FR 1 No Delay, in which responses produced a reinforcer immediately, and (c) FR 1 Increasing Delay, in which responses produced a reinforcer following one of 5 delays. These conditions were evaluated with primary reinforcers and then repeated with conditioned reinforcers. Current results suggest that delayed food produced greater response persistence when compared to delayed tokens. Results are discussed in terms of the implications for token systems given delayed exchange opportunities. |
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| Training Paraprofessionals Working With Individuals With Development Disabilities |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| 217B (CC) |
| Area: DDA |
| Chair: Linda Teikari (Institute for Applied Behavior Analysis) |
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| A Comparison of Hands-On Staff Training and Staff Training Based on a Teaching Manual on the Acquisition of Appropriate Staff and Client Skills |
| Domain: Applied Behavior Analysis |
| LINDA TEIKARI (Institute for Applied Behavior Analysis), Svein Eikeseth (Akershus University College) |
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| Abstract: The present study asked whether hands-on training was more effective than a teaching manual in establishing appropriate staff and client skills. Participants were 12 undergraduate university students, randomly assigned to groups. Initially, participants in both groups received a three-hour theoretical workshop. Immediately thereafter, one group received four sessions of hands-on training and the other group received four sessions of training based on the teaching manual. Dependent variables were appropriate staff behavior (i.e., correct presentation of Sd, reinforcement, prompt, prompt fading) and appropriate client behavior (i.e., on-task responses). Results showed that hands-on training was more effective than the teaching manual on both client and staff behaviors. These differences were maintained on follow-up conducted one month after training. |
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| The Effects of Training Paraprofessionals to Embed Discrete Learning Trials Into Ongoing Classroom Activities |
| Domain: Applied Behavior Analysis |
| MICHELLE A. HICKMAN (Buffalo State College) |
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| Abstract: Increasing active student responding has been shown to increase student achievement, decrease behavior problems, and provide valuable feedback to the teacher. Paraprofessionals who have received training in providing discrete trial instruction to students have an important tool for increasing active student responding. However, they may not have the skills to generalize the application of discrete trial instruction from structured instructional environments to ongoing classroom activities. Embedding discrete learning trials into activities throughout the day allows for increased active student responding. The participants in this study are four classroom aides, and the four students they are assigned to work with. The students range in age from 5-years old to 10-years old and attend a self-contained classroom for children with severe developmental disabilities. The study involves the evaluation of a training package, to teach paraprofessionals to embed discrete trials into ongoing classroom activities, using a multiple baseline design. Data are being collected on frequency of trials presented, frequency of active student responding, and rates of mastery of individual IEP goals. Data collection is currently in the baseline phase and is expected to be complete by March 2010. |
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| CANCELLED Acceptance and Commitment Training to Address Burnout and Stress in Staff Caring for Clients With Intellectual Disablities |
| Domain: Service Delivery |
| SCOTT BETHAY (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
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| Abstract: This paper will describe the development, implementation, and evaluation of an intervention to address work stress and burnout in staff who care for individuals with intellectual disabilities. Results suggest that participants in the treatment group with higher levels of general distress showed decreased general stress and burnout, as well as an increased sense of accomplishment and competence, when compared to their counterparts in the control group. Further, a concurrent decrease in a measure of the believability of thoughts related to burnout was observed in the treatment group relative to the control group from pretest to follow-up. These data suggest that the beneficial changes observed in the treatment group were at least partially attributable to processes consistent with the theory upon which the intervention was based. |
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Symposium #456 CE Offered: BACB |
| From Joint Attention to Social Referencing: Two Major Developmental Deficits in Autism |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| Travis A/B (Grand Hyatt) |
| Area: DEV/AUT; Domain: Service Delivery |
| Chair: Gary D. Novak (California State University, Stanislaus) |
| Discussant: Gary D. Novak (California State University, Stanislaus) |
| CE Instructor: Sophia Yin, Doctor of Veterinary MedicineDiplomate ACVB |
| Abstract: This symposium will address two significant hidden deficits in autism for a developmental perspective, and address procedures that can be used to build these skills. Holth will address the basic behavioral mechanisms involved in the development of joint attention and how these principles can be applied to developing joint attention in autism. MacDonald, Wheeler and Dube will show how an interactive play, discrete-trial situation can be used to establish joint attention in autistic children. Pelaez will describe social referencing responses as behavioral processes and relate them to deficits in autistic children. She will also relate social referencing to later development, especially the development of relational responding by children. The symposium will be discussed from the point of view of the relevance of these skills in the process of the development of autism, and to highlight the similarities and differences in the practical approaches taken to remediating them in autistic children. |
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| Joint Attention and the Establishment of Generalized Conditioned Reinforcers |
| PER HOLTH (Akershus University College), Sissel Lork (Akershus University College) |
| Abstract: In an operant interpretation of joint attention, the establishment of typical generalized reinforcers, such as others’ nods and smiles seem crucial for the establishment and maintenance of peculiar joint attention functions. A series of studies have focused on (1) How early during infancy can typical generalized reinforcers, such as others’ smiles, be shown to function as reinforcers for the behavior of typical developing children? (2) If social stimuli do not function as reinforcers, how can we most effectively establish them as such? (3) How can a reinforcing effect of conditioned reinforcers best be maintained? and (4) Can these procedures be interpolated into effective joint attention skill training for children with autism such as to produce such skills that will endure in natural environments where such stimuli appear to be the core reinforcing consequence? Results indicate that when a reinforcing effect of social stimuli is lacking, a procedure in which such stimuli are established as SDs for positively reinforced responses is more effective than a classical conditioning or pairing procedure for establishing those stimuli as conditioned reinforcers. Also, the interpolation of a sequence of such procedures into a joint attention skills training program indicates that targeting such core social reinforcers directly can contribute to the maintenance of acquired joint attention skills that are otherwise quickly lost. |
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| Behavioral Evaluation of States of Engagement During Play in Children With Autism |
| REBECCA P. F. MACDONALD (New England Center for Children), Emily E. Wheeler (University of Massachusetts Medical Center), William V. Dube (University of Maryland Medical System) |
| Abstract: In interactive play situations, children with autism were given discrete-trials training to produce specific joint-attention related target behaviors: gaze shifting between toy and play partner, pointing, showing, giving, and commenting. In free-play sessions that followed, additional dependent measures of interest were changes in percent of time in “states of engagement” originally defined in cognitive developmental psychology: unengaged, person engagement, object engagement, supported joint engagement, coordinated joint engagement. States were determined by coding videos of the play sessions, according to an objective coding protocol that defined these states in terms of explicit behaviors. Results showed increases in coordinated joint engagement immediately following discrete-trials training sessions, but attenuation when states were measured at other times. |
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| Moving Beyond Joint Attention: The Analysis of the Social Referencing Response in Identifying Autism |
| MARTHA PELAEZ (Florida International University) |
| Abstract: Social referencing refers to the child?s search for cues in the facial, vocal, and/or gestural expression of another person, typically the mother, to determine how to respond to ambiguous events or novel situations. Referencing response is one of the earliest forms of communication and seems to be a precursor for derived relational responding (Pelaez, 2009). I will argue that behavior analysts have neglected the study of social referencing response (SRR). We should move beyond the examination of join attention (which is a requirement/prerequisite skill for social referencing) and track the development of the SRR. Whether affective and emotional or instrumental andcognitive cues are involved, those interested in the developmental trends and trajectories of children with autism and language disorders should examine the emergence of SRR or its deficits. Data from two experiments will be discussed to support these assertions. |
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Symposium #457 CE Offered: PSY/BACB |
| Behavior Analysis in the Classroom: Interventions to Decrease Problem Behavior and Enhance Learning |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: EDC/CBM; Domain: Applied Behavior Analysis |
| Chair: Cynthia M. Anderson (University of Oregon) |
| CE Instructor: Tom Sharpe, Ed.D. |
| Abstract: The technology of behavior analysis has great utility for enhancing student behavior in schools. Although some research has documented the utility of interventions designed for individual students and for small and large groups of students, the overall body of school-based, behavior analytic research is small. In this symposium we add to this literature base. Two papers explore the generality of the Good Behavior Game in novel settings, (a) small-group reading instruction and (b) kindergarten classrooms. A third paper examines preference for response cost, a frequently used component of classroom-interventions. The final paper examines school-wide interventions for students with behavioral and academic challenges, documenting that a standardized (i.e., implemented similarly across students) token-economy can be used effectively to address both academic and social behavior problems. Together, these papers document the use of behavior analytic interventions in school settings with typically developing children. Further, three of the four papers focus on interventions implemented by teachers and other school personnel (i.e., typical change agents). |
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| An Evaluation of the Good Behavior Game in Kindergarten Classrooms |
| JEANNE DONALDSON (University of Florida), Timothy R. Vollmer (University of Florida), Tangala Krous (Davenport, IA School District), Susan E. Downs (Davenport Community Schools), Kerri Berard (University of Florida) |
| Abstract: The Good Behavior Game is a classroom-wide group contingency that involves dividing the class into two teams, creating simple rules, and arranging contingencies for breaking or following those rules. The game has been firmly established as an effective management strategy in numerous prior studies. The purpose of the current study was to evaluate the game with a younger population of students and with a larger sample. Five kindergarten teachers and classrooms (98 total students) participated in this evaluation of the Good Behavior Game. There were three rules: 1) you must sit “criss-cross applesauce” in your designated location, 2) you must raise your hand to talk, and 3) you must keep your hands and feet to yourself. Any time a student broke a rule, a tally was scored for that team. The team with fewer tallies at the end of circle time would win, or if both teams met a set criterion, both teams would win. Rewards for winning included snacks, stickers, stamps, extra recess, etc. There was a dramatic decrease in disruptive behavior in all five classrooms as a result of the intervention. The Game was easy for teachers to implement and the majority of students voted that they would like to continue to play the Game. |
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| Design, Implementation, and Evaluation of a Secondary Interventions for Students Whose With Escape-Maintained Problem Behavior |
| JESSICA TURTURA (University of Oregon), Cynthia M. Anderson (University of Oregon), Justin Boyd (University of Oregon) |
| Abstract: Schools increasingly are moving to three-tiered models of behavior support consisting of primary interventions for all students, secondary interventions for students at risk, and tertiary supports for students with significant need. Primary prevention is implemented for all students and is similar across students whereas tertiary supports typically are based on results of a functional assessment and consist of individualized interventions. In the middle lie secondary supports, small group interventions for students emitting similar, low-intensity behavior problems. A commonly used secondary intervention that is evidence-based is Check-in/Check-out (CICO; Hawken & Horner, 2003), CICO builds off of home-school notes and is effective for students whose problem behaviors are attention-maintained. Importantly, CICO offers little in terms of altering the environmental contingencies which maintain problem behaviors for students who engage in escape-maintained problem behavior (March & Horner, 2002). This presentation will focus on two modifications of CICO for students whose problem behaviors are maintained by escape from or avoidance of academic tasks and activities. Specifically, two modified versions of CICO were designed and evaluated; one for elementary-aged students and the other for middle school-aged students. Each intervention was implemented as a secondary intervention in a school, by typical school staff. We used appropriate single subject designs to assess effects of each intervention on problem behavior and academic skills. |
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| An Evaluation of Preference for Reinforcement or Response Cost Conditions |
| CRISTINA M. WHITEHOUSE (University of Florida), Timothy R. Vollmer (University of Florida), Rocio Cuevas (University of Florida) |
| Abstract: The use of response cost and reinforcement-based interventions (e.g., token economies & group level systems) are common in academic settings. Despite the ubiquity of these interventions, only a few investigations have evaluated child preference for response cost versus reinforcement; furthermore, the few existing investigations have yielded mixed results. We will present an extension of earlier evaluations of child preference for response cost or reinforcement conditions during skill acquisition. Specifically, typically developing children were repeatedly presented with a computerized matching to sample task under both reinforcement and response cost conditions. Following exposure to each condition, children were asked to select their subsequent working conditions. Child selections were the primary dependent measure of choice. This preparation was repeated using different stimuli to evaluate if preference results obtained could be reproduced. Additionally, this preparation was repeated using math problems appropriate for the child’s grade level. Five participants showed a preference for reinforcement, 1 showed a preference for response cost, and 2 indicated indifference. Side effects associated with response cost were not observed. These data may have implications for the growing trend of client treatment preference and discussions about the use of response cost procedures. |
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| Enhancing Pre-Literacy Instruction With the Good Behavior Game |
| BILLIE JO RODRIGUEZ (University of Oregon), Cynthia M. Anderson (University of Oregon) |
| Abstract: Deficits in pre-reading skills at the end of kindergarten have been shown to predict future behavior problems and lack of responsiveness to school-wide interventions over time. This suggests early intervention is important not only to prevent later reading problems but also to prevent future behavioral challenges. Small-group reading instruction often is provided for young children at risk for reading failure. Group instructors often are instructional assistants with little or no experience managing social behavior of groups. In this experiment we assessed effects of training instructors to use TGBG during reading groups. A concurrent multiple baseline across groups design was used to assess effects. For all groups, a significant reduction in problem behavior was observed. Further, all instructors implemented TGBG with fidelity and indicated a high degree of satisfaction with the intervention. This experiment demonstrates how TGBG can be used to incorporate behavior analytic techniques in school settings for students who are at-risk for academic difficulties |
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Symposium #458 CE Offered: BACB |
| Oldies but Goodies: School Applications of Classic Research in Applied Behavior Analysis |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Sara C. Bicard (University of Memphis) |
| Discussant: Sara C. Bicard (University of Memphis) |
| CE Instructor: John Borrero, Ph.D. |
| Abstract: This symposium will showcase three replications and extensions of classic research in applied behavior analysis. Two studies demonstrate that group oriented contingencies (GOC) and function-based interventions can be used by classroom teachers to increase appropriate behavior of students with emotional and behavioral disorders. The first study found that an individualized interdependent GOC, a combination of independent and interdependent GOC, increased academic test scores and behavior of students with emotional and behavior disorders in a residential setting. The second study investigated the efficacy of interventions derived from functional behavior assessments reduced the time a student served in in-school suspension, decreased office disciplinary referrals, and increased academic grades for two students with attention deficit disorders in general education classrooms. The third study extends the research on The Good Behavior Game and provides evidence that The Good Behavior Game and goal setting, behavior change procedures traditionally used with students, may have applications for increasing desired teacher behaviors. |
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| Using Individualized Interdependent Group Oriented Contingencies With Students With Emotional Disorders |
| MEGAN HUBBARD (University of Memphis), Sara C. Bicard (University of Memphis), David Bicard (University of Memphis), Laura Baylot Casey (University of Memphis) |
| Abstract: Independent and interdependent group oriented contingencies (GOC) are commonly used in school classrooms to create a behavior management system. The research indicated that they are effective in changing student behavior and easily executed by teachers in the classroom. This study examined the effects of an individualized interdependent GOC, a combination of independent and interdependent GOC, on the academic test scores and behavior of students with emotional and behavior disorders in a residential setting. This study utilized an ABAB reversal design in which approximately five participants were exposed to the GOC and have GOC withdrawn. Participants earned rewards for achieving independent and group (interdependent) goals addressing appropriate behavior and academic test scores. The participants had higher test scores and earn more points for appropriate behavior during GOC than during baseline conditions. All participants improved both their daily and weekly averages of points earned, target behaviors, and percent accuracy on academic tests. Due to individual improvements in weekly points earned averages, the group averages increased as well. |
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| Using Interventions Informed by Functional Behavior Assessment to Decrease Time Out of Class |
| CLINTON SMITH (University of Memphis), Sara C. Bicard (University of Memphis), David Bicard (University of Memphis) |
| Abstract: The current study investigated the effects of performing function-based interventions with information gathered from functional behavior assessments (FBA). The purpose of this study was two-fold: (1) to determine if the function-based classroom interventions derived from a FBA that was implemented by teachers would improve target behavior and (2) to compare the effectiveness of function-based classroom interventions derived from a FBA and an in-school suspension (ISS) program utilizing a single subject research design. The study found that using function-based interventions with information derived from FBA's reduced the time a student served in (ISS), decreased office disciplinary referrals (ODR’s), and increased academic grades. The study also showed that self-monitoring helped participants stay on-task in the classroom thereby reducing problem behaviors in the classroom and increasing academic performance. The participants who did not receive the FBA or a function-based classroom intervention but received only ISS had increased days in ISS, increased ODR’s, and lower academic grades. |
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| Applying the Good Behavior Game to Increase Teachers’ Praise Rates |
| CLINTON SMITH (University of Memphis), David Bicard (University of Memphis), Sara C. Bicard (University of Memphis) |
| Abstract: The Good Behavior Game (GBG) has been used extensively to promote pro-social behavior by students. However, little research exists on using this procedure to promote praise by teachers. This study utilized an ABCB design to investigate the use of GBG and GBG plus goal setting on the rate of praise statements given by six day-camp teachers of children with disabilities. All teachers received training on praise procedures prior to baseline conditions. Baseline consisted of no contingency for praise statements. Teachers were divided into three teams that earned points for the number of praise statements each member made. The team with the highest points at the end of the week earned a reward. GBG plus goal setting involved the GBG procedures and asking teachers to set daily goals for the number of praise statements, reporting and public posting of daily performance. Interobserver agreement averaged 90% across sessions. Results indicated GBG and GBG plus goal setting improved praise statements made over baseline rates. GBG plus goal setting produced substantially higher praise rates than GBG alone. One important contribution to this study was to replicate and extend the data that show the generality of GBG as a research supported method for not only improving the behavior of students, but for also improving the behavior of teachers. |
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Symposium #459 CE Offered: BACB |
| Supporting Student Learning: Recent Research in College Instruction |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| Chair: James Nicholson Meindl (The Ohio State University) |
| Discussant: Kate Kellum (University of Mississippi) |
| CE Instructor: Guy Bruce, Ed.D. |
| Abstract: This symposium will focus on recent research in higher education. Specifically, presentations will discuss interventions designed to target students’ tendency to procrastinate with studying and failures to generalize information presented in class to novel situations. In the first study, the authors measured and reduced college student’s tendency to delay studying until shortly before a quiz. The second and third studies examined ways to improve generalization. In one study, the author designed a review session to improve performance on essay exams. The second study developed a writing evaluation designed to improve student’ ability to analyze realistic treatment descriptions. |
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| Measuring and Reducing College Students' Procrastination of Studying |
| CHRISTOPHER J. PERRIN (The Ohio State University), Jonathan Ivy (The Ohio State University), James Nicholson Meindl (The Ohio State University), Alayna T. Haberlin (The Ohio State University), Nancy A. Neef (The Ohio State University), Neal Miller (The Ohio State Univeristy) |
| Abstract: College students often lack the skills necessary to study effectively which is exacerbated by a tendency to delay studying until shortly before the quiz. This accelerating trend in studying as the deadline approaches has been described by Michael (2001) as a procrastination scallop. The purpose of the current study was (a) to measure the extent to which graduate level college students’ use of online practice quizzes conforms to the procrastination scallop and (b) to measure the effects of access to additional sections of a practice quiz contingent upon completion of previous sections on the distribution of studying behavior. Results and implications for the design of college courses will be discussed. |
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| Programming for Generalization: A Component Analysis of a Review Session in a Behavior Modification Course |
| WESLEY H. DOTSON (University of Kansas) |
| Abstract: Students often struggle when asked to apply their knowledge from class to novel situations. They also often struggle when evaluated using essay exams. This presentation describes a mock exam review session designed to support students in mastering the course material in an application-based undergraduate behavior modification course in which students are evaluated on five short essay exams, and also the component analysis of several of the variables contained within the review session. Results suggesting students need practice and review on several different skills in order to be most successful will be discussed. |
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| Assessing Generalization: Creating an Evaluation of Student Ability to Analyze Realistic Treatment Descriptions |
| WESLEY H. DOTSON (University of Kansas) |
| Abstract: The evaluation of students’ ability to generalize their knowledge about behavior analytic principles and procedures from classroom to assessment situations usually occurs within the well-structured context of exams and quizzes. Exams and quizzes contain questions and descriptions which may act as prompts for the students in identifying which information should be applied within the exam. This presentation describes the development of a more realistic and less structured writing evaluation designed to require students to critically analyze a treatment situation in the absence of such contextual prompts. Results and suggestions regarding how to prepare students to critically evaluate more realistic treatment situations will be discussed. |
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Invited Tutorial #460 CE Offered: BACB |
| A Tutorial on Objective Methods for Determining the Values of Those We Serve for the Things We Recommend as Behavior Analysts |
| Monday, May 31, 2010 |
| 3:30 PM–4:20 PM |
| Ballroom A (CC) |
| Area: DDA/CSE; Domain: Applied Behavior Analysis |
| BACB CE Offered. CE Instructor: Mark O'Reilly, Ph.D. |
| Chair: Jennifer M. Asmus (University of Wisconsin-Madison) |
| Presenting Authors:: GREGORY P. HANLEY (Western New England College) |
| Abstract: The adoption of effective behavioral interventions and teaching strategies for young children is largely influenced by the extent to which stakeholders find the procedures appropriate and the effects important. Stakeholder values have been described as indices of social validity in applied behavior analysis, and these have typically been collected via indirect measurement. This reliance on verbal descriptions of values has inadvertently marginalized young children and adults with severe language impairments from full participation in the social validation process. In this tutorial, strategies for empirically-deriving the values of people with limited language abilities for interventions, teaching tactics, or habilitative and educational contexts will be described. |
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| GREGORY P. HANLEY (Western New England College) |
| Gregory Hanley, Ph.D., BCBA, has over 19 years experience applying the principles of learning to improve socially important behaviors of children and adults with and without disabilities. Dr. Hanley is currently an Associate Professor of Psychology and Director of the Behavior Analysis Doctoral Program at Western New England College. Dr. Hanley has published over 50 articles in peer-reviewed journals in areas such as the assessment and prevention of problem behavior, teaching tactics for young children, and evidence-based values. Dr. Hanley is a Senior Associate Editor for Behavior Analysis in Practice and its next Editor, and a past Associate Editor of The Behavior Analyst and of the Journal of Applied Behavior Analysis. He was the 2006 recipient of the B.F. Skinner New Researcher Award by Division 25 (Behavior Analysis) of the American Psychological Association and was appointed a Fellow of the Association in 2007. |
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Invited Paper Session #461 |
| A Behavioral Contingency Analysis of Deception, Property, Financial Bubbles, and Ponzi Schemes |
| Monday, May 31, 2010 |
| 3:30 PM–4:20 PM |
| 103AB (CC) |
| Domain: Applied Behavior Analysis |
| Chair: David A. Eckerman (University of North Carolina at Chapel Hill) |
| FRANCIS MECHNER (The Mechner Foundation) |
| Dr. Mechner received his doctorate in 1957 from the Columbia University psychology department. He remained a member of the department’s teaching faculty until 1960, and continued to conduct basic and applied research in the fields of learning and educational technology until the present time. In 1959 he developed a formal language for codifying simple behavioral contingencies, a language he has since upgraded and applied in a diverse range of fields. Dr. Mechner developed various implementations of self-paced individualized instruction for grades K-12, medical education, and industrial training. As a consultant to UNESCO he led projects for the modernization of science teaching in South America and Asia. In 1969-70 he worked on the original design and prototyping of the Sesame Street television programs, and later developed innovative early childhood development programs for Pennsylvania, Georgia, Alabama, and Nebraska. Dr. Mechner’s experience in economics and finance stems from his having founded and built, since 1960, a dozen business enterprises, each based on some innovative technology. The financial proceeds of these have funded the Mechner Foundation, which conducts research in learning and behavioral technology. Some of Dr. Mechner’s publications and accomplishments in music, art, languages, and chess are cited in the website www.mechnerfoundation.org. |
| Abstract: By slicing economic and financial concepts along a different plane than does mainstream economic analysis, behavioral contingency analysis reveals different features, among them the behavioral dynamics that were involved in the financial upheaval of 2008. This approach is based on applying a formal language for the codification of behavioral contingencies to an analysis of the concepts of property, property transfer, value, risk, deception, and consensus. Property is seen to be a set of behavioral contingencies related to some entity, rather than the entity itself. These contingencies include the actions available to “owners” and “non-owners,” the consequences of those actions, and the effective values of those consequences (taking into account probabilities and time delays). Property transfers, such as securitization, the creation of derivatives, the bundling of asset-backed obligations, money laundering, and Ponzi schemes—all instances of broader categories like aggregation, partitioning, and multiple-stage transfers—involve alteration of the behavioral contingencies that define the transferred property. Such alteration usually entails an associated clouding and blurring of those contingencies, making the often-touted goal of “transparency” unachievable. The usually intentional result of such property transfers is deception—the deceived party misperceiving or mispredicting the value attribute of a consequence, usually to its detriment. |
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| Conditioned Reinforcement |
| Monday, May 31, 2010 |
| 3:30 PM–4:50 PM |
| Lone Star Ballroom Salon E (Grand Hyatt) |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Eric A Thrailkill (Utah State University) |
| Abstract: This symposium will present a sampling of contemporary research on conditioned reinforcement. There are many notions of what a conditioned reinforcement is, does, and consists of. Consequently, the four speakers in this symposium present research highlighting different experimental procedures and methods, as well as different conceptualizations of what conditioned reinforcement is and is not. Thrailkill and Shahan extended previous research using the observing response procedure to relapse manipulations commonly used in behavioral pharmacology research. Boutros, Davison, and Elliffe investigate the function of stimuli signaling different conditions of primary reinforcement. Kyonka presents a decision model of concurrent chains choice in transition that incorporates primary reinforcement dimensions of delay, probability, and magnitude into the organism’s judgment of value. Finally, Andrade compares the reinforcing function of specific versus generalized tokens under varying motivational operations and extinction contingencies. The four presentations represent a cross-section of current research on conditioned reinforcement. |
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| Resistance to Change and Relapse of Observing |
| ERIC A THRAILKILL (Utah State University), Timothy A. Shahan (Utah State University) |
| Abstract: Observing responses are more persistent in a context associated with relatively higher primary reinforcement rates when examined within the framework of behavioral momentum theory. Recently, we have extended behavioral momentum theory to relapse after extinction and have shown that responding in a context of relatively higher primary reinforcement rates is both more resistant to extinction and yields greater relative relapse. In two experiments, we examined reinstatement of observing in a multiple schedule of observing response procedures with different rates of primary reinforcement in the two components. Responding for food and S+ presentations was extinguished and then reinstated by free deliveries of food or S+. Baseline was then reestablished and extinguished by removing only food presentations, and reinstated by presenting food for the first response in S+. A third experiment examined renewal of observing after extinction in the presence of novel contextual stimuli and subsequent reintroduction of contextual stimuli initially present during baseline. The results show that, like responding maintained directly by primary reinforcement, responding maintained by the production of stimuli associated with higher rates of primary reinforcement relapses relatively more after extinction. |
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| The Signaling Function of Conditional Reinforcers |
| NATHALIE JEANNE BOUTROS (University of Auckland), Michael C. Davison (University of Auckland), Douglas Elliffe (University of Auckland) |
| Abstract: According to most theories of conditional reinforcement, a stimulus that has a consistent relationship with primary reinforcement (e.g., pairing or signaling a reduction in time to primary reinforcement) acquires appetitive or hedonic value from the primary reinforcer, thereby becoming a conditional reinforcer. Not only is this inconsistent with classical conditioning research, but operant research also suggests more likely mechanisms by which apparent conditional reinforcer effects may operate. Data will be presented from an experiment in which 6 pigeons responded on a two-key concurrent schedule for food reinforcement. Interspersed between each food was a keylight stimulus. Sometimes, these keylights signaled that the next food was more likely on the same alternative, other times that the next food was more likely on the other alternative. In yet other cases the stimulus was completely uninformative on the likely location of the next food. Results support a characterization of conditional reinforcement which centers on the signaling function of the stimulus and further argues against understandings of conditional reinforcement based on acquired hedonic or appetitive value. |
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| Determination of Value: A Quasidynamic Linear-Operator Model |
| ELIZABETH GRACE EVEL KYONKA (West Virginia University) |
| Abstract: Identifying how response allocation adapts to changing contingencies can provide insight into the processes that generate choice. Grace and McLean (2006) proposed a quasidynamic “decision model” for concurrent-chains choice that predicts expected initial-link response strength for each alternative based on comparison to a shared comparison distribution. The decision model describes choice between reinforcers that differ in delay, but does not address effects of other reinforcer variables such as magnitude and probability. The model proposed here incorporates effects of other reinforcer dimensions. It assumes that subjects make single judgments about the value of a just-experienced outcome compared to a criterion based on all reinforcer dimensions. Each time an organism experiences a terminal link, response strength increases if the terminal-link delay is categorized ‘favorable’ relative to the criterion and decreases if it is categorized ‘long’ relative to the criterion. The model describes effects of multiple reinforcer dimensions on choice in transition. |
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| CANCELLED An Assessment of Specific Versus Generalized Reinforcing Functions of Tokens |
| LEONARDO ANDRADE (University of Florida), Timothy D. Hackenberg (Reed College) |
| Abstract: Despite its great theoretical importance, the concept of generalized conditioned reinforcement has received little empirical attention. The purpose of this study was to assess the functional properties of tokens paired with water or food (specific reinforcers) and tokens paired with both food and water reinforcers (generalized reinforcers). Pigeons were run in a semi-closed economy and the number of responses required to produce each token type (i.e., unit price) was manipulated. In addition, the distribution of responses among the generalized and specific-tokens was assessed under different motivational operations (satiation and deprivation conditions) and under successive extinction contingencies. Overall, results showed that the reinforcing function of both specific and generalized-tokens was maintained even in conditions in which the pigeons were satiated; and that responses that produced the generalized token reinforcers were more resistant to extinction and more susceptible to extinction burst than responses that produced specific reinforcers. |
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| The Mouse That Roared: Critical Roles for Behavior Analysis in the Genetic Revolution |
| Monday, May 31, 2010 |
| 3:30 PM–4:50 PM |
| Lone Star Ballroom Salon D (Grand Hyatt) |
| Area: EAB/AAB; Domain: Experimental Analysis |
| Chair: Jonathan W. Pinkston (UT Health Science Center at San Antonio) |
| Abstract: Advances in genetic and molecular sciences have introduced unprecedented ability to investigate gene-related risk factors of human disease. In particular, genetically altered animals are among the most promising developments to have emerged in recent years. At present, there are over 3,000 genetically altered mouse types available for study. Clearly, the interest in the development of valid mouse preparations represents an enormous research effort. But what is the role for Behavior Analysis in this effort? In some ways, research into behavioral processes with mice has passed by our field. Some researchers seem content to rely on simple sensorimotor tasks to characterize “learning and memory” and some have suggested that operant preparations are simply not suitable to the study of mice. The goal of this symposium is to demonstrate the relevance of behavior analysis to the study of gene-environment-behavior interactions by providing examples from current research. Each of the authors brings data indicating that behavior analysis stands to be important to research in genetically altered mice. Behavior analysis is positioned uniquely to examine the impact of genetic manipulations at the level of the whole organism; a capability that makes our field essential to fulfilling the promises of genetic and molecular science. |
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| Assessing Discounting in Adolescent and Adult Mice: Strain-Related Differences in Life-Persistent Impulsivity |
| JONATHAN W. PINKSTON (UT Health Science Center at San Antonio), R.J. Lamb (University of Texas HSC-H) |
| Abstract: Adolescence is a developmental period characterized by risky choices and impulsive decision making. For most people, impulsivity is lost as the person matures, but for a few, adolescent impulsivity persists into adulthood and is associated with a variety of externalizing disorders. Murine models offer powerful resources for exploration and identification of genetic factors that may increase the risk for impulsive behavior during adolescence and adulthood. In the present experiment, we examined delay discounting characteristics in adolescent and adult C57BL/6J and DBA/D2 mice using a rapid assessment procedure that can be completed in two weeks. During the first week, mice could choose between 0.02-ml or 0.1-ml volume of milk, each delayed by 1 second. During the second week, the delay to the larger volume was systematically increased from 1 to 100 seconds. During the first week, mice from all strains preferred the larger volume of milk over the smaller volume. When the delay to the large volume increased, preference for the small volume increased. Shifts in preference were similar for adolescent mice in both strains. For adult mice, however, the shift in preference developed more slowly for C57 mice compared to DBA mice. In fact, shifts in preference for DBA mice occurred at approximately the same rate as adolescent mice. The data indicate that DBA mice are characterized by impulsive choice patterns that persist into adulthood, while C57 mice show a reduction in impulsivity across developmental time. |
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| Thinking Outside the (Skinner) Box: The Evolution of the Experimental Analysis of (Mouse) Behavior |
| TROY J. ZARCONE (University of Rochester Medical Center) |
| Abstract: Advances in genetics and proteomics are leading to new discoveries about the central nervous system (CNS). The experimental analysis of behavior can become a leading force in guiding these newer sciences towards their promise of scientific understanding and medical advances. To influence these other sciences the experimental analysis of behavior must also evolve to deal with the model species these other sciences depend on. The genetically defined or modified mouse presents many challenges to the procedures and technologies established for the laboratory rat. The present experiment describes one approach to designing quantitative high-throughput screening apparatus and procedures to examine differences between Cln3 wildtype (WT) and Cln3 knockout (KO) mice. The results showed that Cln3 KO perform differently from WT mice in a operant response-holding task, that was trained with an auto-shaping procedure, with an expanded measurement technique. This simple operant task may be a potential method for measuring "learning and memory" deficits in genetically defined mice. Continued development of computer controlled environments and expansion of measurement beyond response rate, may lead to a renewed interest in operant procedures by other scientific disciplines. |
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| Strain and Species Differences in an Incremental Repeated Acquisition Procedure |
| JORDAN M. BAILEY (Auburn University), Jennifer M. Johnson (Auburn University), Kristen Amanda Spencer (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: Genetic predispositions may produce environment-behavior interactions that influence the acquisition of complex behavior. Learning was assessed in two behaviorally divergent mouse strains and in Long-Evans Rats using an incremental repeated acquisition (IRA) procedure. Animals acquired a novel response sequence (learning condition) or performed a previously acquired sequence (performance condition) during a session. The response sequence increased from a 1- to a 4-response sequence using a mastery-based criterion to increment. A weighted sum of completed (reinforced) sequences provided an excellent measure of progress through the chain. This progress quotient (PQ) and total responding were especially revealing. Significant strain differences in PQ and total responding emerged immediately and persisted for the duration of the study during both the acquisition and performance of sequences. BALB/c mice responded at significantly higher rates and acquired longer sequence-lengths faster and more efficiently than did the C57BL/6 mice. The behavior of BALB/c, but not C57BL/6 mice, during an IRA procedure resembles that of other species, including the rat. This suggests that BALB/c mice are well-suited for complex learning tasks. We hypothesize that the poorer performance of the C57BL/6 mice is due to hyperactivity or habituation and/or satiation to sucrose. |
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| Mouse Models With Short-Term Memory Deficits: The Use of a Titrating Delayed Matching-to-Position Procedure |
| MIRANDA NICOLE REED (University of Minnesota), Karen H Ashe (University of Minnesota), James P. Cleary (University of Minnesota) |
| Abstract: Animal models of human diseases and aging are incredibly useful for understanding the molecular basis of memory loss and cognitive dysfunction, as well as potential therapies. Cognitive dysfunction in transgenic mouse models is often evaluated using the Morris water maze, and while transgenic mice typically show some improvement with repeated testing, they often never reach the same level of performance as controls. In addition, the Morris water maze is considered a stressful event, making it difficult to decipher whether deficits are due to impairments in learning and memory or differences in the perception of stress. To combat these issues, we implemented a titrating delayed matching-to-sample procedure, which allows for the measurement of abilities that are relevant to human aging, has been used with humans, including Alzheimer’s disease patients, and does not require the presentation of aversive or stressful stimuli. Because the use of a fixed delay can result in differences in the frequency of reinforcer presentation, after reaching 80% accuracy with a 3 second delay, the delay length was titrated so that each mouse maintained approximately 80% matching accuracy. Using the Tg2576 Alzheimer’s disease mouse model, we found significant delays in the acquisition of a 3 second delay, and once criterion was met, Tg2576 mice tolerated much shorter delays than transgenic negative mice. Interestingly, this effect was dependent upon which background strain the Tg2576 construct was found. 129/S6 Tg2576 mice exhibited the pattern described above, whereas B6/SJL Tg2576 mice failed to acquire the task even with the implementation of a correction procedure. |
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| Advances in Computer Technology to Conduct Laboratory Experiments |
| Monday, May 31, 2010 |
| 3:30 PM–4:50 PM |
| Lone Star Ballroom Salon C (Grand Hyatt) |
| Area: EAB/TBA; Domain: Experimental Analysis |
| Chair: Michael Perone (West Virginia University) |
| Discussant: Dean C. Williams (University of Kansas) |
| Abstract: The purpose of this symposium is to review recent developments in computer hardware and software to support the experimental analysis of behavior. The speakers will discuss (a) the pros and cons of using a general-purpose programming language, Visual Basic, instead of a specialized language, MED-PC, to control operant conditioning apparatus; (b) a specific application of Visual Basic in an undergraduate laboratory that uses rats to demonstrate behavior principles; and (c) the development and evaluation of a touch-screen system for research with pigeons, as an alternative to the standard pecking-key system. |
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| Real-Time Experimental Control via Visual Basic: Is It a Viable Alternative to MED-PC? |
| MICHAEL PERONE (West Virginia University) |
| Abstract: Visual Basic is a structured, general-purpose programming language. Visual Basic programs are fast and versatile, even when written in Visual Basic Express, a cost-free version of the language. My laboratory group relies on a library of functions and procedures to facilitate efficient development of programs to control laboratory apparatuses such as rat and pigeon chambers in real time. Of particular interest is how this approach compares to the popular MED-PC programming system. I will review some key features of our Visual Basic system and compare it to the MED-PC system in terms of hardware and software requirements, monetary costs, training and development costs, and flexibility. |
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| A Laboratory Course in Experimental Analysis Supported by Visual Basic |
| ANNE M. FOREMAN (West Virginia University), Jessica Everly (University of Pittsburgh at Greensburg), Michael Perone (West Virginia University) |
| Abstract: Undergraduate psychology majors at West Virginia University are required to take a Behavior Principles course in which they spend four hours per week conducting laboratory experiments with rats. We have developed a system of Visual Basic programs to assist the student experimenters as well as their lab instructors. The programs provide for the basic control of a variety of experimental procedures, engage the students in the observation of the animals and the translation of their behavior into quantitative data, display cumulative records in real time, and support the efficient management of the laboratory. |
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| A Touch-Screen Apparatus Using Visual Basic in the Animal Laboratory |
| ADAM T. BREWER (University of Kansas), Rochelle R. Smits (University of Kansas), Patrick S. Johnson (University of Kansas), Monica T. Francisco (University of Kansas), Jeff S. Stein (University of Kansas), Gregory J. Madden (University of Kansas) |
| Abstract: Operant researchers have benefited from the application of computer touch-screen technology compared to conventional operant conditioning equipment (Bhatt & Wright, 1992; Blough, 1986; Lynch & Green, 1991; Murray, Gaffan, & Mishkin, 1993; Spetch, Cheng & Mondloch, 1992). Using touch-screens offers several advantages including, flexibility in the choice of stimuli presented, increased precision in detecting response location, and the ability to generate a large amount of visual stimuli (Markham et. el., 1996). We used Visual Basic 6.0 to: (a) program visual stimuli on an ELO 1739L LCD open-frame touch-screen, (b) control Measurement Computing’s PCI-PDISO8 interface card that operated response keys and feeders, and (c) record data. Information will be provided on how our system works and the necessary purchasing costs. |
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| Behavior Analytic Explorations of Cognition |
| Monday, May 31, 2010 |
| 3:30 PM–4:50 PM |
| Lone Star Ballroom Salon F (Grand Hyatt) |
| Area: EAB/VBC; Domain: Experimental Analysis |
| Chair: Louise A Mchugh (Swansea University) |
| Abstract: This symposium presents a series of papers that showcase recent behavior analytic research into areas arguably more traditionally the preserve of cognitive psychology but which have begun to be explored using novel theoretical and methodological behavioral approaches. The first paper uses transfer via equivalence of contextual control over non arbitrary relational responding to provide a preliminary model of pragmatic verbal analysis, a process which relational frame theory sees as key to problem solving behavior. The second paper presents a derived stimulus relations account of the development and generalisation of self efficacy judgements. The third paper addresses the issue of causal efficacy judgements within a more broad behavior analytic framework, examining the contribution of a number of interrelated behavioural processes to the emergence of causal efficacy. The fourth and final paper compares the IRAP, a measure of implicit relational responding, with two alternative implicit measures, the IAT, a socio-cognitive measure of implicit associations, and the EMG, an implicit measure of emotional responding. |
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| Derived Relational Transfer of Contextual Control Over Nonarbitrary Relational Responding: A Possible Model of Pragmatic Verbal Analysis |
| IAN STEWART (National University of Ireland, Galway), Dermot Barnes-Holmes (National University of Ireland, Maynooth), Louise A Mchugh (Swansea University), Denis O Hora (National University of Ireland, Galway) |
| Abstract: The aims of the current study were (i) to explore the flexibility and generativity of contextual control over non-arbitrary relational responding in humans and (ii) to provide a simple empirical model of pragmatic verbal analysis, which relational frame theory suggests is the behavioral process underlying problem solving. In Experiment 1 (Stage 1) participants were trained to respond to abstract shapes as contextual cues for sameness and distinction relational responding. In Stage 2, participants were trained under contextual control of background color to respond in accordance with contextually controlled relations to particular physical dimensions of multi-dimensional shapes. In Stage 3, participants were trained to relationally respond in accordance with comparison (more / less) relations under the contextual control of novel abstract shapes, while in Stage 4, they demonstrated the emergence of color-based contextual control over more / less relational responding. Experiment 2 showed similar results with minimal instructions while Experiment 3 showed the pattern with a number of different age groups including ten year olds. Experiment 4 extended the core model by showing the transfer of the second order contextual control via derived equivalence relations, thus arguably modelling important features of pragmatic verbal analysis. |
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| Multiple Determinants of Transfer of Evaluative Function After Conditioning With Free-Operant Schedules of Reinforcement |
| CHARLOTTE N. DACK (Swansea University), Louise A Mchugh (Swansea University), Phil Reed (University of Wales Swansea) |
| Abstract: Four experiments aimed to explore factors that can differ between schedules of reinforcement, their impact upon evaluative ratings given to discriminative stimuli associated with each schedule and the transfer of these evaluations through derived stimulus networks. Experiment 1 compared two contrasting response reinforcement rules (VR, VI). Experiment 2 compared the same rate of response but a different response reinforcement rate (DRH vs. VR). Experiment 3 compared molar and molecular aspects of contingencies of reinforcement (Tandem VIVR vs. Tandem VRVI). Finally, Experiment 4 compared low rates of responding in order to increase participants sensitivity to the molar aspects of a schedule (DRL vs. VI). The findings suggest that the transfer of evaluative functions is determined mainly by response rate and the molar aspects of the schedules. However, when neither schedule was based on a strong response-reinforcement rule participants focused more on the molecular aspects of the schedule |
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| Temporal Predictability Facilitates Human Causal Learning |
| JAMES WILLIAM GREVILLE (Cardiff University), Marc Buehner (Cardiff University) |
| Abstract: When encountering repeated instances of causes and effects, we also experience multiple cause-effect temporal intervals. Where this interval is constant, it becomes possible to predict when the effect will follow from the cause. Three experiments investigated the extent to which temporal predictability contributes to the inductive processes of human causal learning. We demonstrate that a) causal relations with fixed temporal intervals are consistently judged as stronger than those with variable temporal intervals, and b) that causal judgments decline as a function of temporal uncertainty. The results therefore clearly indicate that temporal predictability facilitates causal learning. We consider the implications of our findings for various theoretical perspectives including associative learning theory, the attribution shift hypothesis and symbolic representation of causal structure. |
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| Comparing Implicit Relational Assessment Procedure, Implicit Association Test, and Electromyography as Implicit Measures of Anti-Fat Prejudice |
| Sarah Roddy (National University of Ireland, Galway), IAN T. STEWART (National University of Ireland, Galway), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: The aim of this study was to compare the implicit relational assessment procedure (IRAP), a recently developed methodology for the assessment of implicit relational responding, with a traditional measure of implicit attitudes, the implicit association test (IAT), and a measure of implicit affect, facial electromyography (EMG). Facial EMG provides reliable information as to the valence and intensity of emotional reactions by recording discrete muscle movements. These three implicit measures were also compared to explicit measures of affect and attitude within the context of bias towards the overweight. The ability of these three individual measures to predict behavioural intentions towards an overweight target was also assessed. 64 participants in total completed the IRAP, IAT, and EMG and were then exposed to explicit measures of anti-fat attitudes and behavioural intentions towards the overweight. Results will be discussed and the relationship between the IRAP and the other implicit and explicit measures will be explored. |
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| Evaluating and Supporting the Use of Headsprout Early Reading With Diverse Learners |
| Monday, May 31, 2010 |
| 3:30 PM–4:50 PM |
| Texas Ballroom Salon B (Grand Hyatt) |
| Area: EDC/DDA; Domain: Applied Behavior Analysis |
| Chair: Bethan Williams (Bangor University) |
| Discussant: Pamela G. Osnes (Headsprout) |
| Abstract: The symposium is collections of studies evaluating the use of the online reading programme Headsprout Early Reading across three populations of children with varying additional learning needs. The first study investigates the use of Headsprout Early Reading within a state funded special educational school with four children with moderate to severe learning disabilities and physical disabilities. Study two investigates the use of Headsprout Early Reading with children in a mainstream school who have English as an Additional Language. Study three investigates the benefits and the practical challenges of using Headsprout Early Reading with children with a diagnosis of autism. Some salient issues that are discussed is the additional support some learners may require to benefit fully from Headsprout Early Reading. |
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| Evaluating Headsprout Early Reading With Children With English as an Additional Language in a Mainstream School |
| MICHAEL BEVERLEY (School of Psychology, Bangor University), J. Carl Hughes (Bangor University) |
| Abstract: In one local primary school 65% of children are classed as English as an additional language (EAL); evidence that the recent rise in immigration presents new problems to teachers working in mainstream schools. This study identified five children with ELA who were reading English significantly below their peers and used Headsprout Early Reading® along with frequency-building materials developed by Headsprout® as an early reading intervention. Several phases of the study took place resulting in children reaching different levels within the programme, with two children finishing the 80 lessons. Results are discussed with reference to increased reading ability in this population, possible positive collateral effects on language, and the practical strategies required to support children in mainstream schools to engage with the programme. |
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| Headsprout Early Reading With Children With a Diagnosis of Autism |
| CORINNA F. GRINDLE (Bangor University), J. Carl Hughes (Bangor University), Kath Huxley (Westwood ABA Class), Maria Saville (Bangor University), Melissa M. Urquidi (Bangor University) |
| Abstract: A number of studies have demonstrated the effectiveness of Headsprout Early Reading (HER) with typical learners. The present study evaluated and investigated the use of HER with children with a diagnosis of Autism who attended an applied behavior analysis (ABA) early intervention programme in a school setting. Four children were selected: all had acquired generalized motor imitation and generalized identity-matching skills, and were able to sit willingly at a computer for short periods of time. For a number of children, additional discrete-trial tabletop activities were designed to supplement their successful progression through HER. Three of the four completed all 80 lessons and showed similar trials correct to those reported by typically developing learners. Results are discussed with reference to increased reading ability in this population and the practical strategies required to support children with autsim in order that they may benefit from HER programme. |
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| Evaluating Headsprout Early Reading With Children With Learning Disabilities |
| BETHAN WILLIAMS (Msc in ABA, Bangor University, Wales), J. Carl Hughes (Bangor University), Michael Beverley (School of Psychology, Bangor University) |
| Abstract: This study investigated the use of Headsprout Early Reading (HER) with four children with learning and communication disabilities in a special school setting. The study used a multiple baseline design. Four assessments were carried out: two for reading and two for language ability, on two separate occasions pre-test. The same assessments were readministered post-test. The results indicate that use of HER may have a significant positive impact on both the reading and language ability of children with learning disabilities. However, various environmental factors specific to this population need to be taken into account. In addition, carrying out certain aspects of the online programme as separate table-top activities may be helpful in making HER accessible to the learning disabled community. |
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| Building Fluency at School: Reading, Mathematics, and Beyond |
| Monday, May 31, 2010 |
| 3:30 PM–4:50 PM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC |
| Chair: Dennis Rose (University of Auckland) |
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| CANCELLED The Effects of Fluent Performance on the Generalization and Maintenance of Reading Skills and the Maintenance of Spelling Skills |
| Domain: Applied Behavior Analysis |
| DENNIS ROSE (University of Auckland) |
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| Abstract: Three separate studies used a multiple-baseline design to investigate the effects of fluent reading and spelling performance on the maintenance and generalization of those skills. Study One taught six 6-year-old children to read individual letters and letter blends and practice them until their performance was fluent (50/min). Generalization was tested via presentation in alternative fonts and typescripts and followup testing was conducted 10-12 weeks later to assess maintenance. Study two taught five 9-year-old children to read a list of individually determined words and they practiced these until they were reading in excess of 80 words per minute. Generalization and maintenance tests were conducted as for study One. Study three taught a list of individually determined spelling words to the same children. Children were able to spell these words at between 14 and 22 words per minute. There was no generalization test for these children but maintenance was assessed as for the other studies. |
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| CANCELLED The Effects of Reading Racetracks and Other Game-Like Activities on Fluent Decoding Skills |
| Domain: Applied Behavior Analysis |
| DENNIS ROSE (University of Auckland) |
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| Abstract: A series of studies was based on research by Church, Nixon, Williams, and Zintl (2005) who used Reading Racetracks and a snap game to teach children to decode fluently. Church et al. selected participants who had low decoding fluency and poor reading accuracy, but adequate phonemic skills. The present study used the same screening system but created two groups: those with adequate phonemic skills and those with inadequate phonemic skills when assessed against a criterion. The groups’ programs differed in terms of the words used but were otherwise identical. The program comprised of (1) a beat-the-clock flashcard game, (2) a card snap game, and (3) a beat-the-clock reading racetrack.The primary measures were a daily probe of decoding fluency and a prose reading test every third day of the program. A multiple baseline across participants design was used to demonstrate the effects of the programs on children’s progress as they improved their fluency when reading target words and generalized their skills to prose reading. Although there was individual variation, the program was successful in having most children improve their fluent performance and to improve their reading performance on standardized measures. |
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| An Overview of Some Curricular Components and Considerations for Building Basic Math Tool Skill Fluency |
| Domain: Service Delivery |
| GEOFFREY H. MARTIN (Morningside Academy), Kent Johnson (Morningside Academy) |
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| Abstract: A competent and effective academic repertoire comprises skills and performances that are often the target of explicit instruction. A goal of well-designed instruction is to achieve this outcome in an efficient way. An example of the way Morningside Academy addresses this challenge involves an approach that incorporates the development of tool skill and component skill repertoires that can be recruited by the contingencies of more complex repertoires. In addition to the careful consideration of tool skills and component skills, an integral part of this approach includes the identification and analysis of error patterns to inform decisions about intervening in ways that minimize the effects of variables that impede learner progress. This presentation provides an overview of some of the ways these aspects of the Morningside Model of Generative Instruction are applied to building a fluent foundation of basic math tool skills. Curricular examples of relevance to developing or supplementing an academic program are presented and considerations involved in identifying and selecting interventions that influence rate of learner progress will be discussed. |
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| Beyond "I Got It": Moving From Acquisition to Adaptation |
| Domain: Service Delivery |
| DOREEN J. FERKO (California Baptist University), Suzanne Robinson (California State University, Fullerton), Judith Sylva (California State University, San Bernardino) |
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| Abstract: This session will present initial findings from a study examining the use of behavioral objectives to advance students across the learning hierarchy from acquisition to adaptation (Haring, Lovitt, Eaton, & Hansen, 1978). Data collected from behavioral objectives included in IEPs will be presented. Specifically, these data will be examined in light of how behavioral objectives are used to support learners across the learning hierarchy, namely, acquiring new information, fluently using that information, remembering and using that information in novel situations and adapting previously learned skills to novel situations. In addition, presenters will focus on linking stages of the learning hierarchy with effective instructional strategies to promote positive outcomes for students with disabilities. |
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Symposium #468 CE Offered: BACB |
| Verbal Behavior Applications With Children and Older Adults |
| Monday, May 31, 2010 |
| 3:30 PM–4:50 PM |
| 214C (CC) |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| Chair: Tina Sidener (Caldwell College) |
| CE Instructor: Hannah Hoch, Ph.D. |
| Abstract: This symposium will present contemporary basic and applied research influenced by Skinner’s analysis of verbal behavior. In the first study, Melissa Howlett will present data showing how script fading can be incorporated into the teaching of “where?” mands for information. This research illustrates how to incorporate evidence-based teaching methods with proper consideration for a response’s optimal controlling variables. In the second study, April Kisamore will present data showing that typically developing children were able to effectively answer intraverbal categorization questions after they were taught to use a visual imagery strategy to do so. This research has implications for designing more effective and explicit educational programs that require problem solving. In the third study, John Esch will present data showing that children with autism exhibit deficits in self-echoic behavior compared to typically developing peers. This research has implications for maximizing the likelihood of emergent behavior during behavioral language intervention. In the final study, Amy Gross will present data comparing elementary verbal operants in elders with and without cognitive impairment. This research has implications for designing language-based interventions for older adults. |
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| Teaching Mands for Location to Children With Language Delays via Manipulation of Motivating Operations and a Script Fading Procedure |
| MELISSA A. HOWLETT (Caldwell College), Tina Sidener (Caldwell College), Patrick R. Progar (Caldwell College), David W. Sidener (Garden Academy) |
| Abstract: The effects of contriving motivating operations and script fading on the acquisition of the mand “where’s (object)?” were evaluated with two preschoolers with similar language skills: one boy diagnosed with language delays and one boy diagnosed with autism. During each session, trials were alternated in which high preference toys were present (AO trials) and missing (EO trials) from their typical locations. Model prompts were delivered via a voice recorder out of sight of the participants. Both participants learned to mand only when toys were missing and met criterion in a similar amount of time; however, additional prompts were needed to teach the boy diagnosed with autism to respond differentially during AO and EO trials. Generalization of manding was demonstrated across novel instructors, stimuli, and settings. Maintenance of manding was demonstrated 3-4 weeks following completion of the study. Results replicate previous research on contriving motivating operations to teach for information and extend this literature by utilizing an interspersed toy-present/absent trial arrangement, a photographic choice board to demonstrate EOs, and audiotaped scripts and script-fading procedures. |
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| The Effects of a Visual Problem-Solving Strategy on Complex Categorization Task Performance |
| APRIL KISAMORE (Western New England College), James E. Carr (Auburn University) |
| Abstract: It has been suggested that verbally sophisticated individuals engage in a series of precurrent behaviors (e.g., covert intraverbal behavior, grouping stimuli, visual imagery) in order to solve problems such as answering questions (Palmer, 1991; Skinner, 1953). We examined the effects of one problem solving strategy—visual imagery—on increasing responses to intraverbal categorization questions. Participants were four typically developing preschoolers between the ages of 4 and 5. Visual imagery training and modeling were not sufficient to produce a substantial increase in target responses. It was not until the children were prompted to use the strategy that a large and immediate increase in the number of target responses was observed. The number of prompts necessary to occasion strategy use did not decrease until the children were given a rule. Following introduction of the rule the number of prompts quickly decreased to zero. The within-session response patterns indicate that none of the children were effectively using the visual imagery strategy prior to the prompts and that use of the strategy continued following introduction of the rule. These results were consistent for 3 of 4 children. The results are discussed in terms of Skinner’s analysis of problem solving and development of visual imagery. |
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| An Assessment of Self-Echoic Behavior |
| JOHN W. ESCH (Esch Behavior Consultants, Inc.), Barbara E. Esch (Esch Behavior Consultants, Inc.), Jordan D. McCart (Texas Christian University), Anna I. Petursdottir (Texas Christian University) |
| Abstract: Studies on memory functioning in autism have found that children diagnosed with autism-spectrum disorders may fail to use effective verbal rehearsal strategies. In this literature, rehearsal has been described as a strategy for transferring material from working memory to long-term memory. Behaviorally, rehearsal may be conceptualized as self-echoic responses that follow an initial vocal response (e.g., echoic, tact, or textual). Within the behavioral literature, self-echoic behavior has been hypothesized to play an important role in, for example, emergent conditional discriminations (e.g., Lowenkron, 1991), emergent verbal operants (Horne & Lowe, 1996), and problem-solving (Skinner, 1957). Although early behavioral intervention programs for children with autism emphasize the establishment of accurate echoic repertoires, the type of stimulus control that defines a self-echoic response is typically not addressed. No procedures have been described for assessing or intervening on self-echoic repertoires. We report the development of a self-echoic assessment procedure, based on traditional digit-span assessment, that was administered to children with and without diagnoses of autism-spectrum disorders. Preliminary results indicated that in spite of similar digit spans, a discrepancy between echoic and self-echoic repertoires was more likely to be present among participants with autism than among typically developing participants. Future research should evaluate the extent to which interventions to establish self-echoic responding might produce other collateral benefits. |
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| Evaluation of Verbal Behavior in Older Adults |
| AMY GROSS (Western Michigan University), R. Wayne Fuqua (Western Michigan University), Todd Allen Merritt (Western Michigan University) |
| Abstract: Approximately 5% of adults over 65 years old suffer from some form of dementia (Kempler, 2005), a condition affecting memory and other cognitive functions, one of which is language. Skinner’s (1957) analysis of verbal behavior may lend itself to assessment methods that will identify specific verbal behavior deficits, which, in turn, may lead to more specific treatment recommendations. The purpose of this study is to evaluate verbal behavior in older adults. The research will address two questions: 1) As language deteriorates, does it do so in a pattern compatible with Skinner’s functional verbal operants? 2) In what way do verbal behavior problems differ between older adults with and without cognitive impairment? Researchers will evaluate 30 participants, 15 with and 15 without cognitive impairment (additional data to be collected). Based on Skinner’s analysis of verbal behavior, researchers developed a series of assessments and will administer them to participants on two occasions separated by one week. Results will reveal the consistency across repeated assessments and across different verbal operant classes, and differences in performance between the groups. Using Skinner’s framework of verbal behavior may provide for evaluation of specific verbal behavior deficits, which may allow for more individualized intervention methods. |
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Panel #469 CE Offered: BACB |
| Early Intensive Behavioral Intervention: Family Characteristics Affecting Choice of Service Intensity and Child Outcomes |
| Monday, May 31, 2010 |
| 4:00 PM–4:50 PM |
| 205 (CC) |
| Area: AUT/CBM; Domain: Service Delivery |
| CE Instructor: Thomas Zane, Ph.D. |
| Chair: Robert F. Littleton Jr. (Evergreen Center) |
| ROBERT F. LITTLETON JR. (Evergreen Center) |
| STEVEN WOOLF (BEACON Services) |
| ROBERT K. ROSS (BEACON Services) |
| Abstract: Across the United States, individual states have recently enacted or initiated legislation supporting early intensive behavioral intervention (EIBI) services to families and children with autism spectrum disorders (ASD). Research has demonstrated the effectiveness of EIBI services in controlled settings. However, there is minimal research demonstrating the effectiveness of EIBI within home-based settings. Panel members will discuss the implications of providing home-based EIBI within the context of outcome data collected on 200 children below 36 months of age diagnosed with ASD. These data were collected across large geographic regions with culturally diverse populations. The panel shall address treatment data categorized relative to the number of weekly home-based ABA treatment hours. Additionally, panel members will examine characteristics of families (socio-economic status, parents educational levels, number of siblings, and culture) affecting the selection various service intensity levels. The panel will explore solutions to challenges posed by providing EIBI services across a large geographic region and varying family demographics, while inviting participation from attendees. |
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| International Evaluations of Applied Behavior Analysis Programming |
| Monday, May 31, 2010 |
| 4:00 PM–4:50 PM |
| 203AB (CC) |
| Area: AUT |
| Chair: Sigmund Eldevik (Akershus University College) |
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| Analysing and Extending the Evidence-Base for Behavioural Interventions for Children With Autism |
| Domain: Applied Behavior Analysis |
| SIGMUND ELDEVIK (Akershus University College), Richard P. Hastings (University of Wales Bangor), J. Carl Hughes (Bangor University), Erik Jahr (Akershus University Hospital), Svein Eikeseth (Akershus University College), Scott C. Cross (Lovaas Institute) |
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| Abstract: A literature search identified nine controlled studies of behavioural intervention for children with autism. These studies were included in a meta-analysis yielding an average effect size for IQ gain of 1.10, and adaptive behaviour gain of .66, which would generally be considered as large and moderate, respectively. Following this an individual participant data meta-analysis of controlled and uncontrolled studies was done. Participants from 16 studies were divided into three groups; 309 children had received behavioural intervention, 39 comparison interventions, and 105 were in a control group. More children receiving behavioural intervention achieved reliable change in IQ, 29.8 % vs. 2.6 % and 8.7 % for comparison and control groups, and adaptive behaviour, 20.6 % vs. 5.7 % and 5.1 %. This equated to a Number Needed to Treat of 5 for IQ and 7 for adaptive behaviour and Absolute Risk Reduction of 23 % and 16 % respectively. IQ and adaptive behaviour at intake predicted gains in adaptive behaviour. Intensity of intervention predicted gains in both IQ and adaptive behaviour. |
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| Science and the Treatment of Autism: Bringing SIMPLE STEPS to Europe |
| Domain: Applied Behavior Analysis |
| Michael Keenan (University of Ulster), KAROLA DILLENBURGER (Queen's University Belfast) |
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| Abstract: A recent research report identified the need for parent and professional training in applied behaviour analysis (ABA), especially for families of children diagnosed with autism spectrum disorder (ASD) (Keenan, Dillenburger, et al 2007).In order to address this problem the SIMPLE STEPS multimedia package for parent of children diagnosed with ASD and professionals working with these families was developed in Northern Ireland and is now being translated into three Euorpean languages: Spanish, German, and Norwegian.The project is aimed at parents of children diagnosed with ASD who are at a significantly higher risk of experiencing psychological difficulties than parents of nondisabled children (Bromley et al., 2004) or parents of children with other disabilities or chronic illnesses (Koegel et al., 1999). SIMPLE STEPS offers a lifeline for parents, especially in remote parts of Europe where ABA-based provision is scarce or non-existent.This paper presents the rationale behind SIMPLE STEPS and shows examples of newly developed multimedia resources, i.e., videos and animations. Initial evaluation data will be presented. |
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| Assessment in Organizational Behavior Management |
| Monday, May 31, 2010 |
| 4:00 PM–4:50 PM |
| Republic B (Grand Hyatt) |
| Area: OBM |
| Chair: Ramona Houmanfar (University of Nevada, Reno) |
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| Cooperation in a Simulated Work Environment: Assessing the Interaction Between Rules and Pay for Performance |
| Domain: Experimental Analysis |
| SHARLET D. RAFACZ (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno) |
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| Abstract: Prior research on cooperation in a business environment has primarily relied upon financial consequences to increase or decrease cooperative responding. When individuals do not behave according to these financial contingencies, a post hoc attribution to social or verbal contingencies is a typical default explanation. The current study seeks to directly address the role of rules in a simulated work environment. More specifically, our goal is to determine the possible role that rules play in the analysis of cooperative behavior under different pay contingencies for performance. In this study, the selection of rules or statements regarding cooperation is identified using the Implicit Relational Assessment Procedure (IRAP) which accounts for participants’ existing derived relations among verbal stimuli (D. Barnes-Holmes et al., 2006). Based on our current assessment data, statements incorporating key words are systematically introduced in an alternating treatments design under different financial conditions. In short, the potential for the rules to function as verbal establishing stimuli (i.e., motivative augmentals) and the implications of our IRAP data for application in business will be discussed. |
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| A Review of the Use of Functional Assessment in Organizational Behavior Management |
| Domain: Applied Behavior Analysis |
| KRYSTYNA A. ORIZONDO-KOROTKO (Western Michigan University), Amy Gross (Western Michigan University), John Austin (Western Michigan University) |
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| Abstract: This presentation will show the data compiled from a review of the use of functional assessment methods in the organizational behavior management (OBM) literature from the Journal of Organizational Behavior Management and the Journal of Applied Behavior Analysis. Although utilizing functional assessment is common practice in the field of applied behavior analysis (ABA), OBM researchers and practitioners have not fully adopted this method. While there are a few issues that may be preventing OBM researchers from conducting their own forms of functional assessment, that does not necessarily mean that functional assessment methods are not needed, or effective, in organizational settings. The indisputable success of functional assessment in ABA is reason enough to believe that similar successes can occur in OBM research and practice. The purpose of this review was to evaluate the extent to which assessment procedures have been utilized in OBM studies in order to identify the variables maintaining problem behaviors and to guide intervention choice, and to compare the intervention effectiveness between studies that utilized assessment procedures with those that did not. This presentation will discuss the methods of the review and the resulting data. |
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| Presidential Address |
| Monday, May 31, 2010 |
| 5:00 PM–5:50 PM |
| Ballroom A (CC) |
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| Presidential Address: Steps to Take and Missteps to Avoid on the Quest for Mainstream Relevance |
| Abstract: Behavior analysis is a generic science and Skinner's vision was for it to become a mainstream science relevant to most, if not all, human concerns, both major and minor. Clearly, his vision has not been realized, despite the fact that behavioral analysis has produced numerous extraordinary findings in both basic and applied domains. Those outside the field continue to view its general relevance to basic or applied knowledge of human affairs as very limited. The behavior analytic approach to human behavior, however sexy and satisfying it may be to its few adherents (recall Skinner's lament, "We happy few, but why so few?"), is simply not sexy or satisfying to everyone else. Among the many plausible reasons for this state of affairs is that its best known basic science findings have been obtained from studying rats and pigeons and its best known applied science findings from studying persons with developmental disabilities. But there are multiple other possibilities. Behavior analysis employs an arcane language even when discussing mundane subjects. Furthermore, although that language is eminently capable of capturing the dynamics of behavior—its primordial subject matter—it seems completely incapable of capturing the aesthetics of that subject matter. Its adherents exhibit a deep mistrust of, and even contempt for, the treasured concepts used by the masses to discuss and explain their lives. Although behavior analysts eschew mentalism, many engage in it when talking about or to their critics. There are still other possibilities that explain behavior analysis’s lack of prominence, but space limitations and reader patience bid me stop. In my presidential address I will suggest some steps to take and missteps to avoid as we happy few slowly, but inexorably, trudge forward in our quest for mainstream relevance, the rightful context for the extraordinary science of behavior analysis. |
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| PATRICK C. FRIMAN (Father Flanagan's Girls and Boys Town) |
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| Dr. Patrick C. Friman received his Ph.D. from the University of Kansas under the mentorship of Edward R. Christophersen and the late Montrose Wolf. He is the current Director of the Boys Town Center for Behavioral Health and a Clinical Professor in the Department of Pediatrics at the University of Nebraska School of Medicine. He was formerly on the faculties of Johns Hopkins, University of Pennsylvania, and Creighton Schools of Medicine. He was also formerly the Director of the Clinical Psychology Program at University of Nevada as well as the Associate Chairman of the Department of Psychology. He is the former Editor of the Journal of Applied Behavior Analysis and the incoming President of the Association for Behavior Analysis International. He is also on the editorial boards of nine peer reviewed journals. He has published more than 180 scientific articles and chapters and three books. The primary focus of his scientific and clinical work in is in the area of Behavioral Pediatrics and Behavioral Medicine. Dr. Friman’s work in behavioral pediatrics has concentrated on the gap between primary medical care for children on one side, and referral-based clinical child psychological and psychiatric care, on the other. He also specializes in consultation regarding workplace issues such as motivation, dealing with difficult people, change, and pathways to success. As an example of the impact of his work, following the publication on sleep problems a few years ago, the American Medical Association invited him to headline a press conference in New York City where he was presented to the press by the Surgeon General of the United States. |
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| AUT Poster Session 5 |
| Monday, May 31, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 1. Using Video Modeling and Video Feedback in Training Paraprofessionals to Teach Daily Living Skills to Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SHERRY ANN CASTANEDA (San Diego State University), Yasemin Turan (San Diego State University) |
| Abstract: This study was designed to evaluate effectiveness of video modeling and video feedback for training three paraprofessionals on use of most to least prompting procedures. A multiple-baseline design across participants was utilized to determine the effects of the intervention on paraprofessionals’ correct use of most to least prompting procedures to teach daily living tasks to students with autism. Following baseline, each participant was required to watch a 3-minute video of a teacher demonstrating a most-to-least prompting procedure to teach a typical daily living task. Video feedback was delivered as a secondary intervention to the paraprofessional when skill acquisition was not immediately observed after the video-modeling phase. Results indicated an improvement in most-to-least prompting skills for all paraprofessionals as well as quicker acquisition of skills for the corresponding students. These findings address the need for paraprofessional training in non-public schools and have similar implications for promoting staff development in public schools. |
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| 3. The Effects of Parents and Student-Therapists Training Program in Naturalistic Intervention Procedures for Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| YUNO TAKEUCHI (Keio University), Hitomi Kuma (Keio University, Japan), Yoshiko Hara (Keio University), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: The effects of parent-and-staff training for children with autism have demonstrated in several studies, but there were few studies that examined the effect of trainer training in naturalistic intervention procedure. The purpose of the present study was to develop the training program for parents and student-therapists to acquire the naturalistic applied behavior analysis (ABA) intervention, as well as evaluating the effect of the program. The program was consisted of a lecture of basic knowledge about naturalistic ABA method and a procedure of the training and role-playing of interaction. We measured parents’ and student-therapists’ basic knowledge about naturalistic ABA procedure and the self-efficacy assessment with paper test. We also evaluated the fidelity of implementation, social validity assessment, and the frequency of learn-unit in the interactions between children and parents or student-therapists, observing and analyzing free play sessions at pre- and post-training program. As a result, each measurement score improved and the frequency of learn-unit in free play sessions increased. The results suggested that parent-and-therapist training was effective even in the naturalistic ABA intervention procedure. |
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| 4. Service and Educational Needs of Chinese American Families With a Child With an Autism Spectrum Disorders |
| Area: AUT; Domain: Service Delivery |
| XIUCHANG HUANG (Duquesne University) |
| Abstract: Having a child with an autism spectrum disorder (ASD) may yield tremendous impacts on a family, particularly for families from diverse cultural background. This study investigates Chinese American parents’ perspectives on the service and educational needs of their child on the spectrum. We will employ qualitative research approaches including semi-structured interview and self-report to collect data in 12 Chinese American families. The method Constant Comparison will be used to analyze the descriptive data. The purpose of our study is to share our insights and findings with service providers and professionals in the field, so that children with ASD and their families coming from a different cultural background can have better access to the services or supports they really need at school or in the community. |
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| 5. Training Parents to Train In-Home Support Staff: A Descriptive Case Study |
| Area: AUT; Domain: Service Delivery |
| JESSICA M. CAMP (Behavioral Dimensions, Inc.), Timothy R. Moore (University of Minnesota) |
| Abstract: Parents who have learned to implement successful interventions for their children with severe problem behavior often access in-home support staff to provide them with respite, but do not systematically train or rely on those staff to implement successful (and often intensive) interventions. Research in behavioral parent training suggests that parents can learn to implement a variety of interventions themselves, but little information exists on the efficacy of models for parents training others to implement them. The current case study presents a data-based model for parents as trainers of in-home support staff. The participant family consisted of a married couple (father diagnosed with autism as an adult) and two boys ages 6 and 8 (older boy diagnosed with PDD-NOS). The two support staff had worked with the family for 3year and 2 years, respectively. Data indicate the following three outcomes: 1) both parents implemented the training and supervision system with acceptable levels of integrity at all steps of gradually-faded intensity; 2) both support staff implemented all intervention components independently with high levels of integrity; 3) data were collected reliably between support staff, parents, and clinical staff. |
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| 6. Evaluation of a Self-Instructional Package for Teaching Discrete-Trials Teaching to Tutors |
| Area: AUT; Domain: Applied Behavior Analysis |
| KENDRA THOMSON (University of Manitoba and St. Amant Centre), Sandra Salem (St. Amant Research Centre, University of Manitoba), Kristen Campbell (University of Manitoba and St. Amant Centre), Daniela Fazzio (St. Amant Research Centre, the University of Manitoba), Garry L. Martin (University of Manitoba), C.T. Yu (St. Amant Research Centre, University of Manitoba) |
| Abstract: Discrete-trials teaching (DTT) is commonly used for delivering applied behavior analysis (ABA) treatment for children with autism. Although individuals trained in DTT are in high demand, there are relatively few studies examining DTT training procedures. We evaluated the effectiveness of a self-instructional manual for training newly-hired tutors (in an ABA program for children with autism) how to conduct DTT sessions with a confederate role-playing a child with autism. We conducted a multiple-baseline design across a pair of tutors, replicated across three pairs, to assess the tutors´ accuracy in delivering 21 DTT components while attempting to teach the confederate 3 tasks. After an average of 4.6 hours to master the self-instructional manual, tutors showed an average improvement in DTT accuracy of 39% from Baseline. If tutors did not reach a mastery criterion of 80% correct on DTT skills after reading the manual, they were asked to watch a brief video demonstration of a highly-trained individual conducting DTT with a child role-playing a child with autism. Tutors´ accuracy in delivering DTT improved an average of an additional 10% from after reading the manual to watching the video. These results suggest that self-instructional strategies have significant potential for instructing participants to conduct discrete-trials teaching. |
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| 7. Implementation of “Sensory Diet”: Failure to Demonstrate Treatment Effects |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA D'ANTONA (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many school aged students with autism spectrum disorder (ASD) are prescribed “sensory diets” by occupational therapists. Sensory diets are typically a general set of recommendations for a wide variety of activities and stimuli that are hypothesized to “organize sensation from one’s own body and from the environment and makes it possible to use the body effectively within the environment” (Ayres, 1986). Proponents of sensory diets claim that the procedures will help a person become more “self- regulated” (Aquila, 2004). While empirical support for sensory treatments is limited, among the claims made are that it will result in decreases in off-task behavior, hyperactivity, stimulatory behavior and sleep problems (Davis & Dubie, 2004). Claims are also made suggesting increases in “focus and attending, social relatedness, and vocal behavior may occur (Davis & Dubie, 2004). The purpose of the current study is to evaluate the effects of a prescribed sensory diet on the behavior of a 5-year-old child with a diagnosis of autism. A reversal design was implemented and partial interval data were collected on “ear plugging” and on “vocal stereotypy”. These data indicate that the sensory diet did not result in reductions in the targeted behaviors. |
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| 8. Using a Sensory-Diet-Approach to Reduce Stereotypic Behaviors |
| Area: AUT; Domain: Applied Behavior Analysis |
| MICHELLE WOOLWINE (The Aurora School), Lucy Vanessa Martinez (The Aurora School), J. E. Lee (The Aurora School), Carlos F. Aparicio (The Aurora School) |
| Abstract: An inverse relationship between stereotype behaviors and appropriate responding to structured teaching activities has been documented in several studies, suggesting that self-stimulatory behaviors negatively impact social integration and interfere with learning processes. Behavioral programs applied to treat self-stimulation have shown that stereotypic motor patterns can be altered, but the origin of the stereotypic behaviors remains unchanged, leading research to focus on regulating sensory input and manipulating conditions to increase acceptable behaviors in structured teaching activities. This study used a sensory-diet-approach to reduce the frequency of the stereotyped behavior of rocking back and forth in a chair of a 12-year old boy with autism. An ABAB design was used. For several sessions condition A recorded the frequency and duration of the behavior of rocking in a chair during structured teaching activities. Condition B scheduled times to provide the child with vestibular input; including activities such as swinging, using a rocking chair, and rhythmical input via therapy ball, in conjunction with the structured teaching activities. Changes in the frequency and duration of the stereotyped behavior occurring after receiving vestibular input were analyzed and compared to baseline. Overall, the results were consistent with research showing that behavioral programs reduce inappropriate or stereotypic behaviors. |
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| 9. Quantifying Measures of Intensity in Early Intervention |
| Area: AUT; Domain: Applied Behavior Analysis |
| Anibal Gutierrez, Jr. (University of Miami), FIORELLA SCAGLIA (Nova Southeastern University), Mary Pawlowski (Nova Southeastern University), Melissa N. Hale (University of Miami), Michael Alessandri (University of Miami), Stephen P. Starin (Behavior Analysis, Inc.), David Garcia (Behavior Analysis, Inc.) |
| Abstract: Early intervention programs are recommended as an effective treatment for children with autism and other developmental disabilities. Although early intervention has been shown to be effective, program intensity is typically measured and compared in terms of hours in program (e.g., 40 hours per week). Measuring an early intervention programs in terms of hours may not allow for an appropriate evaluation and comparison of the intensity of treatment. Rather, a measure of learning opportunities during intervention sessions would allow for a quantitative analysis of program intensity which would result in a useful measure on which to evaluate and compare early intervention programs. The purpose of this presentation is to propose a quantitative measurement system to quantify the intensity of early intervention programs based on the number of learning opportunities provided to the individual. This presentation will also present pilot data that illustrates the results of this measurement system and discuss implication for clinical practice. |
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| 10. Family Characteristics That Contribute to Successful Interventions for Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KYLE PEER (Temple University), Emily B. Bisen-Hersh (Temple University), Abbi Campbell (Temple University), Philip N. Hineline (Temple University) |
| Abstract: While early intensive behavioral intervention (EIBI) has been demonstrated to be an effective treatment for individuals with autism, its outcomes vary, and it is important that we attempt to understand this variation. The present study examined family characteristics as potentially affecting the progress of of students between the ages of 3-7 years, who were receiving EIBI within public school classrooms. These factors included (1) maternal age, (2) maternal education, and (3) hours of in home programming prior to entering an EIBI public school setting. Outcome and baseline scores were measured using the academic and language subscales of the Brigance Inventory of Early Development-II assessment. Maternal age and level of education were found to be positively correlated with both baseline scores and child outcome. Number of in home treatment hours were negatively correlated with baseline scores but positively correlated with later outcome. This kind of investigation is important to better understand why students with autism progress at different rates, even when their interventions are similar. |
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| 11. Outcome Research of Comprehensive, Intensive, Behavioral Treatment Program for Young Children With Autism: Randomized Control Trial Study |
| Area: AUT; Domain: Applied Behavior Analysis |
| YOSHIAKI NAKANO (Tokyo Seitoku University), Takahiro Yamamoto (Japanese Institute for Education and Treatment), Maiko Miyazaki (Japanese Institute for Education and Treatment), Mari Kashio (Japanese Institute for Education and Treatment), Akiko Kato (Japanese Institute for Education and Treatment) |
| Abstract: There is a great need for additional comprehensive psycho-educational research on early intensive behavioral intervention (EIBI) for children with autism spectrum disorders (ASD). We started a randomized controlled study of the EIBI for ASD children. To solve the ethical dilemma to conduct randomized studies, we created a least intensive treatment group instead of a placebo. The most intensive treatment group consists of five ASD children (autism=2, PDD=3) and the least group consists of six ASD children (autism=4, PDD=2). We developed a 190-pages treatment manual and trained novice therapists for each families. They provide intensive therapy for 30 or more hours per week for at least two years and the therapy progress is strongly supervised by senior therapists and a supervisor at a weekly clinic meeting. The intensive intervention consists of initial one-on-one teaching at home. The program is comprehensive to meet all of the needs including a toilet training. We also encourage gradual integration into regular kindergarten through deployment of team members. The least intensive treatment group receives a home-visit three-hour consultation for parents, two times a month, for two years. Measures on IQ, SQ, VQ, DQ, and ELM, and direct observation data of social behaviors in a structured setting are taken regularly for all participants. |
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| 12. The Acquisition of Stimulus Equivalence Through the Use of Computer Software |
| Area: AUT; Domain: Applied Behavior Analysis |
| JILL HUNT (Judge Rotenberg Center), Michelle Harrington (Judge Rotenberg Center) |
| Abstract: In this study, we examined the use of computer software that was designed to make use of the stimulus equivalence phenomenon. Using pictures of common household items, users matched to sample, paired spoken word to image and paired image to written word. We looked to see if further learning occurs; such as being able to match the spoken word to the written word. Each step of this sequence was taught to a pre-determined fluency, before moving onto the next step. All data was plotted on a standard celeration chart. |
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| 13. Using Fluency-Based Instruction to Teach Paraphrasing Skills to a 5-Year-Old Boy With Autism |
| Area: AUT; Domain: Service Delivery |
| SARA GOLDSTEIN (FEAT of Washington), Kelly J. Ferris (Organization for Research and Learning), Michael Fabrizio (FEAT of Washington) |
| Abstract: Rising Star Academy is a behavior analytic and inclusive preschool and kindergarten inclusive. Each student receives a battery of assessments that drive the individualization of their program in combination with their participation in general education curriculum. An assessment of pragmatic language identified paraphrasing as a critical skill for a 5-year-old boy with autism. Paraphrasing was identified to be important for his pragmatic language and social development as well as his participation in the kindergarten general education curriculum. Teachers designed an instructional program utilizing the techniques of fluency based instruction to teach this 5-year-old student the skill of paraphrasing. Charted measures included frequency of correct syllables per minute, correctly paraphrased segments and incorrectly paraphrased segments were charted on the standard celeration chart. Student performance data and detailed instructional sequence data will be shared. |
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| 14. The Effects of Voice Output on Word Identification Acquisition and Generalization During Discrete Trial Training |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAWRENCE L. LOCKWOOD (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
| Abstract: The effects of auditory labeling of stimuli produced by a voice output device during discrete trial training were evaluated. Participants with diagnoses of autism and mental retardation were taught to point to Mayer-Johnson pictures with printed words. A prompt delay was increased by one second, up to a 5-second delay, after 2 consecutive successful sessions. The effects of picture selection paired with auditory labeling were compared to picture selection with non auditory labeling. Two lists of similar words were selected based on: 1) the average age of receptive acquisition as indicated in the MacArthur Communicative Development Inventory, 2) the starting letter of each word, and 3) overall word length. An alternating treatments design was implemented with one auditory and one non auditory discrete trial session conducted each day in alternating order in the morning or afternoon. The number of trials to independent word identification, defined as 2 consecutive discrete trial sessions at 100% independently correct, and the total number of words independently labeled in each condition was compared. Participants were also assessed on their ability to identify physical objects corresponding to the pictures from both lists of words when presented with a verbal cue to point to the object. |
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| 15. Effects of Choice-Based Activity Schedules on On-Task Behavior in Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KRISTIE LYNN MURANO (Garden Academy), Tina Sidener (Caldwell College), Sharon A. Reeve (Caldwell College), David W. Sidener (Garden Academy) |
| Abstract: We evaluated the effects of choice and no-choice photographic activity schedules on on-task behavior in two boys with autism. Several preference assessments were conducted. An interview was conducted with parents and teachers regarding preferred food items. A stimulus preference assessment was conducted with participants prior to each session. A color preference assessment was conducted daily with participants. Choice and no-choice schedules were identical in every way except for selection of the order of activities. Varied, mastered, and highly preferred leisure activities were used to prevent decreases in on-task behavior due to exposure, skill deficits, or low preference. Reinforcement for schedule-following, but not on-task behavior, was included across conditions to assess the effects of choice alone on on-task behavior. Results indicated that both types of schedules produced substantial increases in on-task behavior, with choice-schedules producing slightly larger effects. Both types of schedules resulted in similar decreases in vocal stereotypy for one participant. Social validity questionnaires indicated high caregiver acceptability of choice schedules. Treatment preference evaluations suggested that participants preferred to choice schedules to no-choice schedules. |
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| 16. Generalizing Direction Following With a Child With Autism: With Peers and Around the Classroom |
| Area: AUT; Domain: Service Delivery |
| ELIZABETH B. SNYDER (FEAT of Washington), Kelly J. Ferris (Organization for Research and Learning), Michael Fabrizio (FEAT of Washington) |
| Abstract: This poster will demonstrate how fluency-based instruction was used to teach a 7-year-old boy with severe autism to follow gesture directions followed by systematic generalization sequences to ensure use of the skill in an integrated kindergarten program. Ensuring skills transfer from tightly controlled teaching arrangements to classroom contexts, is essential for the usability of skill. The student participated in a full day kindergarten behavior analytic inclusive program, five days per week. Fluency-Based Instruction was implemented in a one-on-one setting to teach gesture direction following to a frequency of 30 correct directions per minute. Two generalization outcomes were then targeted in the context of the student’s classroom. First, the student received daily practice opportunities to follow previously acquired gesture directions from his peers throughout the school day. Second, the student was taught to follow gesture directions from across the room in order to make appropriate play choices during his free time. Instructional sequences will be described and all performance data will be displayed on standard celeration charts. |
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| 17. The Treatment of Vocal Stereotypy Using Response Interruption and Redirection |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALLISON GENOVESE (RCS Learning Center), Christina Marie Boyd-Pickard (RCS Learning Center), Bill Leveillee (RCS Learning Center) |
| Abstract: Recent research has shown that response interruption and redirection (RIRD) of vocal stereotypy has been successful in reducing the occurrence of vocal stereotypy in students with a diagnosis of autism (Ahearn, Clark, & MacDonald, 2007). The current study used a single subject A-B design in which RIRD was implemented for a 12-year-old student with autism who engaged in a high rate of vocal stereotypy. A functional analysis was completed and revealed that vocal stereotypy was most likely maintained by sensory consequences. At baseline the student engaged in vocal stereotypy for an average of 63% of intervals. Following baseline the RIRD procedure was implemented. During intervention all instances of vocal stereotypy were immediately interrupted by the therapist then the student was presented with various known intraverbal fill-ins and questions related to the current task or activity. This procedure continued until the student engaged in three consecutive and appropriate vocal responses in the absence of vocal stereotypy. Data was collected on the occurrence of vocal stereotypy using a 1-minute partial interval recording procedure across the six-hour school day during baseline and intervention. IOA data collection was collected. |
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| 18. Differential Reinforcement of a Replacement Behavior to Reduce Aggression of an Adolescent With Severe Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| Kelli Adams (Whitworth University), Whitney Randall (Whitworth University), BETTY FRY WILLIAMS (Whitworth University) |
| Abstract: The purpose of this intervention was to determine if the aggressive behavior of a 17-year-old student with autism could be reduced using direct instruction and differential reinforcement for a replacement behavior in his special education classroom. During each session the researchers used direct instruction methods to work on the student’s IEP goals. When the student showed gentle behavior and used the hand signals taught, he was rewarded with verbal praise and/or a neck rub. When the student started to show signs of behavioral aggression the researchers or instructors working with the student prompted a replacement behavior by having the student squeeze his own hands together instead of displaying aggression on other people. An ABAB research design was implemented. The intervention was effective in decreasing the frequency of behavioral aggression from an average of 23 times per 15-minute session in baseline to an average of 5.4 times per 15-minute session in intervention. The procedure was cost effective and easy to implement. |
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| 19. The Use of Self-Management and Delayed Reinforcement to Reduce Maladaptive Behavior in a 14-Year-Old Autistic Boy |
| Area: AUT; Domain: Service Delivery |
| VIVIENNE GANGA (Autism Spectrum Therapies), Nicole Knudtson (Autism Spectrum Therapies) |
| Abstract: Self-Management is an intervention commonly used to teach a variety of skills ranging from increasing play skills (Stahmer and Schreibman ,1992) to decreasing self-stimulatory behaviors (Koegel and Koegel, 1990). However, limited research has been conducted to evaluate the effectiveness of self-management for adolescents with autism spectrum disorder. This case study illustrates the effects of self-management paired with the use of a delayed reinforcement system to reduce maladaptive behaviors, such as aggression, screaming and non-compliace, in a 14-year-old adolescent male with autism spectrum disorder. The student was taught to use the self-management system across the entirety of his day with collaboration between both the school and home environments with intervention and training also occurring in both environments. Results of this intervention showed an initial decrease in maladaptive behavior following the first month of intervention and continued decrease each month after for a period of nine months to near zero levels. |
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| 20. Decreasing Disruptive Behavior Through the Use of Differential Reinforcement of Diminishing Rates of Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| ADRIENNE J. FREY (Devereux CARES), Jennifer N. Amoroso (Devereux CARES), Jean Hirst (Devereux CARES), Cathleen M. Albertson (Devereux CARES), John Bennett (Devereux CARES), Justin Royer (Devereux CARES) |
| Abstract: The study examined the effectiveness of differential reinforcement of diminishing rates of behavior on disruptive behaviors using a multiple baseline across subjects. The participants were four male students with autism ages 13-19 years who attended an approved private school for children with autism. Each student chose a reinforcer to earn if he met the set level of criteria for the behavior or lower. In most cases, this reinforcement schedule was visually-mediated for the students by use of a "chance board." When an instance of disruptive behavior occurred, staff removed an icon representing a ‘chance’ from the board. Otherwise, instances of disruptive behavior were ignored by staff. After consecutive days the criteria to earn the chosen reinforcer were changed, either by decreasing the number of instances of disruptive behavior allowed in each interval or lengthening the interval to earn the reinforcer. Results showed that the students’ disruptive behavior decreased after the implementation of the differential reinforcement of diminishing rates of behavior. Inter-observer agreement data was collected on approximately 40% of sessions. |
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| 21. The Effects of a Self-Management Treatment Package on Stereotypic Behavior |
| Area: AUT; Domain: Service Delivery |
| CARON COSSER (Northwest Behavioral Associates), Mary Tinsley (Northwest Behavioral Associates), Stacey L. Shook (Northwest Behavioral Associates) |
| Abstract: The literature in using self-management procedures to reduce stereotypic behaviors is extremely limited. However, self-management treatment packages have at least two possible significant advantages over other interventions. These advantages are that the self-management procedures may be applied without the presence of a treatment provider and may be utilized across various natural environments. The current study intends to extend previous research by examining the extent to which a 10-year-old student with moderate autism can reduce his stereotypic behaviors by learning to use a self-management intervention package. A multiple baseline design across behaviors will be used to evaluate the treatment package. The treatment package will consist of training the discrimination of occurrences versus non-occurrences of each targeted behavior, training the implementation of the partial-interval data recording and reinforcement system, and training independence in using the self-management package. Data will be visually summarized and discussed in terms of potential advantages in using individualized self-management procedures to decrease stereotypic behavior. |
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| 22. The Effects of Noncontingent Reinforcement in the Treatment of Rumination |
| Area: AUT; Domain: Applied Behavior Analysis |
| REGINA A. CARROLL (St. Cloud State University), John T. Rapp (St. Cloud State University), Tasha M. Rieck (St. Cloud State University) |
| Abstract: Rumination occurs most often in populations with developmental disabilities and can pose many serious health risks. The current study evaluated the effects of noncontingent reinforcement on the post-meal rumination for a young boy with autism. Specifically, the percentage of time the participant engaged in rumination immediately following a meal was measured under conditions when the participant did and did not have noncontingent access to alternative oral stimulation via a chew toy. The results show that post-meal rumination was lower when the participant had noncontingent access to a chew toy than during baseline conditions (i.e. when the chew toy was absent). These results suggest that alternative oral stimulation produced by chewing the toy effectively competed with or substituted for the stimulation produced by rumination. The results are discussed in terms of functionally matched stimulation and motivating operations. Furthermore, the potential benefits of using noncontingent reinforcement with non-food items in the treatment of rumination are discussed. |
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| 23. Use of a Multiple Schedule Thinning Procedure to Fade Access to Matched Stimuli Which Reduced the Rate of Automatically Maintained Stereotypy |
| Area: AUT; Domain: Applied Behavior Analysis |
| ERIC FRANTINO (Johns Hopkins University), Jennifer L. Thorne (Johns Hopkins Medical Institute), Zachary Fisher (Johns Hopkins University) |
| Abstract: Providing access to preferred stimulation which matches the product of stereotypy has been proven effective in reducing rates of automatically maintained stereotypy. However, often times, the stereotypy will continue to occur once the alternative stimuli are removed. Following an initial functional assessment to confirm the occurrence of the response in the absence of social contingencies, clinicians delivered noncontingent access to matched stimuli in order to access the effects upon stereotypy. The matched stimuli reduced the rate of stereotypy during treatment conditions. An ABAB reversal design was utilized to demonstrate experimental control of the matched stimuli. By identifying the effects of providing access to the matched stimuli, a differential reinforcement based treatment procedure was developed to teach an alternative communication response to access the source of reinforcement. A multiple schedule used distinct stimuli to signal whether alternative responses would produce reinforcement. Schedule thinning for the alternative communication response was accomplished by gradually altering the duration of each schedule of reinforcement while maintaining rates of stereotypy at intervention levels. |
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| 24. Treatment of Severe Behavior in a Young Boy With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KATHRYN M. PETERSON (Help Services Inc.), Richard M. Foxx (The Pennsylvania State University) |
| Abstract: A comprehensive behavioral treatment was developed for a young boy with autism who engaged in frequent, severe problem behavior in home and school. The need for an intervention became especially evident when this child was hospitalized for extended periods in an inpatient neurobehavioral hospital for severely injuring several family and staff members. Certified behavior analysts conducted initial assessments and observations which led to the implementation of a complex treatment involving antecedent management, various reinforcement techniques as well as behavior reduction strategies. Motivational techniques were developed for the classroom and academic instruction was modified in order to increase attention and focus as well as enhance academic progress. Staff and family members were trained to implement the program within the school and home while the behavior analyst remained involved. As a result, severe problem behavior was reduced to near-zero levels within the first few weeks of intervention and has remained at low rates since that time. There is no longer a fear of injury to the child or others or a threat of being transferred to a more restrictive educational or residential setting. In addition to this progress, the child is now rapidly excelling through academic goals and beginning to integrate into a lesser restrictive classroom. |
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| 25. Using the Parent as the Experimenter in Home-Based Functional Analyses: Advantages and Limitations in Application |
| Area: AUT; Domain: Applied Behavior Analysis |
| GINA T. CHANG (Autism Spectrum Therapies), Andrea Ridgway (Autism Spectrum Therapies) |
| Abstract: Functional analyses have been well documented in the literature as the critical practice for accurately determining the function of aggressive and self-injurious behaviors, as well as for determining appropriate interventions to treat these behaviors (Hanley, Iwata, & McCord, 2003). Although numerous studies have replicated its successful use across multiple topographies and functions, limited research has documented its use in naturalistic settings (i.e., the home environment). Even when studies have incorporated naturalistic setting, most still utilize a location within the environment that is easy to control (i.e., corner of a classroom away from the rest of the class) (e.g., Taylor & Miller, 1997), thus the context of the functional analysis “is neutral with respect to the behavioral history,” (Hanley, et al., 2003). This poster examined the use of functional analyses in the home environment to accurately determine the function of aggressive and self-injurious behaviors in three children with autism. For each participant advantages and limitations surrounding parent involvement, impact of the naturalistic environment, and the use of a brief functional analysis were discussed in light of the success of determining the function of the behavior. |
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| 26. Further Demonstration of Noise as an Establishing Operation for Negative Reinforcement |
| Area: AUT; Domain: Applied Behavior Analysis |
| Eric Boelter (Kennedy Krieger Institute), JESSICA ANN BOISJOLI (Kennedy Krieger Institute) |
| Abstract: The current study further demonstrates noise as an establishing operation for negative reinforcement during demand conditions. Identifying the variables that maintain problem behavior is the first step in the development of effective interventions. In addition to social consequences maintaining problem behavior, antecedent variables may affect the reinforcement value of a particular event. Such antecedent conditions include establishing operations. The participant of the current study was an 8-year-old male with autism and moderate intellectual disability admitted to an inpatient hospital due to severe problem behaviors. An initial functional analysis resulted in low and variable rates of responding in the demand condition. Anecdotally, problem behavior was reported to occur in situations where loud noise and demands were presented simultaneously. A subsequent modified functional analysis was then conducted to determine if loud noise increased the occurrence of problem behavior during demand situations. Four conditions (demands without noise, demands with noise, toy play without noise, and toy play with noise) were evaluated in a multielement design. Results indicate that loud noise may serve as an establishing operation, increasing the value of negative reinforcement in demand conditions. These results partially replicate previous research (i.e, O’Reilly, Lacey, & Lancioni, 2000). |
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| 27. Comparison of Assessment Methods for Indentifying Preferred Topographies of Attention |
| Area: AUT; Domain: Applied Behavior Analysis |
| MAUREEN KELLY (The New England Center For Children), Eileen M. Roscoe (New England Center for Children), Katurri Phillips (The New England Center for Children) |
| Abstract: Numerous studies have documented assessment methods for identifying preferred tangible and edible items for children with developmental disabilities (DeLeon & Iwata, 1996; Fisher et al., 1992; Pace, Ivancic, Edwards, Iwata, & Page, 1985; Roane, Vollmer, Ringdahl, & Marcus, 1998). To date, few studies have evaluated preference or reinforcer assessments that include multiple topographies of attention (e.g., high fives, tickles, hugs, back pats). The purpose of this study was to compare two assessment methods for identifying preferred topographies of attention. Seven topographies of attention were assessed for each participant. Selection of these topographies was based on the results of indirect and descriptive assessment data. The same set of seven stimuli was assessed in both a single-stimulus presentation format and a paired-stimulus presentation format. A reinforcer assessment was conducted using a task on participants’ individualized education plan to validate which method of assessment identified topographies of attention that function as reinforcers. |
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| 28. A Functional Analysis of Pica: Distinguishing Between Satiation, Habituation, and Extinction Effects During Extended Alone Conditions |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALEXANDRA MARIA VLAHOGIANNIS (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Shara Marrero (Rutgers University), Yair Kramer (Douglass Devlopmental Disabilities Center, Rutgers, The State University of New Jersey), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers, the State University of New Jersey) |
| Abstract: A functional analysis of pica was conducted to determine the variables maintaining the behavior. First, three series of a traditional functional analysis conditions were conducted, during which the room was baited with uncooked edible items (e.g., uncooked pasta) and non-toxic substances (e.g., modeling clay). Results of the functional analysis showed that pica occurred at high rates across a number of conditions. However, to rule out social reinforcement as a possible maintaining variable , several extended ignore conditions were conducted. Decreases in behavior were observed during the extended alone conditions which could be indicative of extinction of attention-maintained behavior. During the last two extended ignore conditions the room was re-baited with novel non-toxic substances (e.g., crayons and thread) to determine if decreasing rates of behavior were due to either satiation, removal of attention (i.e., extinction), or habituation. Results indicated that decreases in behavior were due to habituation rather than satiation or extinction. |
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| 29. Teaching Joint Attention and Imitation in the Comprehensive Early Intervention for Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| JUN'ICHI YAMAMOTO (Keio University, Japan), Yoshiko Hara (Keio University), Airi Katoh (Keio University) |
| Abstract: We have established and applied the comprehensive behavioral early intervention program, which includes discrete-trial teaching, pivotal response teaching, and positive behavioral support with Japanese children with autism. In the present study, we examined our program with respect to how joint attention and imitation promoted the acquisition of language and communication for 10 children with autism. First, we established responsive and initiating joint attention and positive social interaction with adults. This procedure was effective for the development of triadic relationship with child, adult and object. Next, we taught the specific imitation skills of the following responses: self-directed and other directed response, gross and fine motor response, facial expression and eye movement, symmetrical and asymmetrical movement, mouth movement and babbling response, and phonetic and prosodic vocal response. The results indicated that children with autism acquired not only joint attention and generalized imitation and generalization of these acquisitions to the naturalistic situation, but also facilitated the receptive and productive linguistic skills. From the results above, we discussed on the developmental relationships of preverbal skills, which were required in the early behavioral intervention. |
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| 30. Video Modelling: Teaching Social Skills to a Child With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| Crystal Chee Ching Chiu (Monash University), ANGELIKA ANDERSON (Krongold Centre, Monash University) |
| Abstract: The identification of effective psycho-educational interventions to minimize the core deficits of autism, and maximize functional independence and quality of life of individuals with autism, is a challenge for researchers and practitioners. The present study focused on a relatively novel intervention—video modeling, and examined its effectiveness in teaching social skills to a four year old child with autism. Videos of the three target behaviors (sharing, joining in play, and initiating play) were constructed by showing incidences of similar-aged peers or the participant demonstrating those behaviors. A single subject, multiple baseline across behaviors design was employed. Results indicated that the three target behaviors improved through the video modeling intervention. In addition, these behavior changes generalized across settings and peers, and maintained at two-week follow-up. These findings support the effectiveness of video modeling as a procedure for teaching social skills to children with autism, and illustrate its usefulness as a time- and cost-efficient teaching tool, which can be used in a natural environment. |
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| 31. Teaching Social Interactions to Students Using Augmentative and Alternative Communication Devices Through Video Modeling |
| Area: AUT; Domain: Applied Behavior Analysis |
| Bonnie Kraemer (San Diego State University), CHRISTINE W. DALY (San Diego State University) |
| Abstract: Video modeling is an evidence-based practice that can be used to facilitate social skills in children with autism (Nikopoulos & Keenan, 2004). The present study will explore the effects of a video modeling intervention specifically, on augmentative and alternative communication (AAC) usage and social interactions, with a child with autism. A unique aspect of the present study is teaching functional use of an AAC device during social interactions. A videotape of a peer utilizing a communication device and a second peer using verbal speech for engagement during each of three different play and social situations will be presented to the participant. The intervention will consist of using video modeling to teach the student how to use his speech-generating device to interact socially during these target activities. Outcomes will be evaluated using a multiple baseline across activities design. Generalization probes will be conducted across different communication partners. This study will contribute to the every growing research base on video modeling by teaching students who use AAC devices to communicate with their peers in a functional way. |
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| 32. Increasing Social Skills in Students With High-Functioning Autism in Inclusion Settings |
| Area: AUT; Domain: Applied Behavior Analysis |
| STEPHANIE L. HART (Texas Tech University), Devender Banda (Texas Tech University), Stephanie Sokolosky (Texas Tech University), Lan Liu-Gitz (Texas Tech University), Maud Selasie Dogoe (Central Micihgan University) |
| Abstract: While students with autism often display delays or deficits in social skills, few studies have been conducted in inclusion settings with high-functioning students diagnosed with autism. This study was conducted to increase peer-to-peer social skills using direct instruction and peer training in two elementary students with high-functioning autism in general education classrooms. The participants were a kindergartener with limited speech and a first-grader with fluent speech. Both participants seldom interacted directly with peers. Each participant was grouped with two to three peers from his classroom. The intervention had two components: guided practice and prompts. First, participants and peers were simultaneously trained to make initiations and responses before the data collection session; next, prompts were given to participants and peers during data collection. A multiple-baseline design across participants was used to determine the effects of the intervention, including probes for maintenance and generalization. Dependent variables were initiations, responses, and prompts. Initiations and responses by peers were recorded to establish norms for each phase. Results showed increases in initiations and responses for both participants, with few overlapping data points for responses. Generalization and maintenance findings and implications for practice are discussed, as well as characteristics of students who may benefit from this intervention. |
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| 34. Teaching a Child With Autism to Respond Appropriately to Others' Emotions |
| Area: AUT; Domain: Applied Behavior Analysis |
| KATHLEEN MULCAHY (Autism Behavior Intervention, Inc.), Christine Soliva (Autism Behavior Intervention, Inc.), Marla Saltzman (Autism Behavior Intervention, Inc.) |
| Abstract: Children with autism often experience significant deficits in social skills. One reason for these deficits may be failure to correctly infer the private events of others even though they have experienced similar events. Skinner (1945, 1953, 1957) described how the verbal community, through observation of public accompaniments (i.e., public stimuli) and collateral events (i.e., accompanying public behavior), may teach individuals to tact private events. Failure to correctly tact public accompaniments and collateral events may result in failure to infer the private events of others and result in inappropriate behaviors in social situations. This poster presentation will describe an intervention used to teach a four-year old boy, diagnosed with autism, to infer others’ emotions by teaching him to tact public accompaniments and accompanying public behaviors, answer “how” and “why” questions in order to demonstrate a relationship between the events and the inferred emotions, and to teach him to respond appropriately to others’ emotions in social situations. Data will be collected during this intervention and will be presented during the poster presentation to demonstrate the effectiveness of the intervention and to identify variables responsible for skill acquisition and increasing appropriate social interactions in a young child with autism. |
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| 35. Using Stimulus Fading to Teach Word Search Completion With an Individual With Autism |
| Area: AUT; Domain: Service Delivery |
| JOSEPH H. CIHON (Special School District of St. Louis County), Sarah Smugala (Loyola University of Chicago), Traci M. Cihon (University of Northern Texas) |
| Abstract: Stimulus fading can help to increase correct responding through exaggerated stimulus features. In the current application of stimulus fading, font size, and style were manipulated across a series of word search puzzles. Response effort was gradually increased. Initially, the learner was asked to find only one word (presented from left to right). In latter puzzles, the learner was asked to find several words presented in a variety of different directions (e.g., backwards, diagonal). Fifteen puzzle variations were required to produce independent word search completion. |
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| 36. Token Systems: An Evaluation of Token Delivery and Removal Procedures |
| Area: AUT; Domain: Applied Behavior Analysis |
| ARIELLA HABER (BEACON Services), Kristine Fais (BEACON Services), Nicole K. Steber (BEACON Services), Keller MacMath (BEACON Services), Gilah Haber (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many children diagnosed with autism and developmental disabilities engage in nonfunctional toy play and demonstrate limited vocalizations. Token economy systems have been effectively used with children with autism to increase social skills and language production (Matson & Boisjoli, 2009). The format of the token economy may vary and may include the contingent delivery of tokens, checks, or points. Once a terminal goal is met (i.e., tokens obtained) the reinforcer is delivered. Likewise, the token economy may involve the contingent removal of tokens (i.e., countdown) in which a student begins with a predetermined amount of tokens and they are removed contingent upon correct responses; once all of the tokens are removed, the reinforcer is delivered. The present study evaluated the effects of the use of both a token delivery and a token removal system used to teach play and language skills to four students with autism. |
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| 37. The Effects of Auditory Matching on the Emergence and Improvement of Echoic Responses With Kindergarten Students Diagnosed With Developmental Disabilities |
| Area: AUT; Domain: Applied Behavior Analysis |
| Jinhyeok Choi (Teachers College, Columbia University), NOOR YOUNUS SYED (Teachers College, Columbia University) |
| Abstract: We tested the effects of the auditory matching procedure on the emergence of full and partial echoic responses with two kindergarten students diagnosed with developmental delays. The students were chosen from a private, publicly-funded elementary school that followed the Comprehensive Application of Behavior Analysis teaching methodology in a self-contained, special education classroom. A time-delayed multiple robe design across participants was used. The dependent variables in the study were the number of partial and full echoic responses emitted by the participants during probe sessions. During intervention sessions, participants were required to match a target sound or word by pressing a button that emitted the correct response. The use of a touch-screen computer technology was used and students progressed through phases after criterion was met on the previous phase. Probe sessions were conducted prior to the onset of the study, as well as following the completion of each phase. Results of the study indicate that for both students, the number of full echoic responses are increasing. For participant A, the number of partial echoic responses are decreasing, as are incorrect responses. For participant B, the number of partial echoic responses are increasing and the number of incorrect responses are decreasing. |
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| 38. The Use of Multiple Schedules of Reinforcement to Increase Participation With Nonpreferred Activities |
| Area: AUT; Domain: Applied Behavior Analysis |
| COURTNEY BLOOM (Shabani Institute), Rachel Adler (California State University, Los Angeles), Erika Myles (California State University, Los Angeles), Robert R. Pabico (Center for Behavior Analysis and Language Development), Daniel B. Shabani (California State University, Los Angeles) |
| Abstract: Language training with individuals with developmental disabilities often begins by teaching requesting skills (i.e., mands). Teaching mands often involves delivering the item requested immediately and frequently. This can lead to an undesirably high rate of mands. As a result, multiple schedules of reinforcement have been used to maintain the mand taught at reasonable or sustainable rates in the natural environment. Requests for breaks are mands that may occur frequently since they often times result in a discontinuation of demands. The purpose of the current investigation was to evaluate a multiple schedule arrangement with a request for breaks. In addition, attempts were made to increase academic demands and participation in low preference activities (e.g., dinner time with family members). Results indicated that the multiple schedule was successful in increasing responding and participation during both academic and other non-preferred activities. |
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| 39. Teaching Adolescents With Autism to Request Additional Supplies During Vocational Tasks Using an iPod Touch |
| Area: AUT; Domain: Applied Behavior Analysis |
| MELISSA KAHN (Alpine Learning Group), Deanna Cappiello (Alpine Learning Group), Kathryn Gately (Alpine Learning Group), Karissa Masuicca (Alpine Learning Group), Jaime A. DeQuinzio (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: As the appearance of activity schedules becomes more technologically elaborate, their use in vocational settings as a means of prompting response chains becomes less stigmatizing for learners with autism. The purpose of this study was to investigate the use of a photographic and textual schedule presented on an iPod Touch to teach learners with autism to ask coworkers for additional supplies during vocational tasks. A multiple-baseline-across-participants experimental design was used to evaluate the effectiveness of the iPod Touch, graduated guidance, and reinforcement on teaching three adolescents with autism to approach a coworker and request more materials in order to complete vocational tasks. Training was conducted in a simulated environment at an educational program for individuals with autism and generalization was assessed in the actual work environment during weekly probes. All three participants learned to approach a coworker and request additional supplies using the iPod Touch in both the simulated environment and in the work environment. |
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| 40. Using Video Modeling With Video Feedback to Teach Students With Autism to Make Comments |
| Area: AUT; Domain: Applied Behavior Analysis |
| LEIGH ANN S WHEAT (The Shape of Behavior), Brandi M. Castillo (The Shape of Behavior) |
| Abstract: Children with autism generally make fewer verbal initiations than their peers. The purpose of this study is to examine the effects of a video-modeling intervention on making verbal initiations during snack time. A multiple baseline across subjects design will be used. The three subjects are all diagnosed with autism and none of them showed verbal initiations during baseline data collection. During intervention, just prior to snack time the students will watch a video. Two of the three students show imitation of cartoon characters; therefore, puppets will be used in the video segments in an effort to make the videos more appealing to the students. In addition video feedback will be used after snack to give the students information on their verbal initiations. The authors feel that a video modeling approach that includes actors that may be more appealing to students and providing immediate video feedback will result in increased verbal initiations for all students. Data to be collected. |
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| 41. Teaching Echoic Behavior in Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| RUBY J. LEWIS (May Institute), Melissa Kay Chevalier (May Institute) |
| Abstract: In the simplest case in which verbal behavior is under the control of verbal stimuli, the response generates a sound pattern similar to that of the stimulus.” This is how Skinner defined echoics in his book, Verbal Behavior (1957).Many children with Autism and similar developmental disorders are deficit in the area of functional communication. An important prerequisite skill for learning functional language is echoic behavior. In this study, clinicians increased verbal imitation skills in two children with Autism through the use of an echoic behavior training protocol. Much of the previous research on this topic focuses on slightly more advanced vocal imitation skills such as articulation (Eikeseth, S. & Nesset, R., 2003) and accurate imitation of sentences (Risley, T.R. & Reynolds, N.J., 1970) as opposed to solely attempting to increase imitation of simple sounds. |
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| 42. Teaching Tooth Brushing to Developmentally Disabled Individuals |
| Area: AUT; Domain: Applied Behavior Analysis |
| MICHELLE HARRINGTON (Judge Rotenberg Center), Jill Hunt (Judge Rotenberg Center) |
| Abstract: In this study, we examined different strategies to teach developmentally disabled and autistic individuals to brush their teeth. We used both manual and electric toothbrushes. Procedures used included (1) using a backwards chaining and a set of small predetermined steps, (2) teaching with a group performing each step together, (3) use of external models of teeth, and (4) checking accuracy with the use of tinting mouthwash fluids. Participants were required to be fluent on each step, before moving to the next step. Data was plotted on a standard celeration chart. We were looking at the differences in time to master steps, independence in completing the task and long-term retention when using either the manual or electric toothbrush. |
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| 43. The Use of the MP4 Player Watch to Promote Independence and Social Acceptance in Adolescents With Autism in the Local Fitness Club |
| Area: AUT; Domain: Applied Behavior Analysis |
| GLORIA M. SATRIALE (PAAL), Peter F. Gerhardt (Organization for Autism Research), Kaori Nepo (PAAL), Avram Glickman (PAAL) |
| Abstract: The implementation of assistive technology across environments became much easier through the recent advancement of technology with the improved portability. The visual schedule and the auditory prompts with preferred music can be programmed in the portable devices such as MP4 players watch or iPod. The present study is designed to examine whether the use of technology (MP4 player watch and iPod) will promote independent functioning of adolescents with autism in the community. The participants are three students diagnosed with moderate to severe autism between the age of 13 to 21 years. Students will receive visual prompts and/or auditory prompts through MP4 player watch or iPod for their exercise routines at the local fitness center. The data will be collected three to five times per week over a two-month period. Authors plan to demonstrate the effects of the current technology to promote independence and social acceptance of adolescents with autism by delivering visual and auditory prompts via MP4 player watch or iPod. |
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| 44. Comparing Point-of-View Versus Scene Video Modeling: In the Teaching of Daily Living Skills |
| Area: AUT; Domain: Applied Behavior Analysis |
| AMIE HAHN (BEACON Services), Nathan C. Hahn (BEACON Services), Cheryl Archer (BEACON Services of Connecticut), Robert K. Ross (BEACON Services) |
| Abstract: Research indicates that video modeling may lead to faster acquisition of targeted responses than in-vivo modeling when teaching skills to children with autism (Charlop-Christy, Le& Freeman, 2000). While many variations of video based instructional (VBI) practices have been identified in the literature, this study compares two variations on the perspective of the video being presented. They are point-of-view (POV) and scene video modeling (SVM). POV procedures involve placing the camera over the shoulder and recording a video model that portray the subject completing a task from their own visual perspective. SVM procedures place the camera distally, portraying a model completing the task. This study compares the effectiveness of POV to SVM in the teaching of daily living skills to children with autism. A multiple baseline design across children and within child across the two conditions (POV and SVM) and across tasks was used. Subjects were presented two activities of daily living from their curriculum; one task for POV, the other for SVM. After viewing the video, children were tested for acquisition of target skills. |
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| 45. Ethnicity Reporting Practices for Empirical Research in Three Autism-Related Journals |
| Area: AUT; Domain: Theory |
| NIGEL PIERCE (Meadows Center for Preventing Educational Risk), Christina L. Fragale (Meadows Center for Preventing Educational Risk), Jeannie Marie Aguilar (The Meadows Center for Preventing Educational Risk), Pamela White (Meadows Center for Preventing Educational Risk), Mark F. O'Reilly (Meadows Center for Preventing Educational Risk) |
| Abstract: Over the last eight years, ethnicity has not adequately been reported in autism related journals. This issue exists even though the American Psychological Association Publication Manual provides guidelines for such reporting practices. With a proliferation of research conducted in the field of autism spectrum disorder (ASD), it is imperative to reevaluate the methodological practices in reporting ethnicity. The purpose of this review is to first, identify the ethnicity reporting practices for research participants in three autism-related journals. Second, identify the frequency of ethnicity reporting. An examination of how the field of ASD research can advance its’ ethnicity reporting practices is also described. |
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| 46. An Evaluation of Responding During Generalization Training Trials With Computer-Assisted Instruction or One-on-One Instruction |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANDREA STEARNS (Munroe-Meyer Institute, University of Nebraska Medical Center), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Kelly J. Bouxsein (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Previous research has compared computer-assisted instruction (CAI) to other methods of instruction (e.g., one-on-one instruction) to evaluate whether CAI produces superior levels of acquisition (Chen & Bernard-Opitz, 1993; Moore & Calvery, 2000; Williams, Wright, Callaghan, & Coughlan, 2002). In these preliminary studies, CAI was associates with decreased levels of problem behavior, but differences in the rate of acquisition favoring CAI were observed in some studies but not others. We sought to extend the research on CAI by comparing one-on-one instruction and CAI during generalization trials to evaluate which procedure resulted in generalization of previously-trained stimuli with an individual diagnosed with autism. Results indicated that one-on-one instruction produced prompt dependence, and the participant waited for a prompt to engage in a correct response. In comparison, CAI resulted in correct unprompted responding during generalization trials. The implications of instructional formats for programming for generalization will be described. |
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| 47. Effect of Performance Feedback in In-Home Settings on Appropriate Tone and Audibility of Speech of Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHISATO KOMATSU (Autism Spectrum Therapies), Andrea Ridgway (Autism Spectrum Therapies), Glenda Ramos (Autism Spectrum Therapies), Aghavni Jouharian (Autism Spectrum Therapies) |
| Abstract: Parent education is a vital component in intervention delivery in in-home settings with children with autism. Frequent verbal feedback given from the intervention provider, however, does not result in high treatment integrity by the parents. Performance feedback is a successful model of consultation that has been widely utilized in general education settings with classroom teachers. Research on its effect in in-home settings with parents is scarce. The current study was conducted in order to evaluate the effectiveness of performance feedback during in-home behavioral services provided to children with autism and their families. Specifically, performance feedback was practiced on parents’ use of behavioral strategies in teaching appropriate tone and audibility of speech. Through the program, two parents participated and were given process feedback (i.e., treatment integrity) and outcome feedback (i.e., child behavioral outcome) three times weekly. Utilizing a multiple baseline across participants design, parents’ treatment integrity and the use of appropriate tone and audibility of speech by the child participants were monitored across baseline, intervention, and generalization phases. |
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| CBM Poster Session 5 |
| Monday, May 31, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 48. Development of a Functional Analytic Psychotherapy Analogue Protocol: Brief Relationship Enhancement |
| Area: CBM; Domain: Applied Behavior Analysis |
| GARETH I. HOLMAN (University of Washington), Kevin Haworth (University of Washington), Sarah Liu (University of Washington), Mavis Tsai (Independent Practice), Robert J. Kohlenberg (University of Washington) |
| Abstract: Functional analytic psychotherapy (FAP) is a behavioral approach to psychotherapy that emphasizes behavior change shaped in the therapy relationship as a therapeutic mechanism; however, this mechanism is difficult to study due to its idiographic nature and the variety of factors involved in therapy. The purposes of this study were to (1) develop a focused analogue of FAP to facilitate future study of mechanism, and (2) to conduct a wait-list controlled randomized trial of the analogue protocol. Brief relationship enhancement (BRE) is a four-session protocol that aims to improve the quality of clients’ romantic relationships and focuses on work in the therapy relationship guided by principles of FAP. We are recruiting couples (n = 8-15) without current relationship distress or other psychological problems. Both members of each couple will complete assessments of relationship quality at pre- and post-treatment. One member of each couple (the client) will be randomized to receive immediate or waitlist BRE. Clients will complete a daily diary of relationship satisfaction and conflict throughout the study period. We will report aggregate results (data to be collected) from the trial along with illustrative single-subject analyses illustrating key FAP principles. This study lays groundwork for future analogue studies of FAP mechanism. |
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| 49. Functional Analytic Psychotherapy Therapist Training: A Behavioral Rationale and Preliminary Data |
| Area: CBM; Domain: Applied Behavior Analysis |
| SARAH LIU (University of Washington), Gareth I. Holman (University of Washington), Kevin Haworth (University of Washington), Mary D. Plummer (University of Washington), Mavis Tsai (Independent Practice), Robert J. Kohlenberg (University of Washington) |
| Abstract: Functional analytic psychotherapy (FAP) is a behavioral approach to psychotherapy that emphasizes behavior change strategically shaped in the context of an intense, genuine, and evocative therapy relationship. FAPtherapists must therefore combine skill in behavior analysis and change with interpersonal sensitivity, self-awareness, courage, and compassion. FAP therapist training is a one-year group training that aims to developthese therapist qualities through formation of an evocative training community that engages in a series of experiential exercises structured to evoke and strengthen key behaviors related to interpersonal relationships. Thisposter will (1) describe and present a behavioral analysis and rationale for the key exercises involved in FAP therapy training; and (2) present preliminary data (to be collected) from a non-randomized study thatexamines the impact of FAP training relative to standard clinical training on therapist interpersonal qualities. Student therapists enrolled in the FAP training (n = 6) or standard clinical training (n = 6) will complete assessments at the beginning and end of the trainingyear. Therapist training in general is a crucial yet under-studied practice. This study aims to lay groundwork for future more rigorous studies of FAP therapist training and support behavioral conceptualization of therapist training practices. |
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| 50. Comparison of Process Analyses in Five Clients Utilizing the Functional Analytic Psychotherapy Rating Scale |
| Area: CBM; Domain: Applied Behavior Analysis |
| KATHRYN S. HOLMAN (University of Wisconsin-Milwaukee), Cristal E. Weeks (University of Wisconsin-Milwaukee), Jonathan W. Kanter (University of Wisconsin-Milwaukee) |
| Abstract: A behavior analytic method for analyzing therapy sessions is to use a molecular coding approach that tracks therapist-client interactions on the moment-to-moment level by focusing on each turn of speech. Functional analytic psychotherapy (FAP), is a radical behavioral therapy which utilizes the moment-to-moment contingencies inherent in outpatient therapy by strategically applying contingent reinforcement to shape client behavior in-session (Baruch et al., in press). The FAP rating system (FAPRS) was designed to measure turn-by-turn client and therapist behavior in order to investigate FAP’s purported mechanism of change: therapist contingent responding. Using FAPRS one session each from five clients participating in a non-concurrent, multiple baseline A/A +B single subject design was coded to compare processes and outcomes. The baseline phase consisted of assessment to identify idiographic target behavior for clients to track outside of session and FAP interventions excluding therapist contingent responding. At the phase shift, therapists were instructed to begin to contingently respond to contingent responding behavior. Participants included five clients diagnosed with major depressive disorder and one or more personality disorders. The current study will present the results of a FAPRS analysis of these five clients’ sessions to explore the role of contingent responding in all five clients, and compare different interactional processes and their outcomes. |
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| 51. The Use of Restraint-Diminution, Aversives, and Reinforcement in the Treatment of a Homicidal Female |
| Area: CBM; Domain: Applied Behavior Analysis |
| NATHAN BLENKUSH (Judge Rotenberg Center), Matthew L. Israel (Judge Rotenberg Center), Susan M. Parker (Judge Rotenberg Center) |
| Abstract: Behavior analysis is often described by the psychiatric and psychological community as ill equipped to deal with complex cases of mental illness. Here, we describe the application of the principles of behavior to a homicidal young adult female diagnosed with schizoaffective disorder and a mixed personality disorder. The participant’s behavior problem was refractory to interventions attempted by the psychiatric and psychological community for almost a decade. Within that time period, the participant made numerous attempts to murder peers and staff. Treatment included: the creation of a safe situation so that staff were willing to work with the participant; use of restraint diminution to motivate behavior change; powerful positive rewards to accelerate positive social, nonverbal and verbal behaviors; use of aversives, both in a preventive and consequential mode, to decrease homicidal and other aggressive actions and thoughts; behavioral self-management; and eliminating psychotropic medication. Over the course of three years, the participant’s problem behaviors were nearly completely suppressed, a wide range of appropriate behaviors were increased, allowing the participant to graduate from high school, enroll in college, and terminate all forms of traditional psychiatric and psychological treatment. |
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| 52. Is the Behavioral Progress Made at Judge Rotenberg Educational Center Sustainable and Generalizable? A Follow-Up Study of Former Judge Rotenberg Educational Center Students |
| Area: CBM; Domain: Service Delivery |
| NICK LOWTHER (Judge Rotenberg Center), Joseph Assalone (Judge Rotenberg Center), Rosemary Silva (Judge Rotenberg Center), Robert Von Heyn (Judge Rotenberg Center), Matthew L. Israel (Judge Rotenberg Center) |
| Abstract: This study will examine the post-treatment outcomes of a sample of former students of the Judge Rotenberg Educational Center (JRC), a residential care facility that employs a highly consistent application of behavioral treatment and educational programming with some of the most behaviorally challenging individuals in the United States. The former JRC students will be evaluated post-discharge, using both a subjective general life adjustment rating (performed by guardians and/or former students) and objective counts of certain quality of life indicators. Quality of life variables of interest will include whether or not the former JRC students utilized formal treatment services, had negative encounters with law enforcement, received psychotropic medications, pursued further education, secured employment, participated in leisure activities and engaged in meaningful relationships post-JRC discharge. Of major interest is whether or not this sample of former JRC students will show significant improvement on the measures employed over their status prior to enrolling in JRC’s educational and treatment program. |
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| 53. The Effects of a Brief Group Intervention for Adolescent Females With Anger Using a Modified Dialectical Behaviour Therapy Skills Training |
| Area: CBM; Domain: Service Delivery |
| TANYA N. DOULEH (Western Michigan University), Amy E. Naugle (Western Michigan University), Scott T. Gaynor (Western Michigan University), Tara Elizabeth Adams (Western Michigan University), Alyssa Kalata (Western Michigan University), Marchion Hinton (Western Michigan University), Matthew T. Jameson (Western Michigan University) |
| Abstract: The goal of this study is to investigate the effectiveness of a skills-based treatment for middle school age girls with difficulties arising from anger-related behaviors. An open clinical trial was implemented to assist in determining if a subset of skills traditionally taught in dialectical behavior therapy are effective in decreasing self-reported anger and other indicators of anger problems (e.g., school suspensions, negative peer interactions), as well as effective in increasing positive interactions with others in a way that promotes healthy relationships. Participants received training in the skills of core mindfulness, emotion regulation, and interpersonal effectiveness over eight weeks of group skills training as part of an after school program. Results will include pre-test and post-test analyses of anger measures as well as analyses of repeated measures of the proposed mechanisms of change, including emotion regulation and mindfulness. |
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| 55. Group Contingencies in Addiction Treatment: Effect of Direct Observation of Target Behaviors by Group Members |
| Area: CBM; Domain: Applied Behavior Analysis |
| MARY LOUISE E. KERWIN (Rowan University), Beth J. Rosenwasser (Treatment Research Institute), Carolyn M. Carpenedo (Treatment Research Institute), Kimberly C. Kirby (Treatment Research Institute) |
| Abstract: Group contingencies have been applied to groups functioning in a diversity of functional settings (e.g., classrooms, workplaces, hospital wards) to change a variety of behaviors such as academic or work performance, disruptive behavior, and attendance. The targeted behaviors tend to be those that are directly observable to the group members. The purpose of this study is to evaluate the effectiveness of group contingencies on behaviors that vary in the ability for group members to directly observe the behavior. Individuals in an intensive outpatient therapy group at a methadone clinic were divided into two teams. Each team could earn the opportunity to make one to four draws from a prize bowl for meeting the criterion or exceeding the team’s prior best performance. In addition, at the end of each week, the better performing team earned a $10 bonus. Target behaviors were the group’s mean cocaine abstinence assessed via urinalysis, scores on tests of knowledge of didactic material presented by the group therapist, and disruptive behavior during groups (e.g., swearing, off-task). Results indicate that group contingencies are not very effective when the contingency is placed on the product of a behavior (i.e., results of drug urinalysis). |
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| 56. Reexaming the Role of Alcohol in Sexual Assault: A Behavioral Perspective |
| Area: CBM; Domain: Applied Behavior Analysis |
| THOMAS A. BRIGHAM (Washington State University), Samantha Swindell (Washington State University), John Tarnai (Washington State University), Raymond O. Sacchi (Washington State University) |
| Abstract: Depending on how sexual assault is defined it is estimated that 10 to 54% of women will experience some form of sexual assault. We define sexual assault as oral, anal, or vaginal penetration and the rate for our sample was approximately 10%. Most analyses of sexual assault focus on the role of alcohol as either a cause or facilitator of the assault. Depending on the survey, alcohol is reported to be involved in one third to two thirds of sexual assaults with “more than 50%” being the most commonly reported value. These values are taken as indicative of the importance of alcohol as a causal variable. Most surveys ask if the perpetrator and/or the victim were drinking at the time of the assault but not the level of consumption. However, if you ask about level of drinking (did not drink, one to three drinks, four or more) then more complex analyses are possible. For example in our sample of over 1000 sexual assaults both people were probably intoxicated (consumed four or more drinks) in 17% of the incidents, but in 42% of the cases both people were sober. Similarly, in 62% of cases one or both people were sober. Clearly, alcohol cannot be the main driver of sexual assault. Alternative explanations are proposed from a behavioral perspective. |
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| 57. Promoting Positive Parenting Practices in Physically Abused Children |
| Area: CBM; Domain: Applied Behavior Analysis |
| CYNTHIA ROSAS ALQUICIRA (Universidad Nacional de Mexico) |
| Abstract: Currently experiencing a climate of violence, situation is not spared of the children. Given the wide scope that is child abuse field, it is necessary to design and evaluate models for their approach, therefore the interest of this study was to evaluate the effect of instructions, mirroring and praise to promote positive parenting practices in abusive mothers. Ten dyads mother-child participated, the ages of children ranged from forth to eight years old, three girls and seventh boys. We used an ABC single subject experimental design and we applied instructional procedures such as modeling, visual feedback and instructions. The results showed that the intervention program allowed the mothers to develop positive parenting practices. Finally, it was observed that the instructions, mirroring, and the praise increased the index of maternal responsiveness and promote increase prosocial behaviors so was decrease of the children´s aversive behaviors. |
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| 58. Evaluation of Skill Maintenance and External Validity in a Behavioral Parent Training Program |
| Area: CBM; Domain: Service Delivery |
| ANDREW SCHERBARTH (University of North Texas), Amy Murrell (University of North Texas), Richard G. Smith (University of North Texas), Vaishnavi Kapadia (University of North Texas), Barbara Carlson (University of North Texas), Michelle Lamancusa (University of North Texas), Carla M. Smith (University of North Texas), Ryan J. Brackney (University of North Texas) |
| Abstract: Child maltreatment affects 900 thousand children in the US every year and impacts all areas of daily functioning. Behavioral parent training (BPT) programs have effectively taught parenting skills & demonstrated externally valid outcomes (i.e., lower recidivism rates). Skill maintenance assessments for BPTs have mixed results. The Behavior Management and Parenting Services (BMAPS) program has shown effective skill training for court-mandated families. This study assessed skill maintenance using an ABAB single-case research design in phase 1. External validity was assessed via survey in phase 2. Results for phase 1 found most BMAPS parents acquired all parenting tools to criteria, dropped below criteria at the 3-month probe, then fully demonstrated their skills after a brief review. Classroom factors do not appear to have systematically influenced performance at any time, although homework completion was associated with better scores at the end of class. Phase 2 results found a 91% reunification rate and a 0% recidivism rate over 1-3 years. All limitations aside, the BMAPS program trains skills to criteria and these skills can be sustained with a booster session. The vast majority of parents we contacted were reunified with their children and none received additional charges of child maltreatment. |
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| 59. Can Mindfulness Training Enhance Court-Mandated Parent Coaching? |
| Area: CBM; Domain: Service Delivery |
| ALISON BEAUVAIS CARRIS (The Chicago School of Professional Psychology), Christine Gerhold (Chicago School of Professional Psychology), Melinda Delilah Hammond (Wheaton College), Kate Noth (Illinois Institute of Technology), Kevin Zalizniak (Illinois Institute of Technology), Daniel J. Moran (Trinity Services, Inc.) |
| Abstract: Research has shown that mindfulness can be taught as a skill which allows people to act with purpose, instead of impulsively reacting to the world around them, and is thought to be helpful in parenting. Participants in this study will be parents with children under 18 years of age who are seeking divorce and thus required to attend a state-mandated one-time 4-hour parenting session. Half of these participants will experience the traditional program curriculum, defined as treatment as usual. The remaining participants will engage in an integrated mindfulness-based and values curriculum. The dependent variables assessed will be (a) willingness to be mindful and parent mindfully (b) parenting skills and (c) perceived quality of life via pre-post and follow-up self reports. We hypothesize that incorporating mindfulness and values clarification into the parenting curriculum should aid parents in contacting the present moment, which will in turn increase their psychology flexibility and lead to more effective parenting. It is hoped that this study will clarify ways in which we can assist parents in increasing positive parenting behaviors using behavioral techniques. |
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| 60. An Application of the Matching Law in Maltreatment Children |
| Area: CBM; Domain: Applied Behavior Analysis |
| AGUSTIN JAIME NEGRETE CORTES (Universidad Nacional de Mexico) |
| Abstract: The purpose of this study was the application of some derived notions of the matching law; in order to establish how so much reinforcement maintain a specific level of responses and to determine the rich environmental of other alternative reinforcement sources in mother-child interactive patterns in abusive families. Participated five dyads mother-child, four children and one girl. The mother-child interaction was analyzed in an academic situation and the mother was asked to provide social reinforcement only to two child behaviors: on task and compliance, according to a counterbalanced design. The results are analyzed and discuss in relation to the importance of the maternal reciprocity with regard to the child social behavior´s, and the importance of structuring the social contingencies mother´s that lead to promote not only the child compliance but also other prosociales behaviors. |
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| 61. Direct Instruction: Training and Maintaining Treatment Integrity |
| Area: CBM; Domain: Applied Behavior Analysis |
| KATHLEEN M HINE (Life Span Institute, University of Kansas), Sara R. Major (Life Span Institute, University of Kansas), Roger Stanley (University of Kansas) |
| Abstract: Family care treatment (FCT) provided in-home training to 12 caregivers of children exhibiting challenging behaviors. Each behavior support plan was summarized in six or seven basic caregiver skills. Weekly the therapist and caregiver met and observed one another working with the child. The therapist recorded caregiver performance of each skill throughout baseline and intervention; the caregiver recorded data only during intervention with a data sheet limited to the training item(s). Direct instruction (modeling, practice and feedback) addressed, one at a time, skills the caregiver performed inconsistently or inaccurately. Caregivers received a gift certificate after every third session at 100% on training item(s). Five caregivers’ overall performance reached 90% correct or better during baseline. Of the remaining seven caregivers mastery followed direct instruction for at least one, and for as many as three skills. Improvement in caregiver performance of one to three untrained skills coincided with direct instruction. These data suggest that direct instruction can be used successfully in the home to teach behavior support skills to primary caregivers, and that this format promotes generalized improvement in the integrity with which overall treatment is demonstrated. |
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| 62. Behavioral Sleep Intervention for a Typically Developing Adolescent With Delayed Sleep Phase and Depression |
| Area: CBM; Domain: Service Delivery |
| Katherine Simpson Spencer (Kennedy Krieger Institute), VALERIE PAASCH (Kennedy Krieger Institute), Renee Corbett (Kennedy Krieger Institute), Leanna J. Herman (Kennedy Krieger Institute), Adrianna M. Amari (Kennedy Krieger Institute), Keith J. Slifer (The Kennedy Krieger Institute) |
| Abstract: Delayed sleep phase syndrome is a circadian rhythm disorder characterized by persistent difficulty falling asleep and waking at a conventional time, insomnia, excessive daytime fatigue, and impaired social or occupational functioning. Comorbid affective disorders are common; however, the symptoms of sleep and affective disorders tend to covary. Data will be presented on the strategies utilized to change sleep phase and behavioral activation of an 18-year-old male with delayed sleep phase and depression. He was self-referred for outpatient therapy to achieve his desired wake time prior to beginning college. Sleep-focused intervention included self-monitoring, education on environmental control, cognitive-behavioral skills training, supporting environmental changes, and generalization to college. Self-monitoring and self-report were used to evaluate treatment outcomes. Although the patient was resistant to specific environmental recommendations (i.e., reducing computer time before bed), treatment effects were noted following behavioral activation recommendations (increase physical activity, time spent in sun, socialization) in a supportive environment (beach vacation), and then generalized. Treatment effects included decreased daytime sleep (nap elimination), increased nighttime sleep, and increased daytime activity. Results will be discussed in light of the common occurrence of sleep disturbance in teens and the likely interactive covariation between sleep and affective disorders in this population. |
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| 63. Utilizing a Systematic Desensitization Intervention Plan to Teach a Severely Brain Injured Client to Tolerate Male Caregivers During Personal Care |
| Area: CBM; Domain: Experimental Analysis |
| GLENN ADRIAN (Neurobehavioral Program), James C. K. Porter (Neurobehavioral Program) |
| Abstract: Very few systematic desensitization interventions have been documented for treating challenging client's with severe brain injuries in the applied behavior analysis literature. In particular, individuals who acquire brain injuries who are exhibiting verbal and physical aggression to "escape" participating in essential personal care activities. The purpose of this "poster presentation" is to review a clinical case study of an adult male who refused all personal care from male staff for more than three years. Following the implementation of a comprehensive systematic desensitization program, which lasted for five months, not only was the client receptive to personal care being provided by males, but also, he permitted male staff to shower him without exhibiting physical aggression. This poster presentation will be useful for clinicians to teach client's the necessary tolerance skills to benefit from life enhancing rehabilitation. |
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| 64. The Effectiveness of Proactive Relaxation Strategies Used by Residential Youth |
| Area: CBM; Domain: Service Delivery |
| AMANDA MARIE MCLEAN (Boys Town Outpatient Behavioral Pediatric and Family Services), Jennifer L. Resetar Volz (Dr. Azarcon and Associates, LLC) |
| Abstract: Those working with troubled youth could benefit from interventions that effectively prevent escalation of disruptive and aggressive behaviors. One such option may be self-control and/or relaxation strategies. Research on relaxation strategies has largely focused on the effectiveness of these approaches for decreasing anxiety (Ost & Lars-Goran, 1987). Less research has been conducted to evaluate their effectiveness when used with noncompliant youth (Bornmann, et al., 2007; Lopata & College, 2003). The purpose of this poster presentation is to describe the effectiveness of proactive relaxation strategies for youth with emotional and behavioral disorders placed in a short-term residential placement. Participants were 35 youth, ages 12 to 17. Youth were provided with information on seven relaxation or self-control techniques. On occasions when staff recognized youth becoming agitated, youth were instructed to use these strategies. Upon completion of the relaxation strategy, the youth was asked to fill out a brief survey. Results were significant for change in youths’ self-report of calm before and calm after the strategy was implemented. It appears that self control strategies may be a promising method of de-escalation for residentially placed youth with emotional and behavioral disorders. |
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| 65. EEG Neurofeedback: A Safe and Efficacious Non-Drug Operant Training Method for Children With Attention Deficit Hyperactivity Disorder |
| Area: CBM; Domain: Service Delivery |
| LYNDA KIRK (Austin Biofeedback & EEG Neurotherapy Center) |
| Abstract: Neurofeedback is a well-established operant training method for attention deficit hyperactivity disorder (ADHD). ADHD may affect as many as 8% of school children and often persists into adulthood. With additional recent "black box" warnings on a number of the most popularly prescribed ADHD medications, concerned parents and consumers are seeking effective, safe non-drug alternatives. This poster will present information on the operant origins of EEG neurofeedback from its early studies to present day usage. This poster will explain what neurofeedback is and how it works at the brain level of operant conditioning. It will illustrate how neurofeedback is used clinically to assess and train children (and adults) with ADHD. It will identify the most common conditions co-morbid with ADHD, such as anxiety, depression, obsessive compulsive disorder, specific learning and developmental disorders, autism spectrum disorder, and epilepsy as well as how neurofeedback may also be used to address the comorbid symptoms. Clinical outcome data will be presented on several cases of ADHD clients trained with EEG neurofeedback to reduce ADHD symptoms and medication need. |
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| DDA Poster Session 5 |
| Monday, May 31, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 66. Parent Survey of Risk Factors for Problem Behavior in Children With Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| RACHEL ROBERTSON (Vanderbilt University), Joseph H. Wehby (Vanderbilt University), Lynnette Henderson (Vanderbilt University) |
| Abstract: Despite the high prevalence and poor prognoses associated with problem behavior in individuals with developmental disabilities (DD), the knowledge base regarding risk factors in the emergence and development of problem behavior is small. The purpose of this study was to survey parents of children with DD to identify how many of their children had problem behavior, at what age problem behavior first emerged, and what child, parent, and home factors correlated with the development of problem behavior. Specific questions related to current forms of problem behavior, severity of those forms, the order in which different forms emerged over time, and how parents tended to respond to problem behavior. Increased knowledge in these areas could help direct future efforts in research, intervention, and prevention of problem behavior in people with DD in a number of ways. For example, identifying an age range at which problem behavior is most likely to emerge may direct prevention practices toward a specific period of child development, while identifying parent responses correlated with more severe or frequent problem behavior could suggest parent practices to target for intervention. Significant survey findings will be presented along with implications for research and practice. |
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| 67. Discounting of Delayed Outcomes of Treatments for Problem Behavior by Parents of Children With Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| ALLISON O'HARA (Marcus Autism Center), Nathan A. Call (Marcus Autism Center), Addie Jane Findley (Marcus Autism Center) |
| Abstract: Research has found that certain populations are more sensitive to delays (e.g., gamblers) than others. These populations have all shown a greater propensity to select a sooner smaller reward at the expense of a larger later reward than members of control groups. One population that may be especially susceptible to discounting of delayed outcomes, is caregivers of children with developmental disabilities who engage in significant problem behaviors. Treatments for severe problem behavior sometimes require consistent implementation for an extended period of time before the child’s behavior decreases to socially significant levels. Alternatively, the problem behavior can frequently be immediately, though temporarily, decreased via satiation by providing the consequence that maintains the child’s problem behavior. The present study investigated the extent to which 13 caregivers discounted delays regarding reductions in their child’s problem behavior as a result of behavioral interventions. Using procedures consistent with those of other studies on delay discounting, caregivers were provided with a series of choices regarding interventions and hypothetical outcomes that would reduce their child’s problem behavior following differing delays. For each participant, indifference points were calculated to determine their sensitivity to delayed outcomes. Clinical implications regarding treatment designs were considered. |
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| 68. Evaluating the Influences of Training Procedures on Staff and Client Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| KAIL GRAHAM (MHMRA of Harris County), Maria Quintero (MHMRA of Harris County), Dorothea C. Lerman (University of Houston-Clearlake), Deborah L. Grossett (The Center - Houston) |
| Abstract: Training is primarily meant to increase staff performance. The ultimate goal of staff improvements should be the improvements in students’ behavior. In this study, we compared a traditional lecture and role playing to self-recording of videotaped sessions on the staff’s performance following training. The changes in student behavior were recorded along with staff performance in order to determine if training met its ultimate goal. Four teacher’s aides were taught to withhold putative reinforcers for problem behavior exhibited by fourteen students. Results showed that standard training methods using lecture and role play did improve staff performance somewhat; however, the alternative training method utilizing videos for self analysis were more effective. A staff member viewing and analyzing his or her own behavior was the key component for improvement in responses to inappropriate behavior. Consequently, there was also a reduction in student problem behavior. |
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| 69. Training Staff to Implement Incidental Teaching Using a Multi-Component Package |
| Area: DDA; Domain: Applied Behavior Analysis |
| CRYSTAL MARIE WISSINGER (Kennedy Krieger Institute), Jennifer Dawn Magnuson (Kennedy Krieger Institute) |
| Abstract: Incidental Teaching is a common approach used in preschool settings to increase functional skills. Researchers conducted a study for the purpose of training Incidental Teaching strategies to 4 staff members working in a hospital-based playroom. Training components were systematically introduced in a multiple baseline across participants design. The training components included written and verbal instruction and self-monitoring for three participants with the addition of in-vivo feedback for the fourth. Experimenters took direct measures on participants’ rates of correct teaching opportunities as well as the percentage of integrity across each training component. The results indicate that the training components were successful in increasing incidental teaching skills in all 4 participants however, only 3 of the participants achieved an 80% mastery criteria or greater. On average, the participants demonstrated a 45.7% increase in treatment integrity and a 36.3% increase in the rate of correct teaching opportunities per minute. Social validity surveys distributed upon completion of the study indicate that incidental teaching is socially acceptable, and the training methods used were effective. The data suggest that while the implementation of the training package can increase the use of incidental teaching strategies, some individuals may require additional training. |
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| 70. Environmental Enrichment in Adult Day Treatment |
| Area: DDA; Domain: Service Delivery |
| SARAH M. DUNKEL-JACKSON (Southern Illinois University), James W. Jackson (Southern Illinois University), Kyosuke Kazaoka (Trinity Services, Inc.), Erica D. Pozzie (Trinity Services, Inc.), Amie Clarke (Trinity Services, Inc.), Stephanie Perkins (Southern Illinois University) |
| Abstract: Engagement is a useful primary dependent variable for assessing activity and inactivity of individuals served in adult day treatment settings. However, implementation details about specific independent variables used to increase engagement are highly desired by administrators and direct care staff. Across adult day treatment settings for individuals diagnosed with intellectual disabilities, experimenters conducted a component analysis of an environmental enrichment package consisting of a Room Arrangement, Activity Schedule, Creative Activities Training, and Staff Interaction Training. Data indicate that higher rates of client engagement resulted from improved structure, additional staff training, and consistent feedback regarding treatment fidelity. Implications for systems-change and curriculum design for adult day treatment settings will be discussed. |
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| 71. An Evaluation of the Utility of an Abbreviated Behavior Plan Supplement |
| Area: DDA; Domain: Applied Behavior Analysis |
| BIANCA PIZZO (Bancroft), Eric Eberman (Bancroft), Denise Marzullo Kerth (Bancroft), Frances A. Perrin (Bancroft), Rachel E. Sari (Bancroft), Lauren F. Troy (Bancroft), Christina M. Vorndran (Bancroft) |
| Abstract: Behavior plans often serve multiple functions (Carr, 2009). Not only do they document the appropriate treatment for an individual, but often they are required to meet state and federal guidelines as well. As a result, behavior plans end up as lengthy documents potentially making it difficult for individuals assigned to implement them to find necessary information quickly. This may result in poor integrity of plan implementation. A possible solution would be to provide the plan implementers with an abbreviated supplement that includes only the information required to implement the plan in an easy to reference format. The purpose of the current study was to identify whether direct care staff members could (a) recall more information from a behavior plan if an abbreviated supplement was provided and (b) locate information more quickly from an abbreviated supplement than the full behavior plan. Participants were direct care staff members working in a behavioral stabilization unit where all children and adolescents served had a behavior plan designed primarily to reduce severe problem behavior. Staff members were randomly assigned to either the Recall group or the Locate group. Both groups were provided two behavior plans; one of which had an abbreviated supplement attached. Both groups were quizzed on various details of the behavior plans either after (Recall) or during (Locate) their review of the plan. Results and a discussion of the findings specific to their applied implications will be presented. |
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| 72. Budget Cuts in California: Is the Reduction of Hours Effective for Children With Developmental Delays? |
| Area: DDA; Domain: Service Delivery |
| HAILY CHOUN (Center for Behavioral Sciences, Inc.), Junelyn Lazo (Center for Behavioral Sciences, Inc.), Joyce C. Tu (Center for Behavioral Sciences, Inc.), Johanna F. Lorca (Center for Behavioral Sciences, Inc.), Cynthia L. Boyle (University of Kansas) |
| Abstract: Due to recent budget cuts in California, many families with services provided by funding sources such as the regional centers are threatened with a reduction in service hours. Much of the $14.9 billion cut in February 2009 and $16.1 billion cut in September 2009 were made in social programs that included early intervention services and 1:1 direct services provided to children with autism and other developmental disabilities. Thus, the purpose of our study was to determine the effectiveness of behavioral services when children received only four hours per week compared to children who received at least ten hours per week of intensive services. The participants were four children who were eligible for early start services in the state of California. Their skills were measured in the areas of receptive and expressive language, visual discrimination, imitation and self-help. In addition, the children's scores on the Hawaii Early Learning Profile (HELP) were also compared in order to determine the effectiveness of the programs. The results demonstrated that children with at least ten hours per week of 1:1 services acquired a higher number of skills across areas measured when compared to children with only four hours per week. For example, children with ten hours per week acquired at least 20 or more skills in the area of expressive language versus children with four hours per week who mastered only three. In addition, the percentage of delays as measured by the HELP showed a greater decrease in those children with more intensive service hours. Thus, four hours per week of intensive services was not as effective on skill acquisition and decreasing developmental delays when compared to at least ten hours per week. |
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| 73. Literature Review of the Latest 30 Years of Vocational Research With People With Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| DAPHNA EL-ROY (Eden II Programs) |
| Abstract: Effective vocational training can potentially contribute to the independence, productivity and successful community integration of people with developmental disabilities. Thirty years of research, published from 1978 to 2008, focusing on training vocational skills to people with developmental disabilities will be reviewed. Articles included will be those using single-case experimental designs. The peer-reviewed journals used in this analysis will be the Journal of Applied Behavior Analysis, Behavior Modification, Research in Developmental Disabilities and the Journal of Autism and Developmental Disabilities. Trends over time in the areas of focus of research and other variables will be discussed. Data presented will include the primary interest of the studies analyzed (preference assessments, evaluation of prompts, group instruction, peer instruction, self-monitoring, etc.), diagnoses of participants (autism, mental retardation, dually diagnosed, etc.), setting (simulated off site, in vivo at job site or both), tasks included (janitorial, packaging, etc.), research design, generalization (across tasks, etc.) and maintenance. |
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| 74. A Review of the Literature in Developmental Disabilities and Behavior Analysis Over the Past Nine Years |
| Area: DDA; Domain: Service Delivery |
| LAUREN A. MAHONEY (Eden II School for Autistic Children), Niall James Toner (Eden II Programs), Frank R. Cicero (Eden II Programs) |
| Abstract: With the downsizing and closing of many large institutions, the number of individuals being served in schools, day programs, community based group homes, and family residences has increased dramatically since the early 1980’s. These smaller naturalistic settings provide more benefits than larger institutional settings. Past research was often conducted directly within the institutions by professionals in analogue conditions. Research projects in the fields of behavior analysis and developmental disabilities today are often conducted in university and hospital clinics by professionals in analogue conditions. There seems to have been a shift in therapeutic settings and treatment providers but no shift in research settings and research providers. The current literature review investigated the various types of settings and providers across four peer reviewed journals from 2000 through 2009. Reviewed journals included JABA, Behavior Modification, Research in Developmental Disabilities and JADD. Data will be analyzed and presented by treatment providers, and intervention settings. Along with the visual display of data, implications of the research trends and future research directions for the fields of behavior analysis and developmental disabilities will be discussed. |
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| 75. Reducing Perseverative Speech Through Reinforcer Satiation in Two Individuals With Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| MICHELE TRAUB (Devereux New Jersey), Suzanne T. Cole (Devereux New Jersey), Cynthia B. Simonds (Devereux New Jersey), David M. Wilson (Devereux New Jersey) |
| Abstract: Perseverative speech is a common behavior among individuals with developmental disabilities. While research has addressed interventions for echolalic speech, few studies have explored perseveration on specific topics within otherwise typical conversation. Research on stereotypy, however, has demonstrated that allowing individuals to engage in repetitive behavior can be successful in reducing the overall frequency of that behavior. A significant number of studies have also shown the effectiveness of noncontingent delivery of the reinforcer that maintains a behavior in reducing the occurrence of that behavior. We investigated the use of a high-magnitude noncontingent reinforcement procedure to reduce perseverative speech in two individuals with developmental disabilities using a multiple-baseline across subjects with reversal design. Specifically, 30-minute periods of attention were provided noncontingently during client-directed conversation. We also taught replacement self-talk strategies, during which the participants were taught to independently answer their own questions. The results are discussed in relation to the intervention's effectiveness and the relative ease of implementation. |
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| 76. Assessment and Treatment of Escape-Maintained Object Mouthing |
| Area: DDA; Domain: Applied Behavior Analysis |
| SETH B. CLARK (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Joseph Wakeman-Linn (Kennedy Krieger Institute) |
| Abstract: The inappropriate mouthing of objects is a common problem among individuals with developmental disabilities (Roane, Kelly, & Fisher, 2003). It represents a serious health risk given that it can lead to damage of the mouth and esophagus (Danford & Huber, 1983; Roane et al. 2003) or to a more hazardous problem behavior, pica (McCord, Grosser, Iwata, & Powers, 2005). Although the etiology of object mouthing is unknown, it has generally been demonstrated that behaviors such as these are maintained by automatic reinforcement (Carr, Dozier, Patel, Adams, & Martin, 2002; Mueller & Kafka, 2006; Roane et al., 2003; Tarbox, Tarbox, Ghezzi, Wallace, & Yoo, 2007). In the present study, results from the functional analysis suggested that object mouthing was sensitive to escape from demands. To date, the treatment of escape-maintained object mouthing has not been addressed in the experimental literature. In the current study, a function-based, multi-component treatment was developed that resulted in significant decreases in object mouthing. Results of this study illustrate the importance of using function-based approach to treatment, as opposed to basing treatment upon the response topography alone. |
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| EAB Poster Session 5 |
| Monday, May 31, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 77. Contingencies-Shaped Behavior and Rule-Governed Behavior: Children With and Without Perserverative Developmental Disorder |
| Area: EAB; Domain: Experimental Analysis |
| MELANIE LABERGE (L'Université du Québec à Montréal), Céline Clément (Université de Strasbourg), Jacques Forget (University de Quebec a Montreal), Melina Rivard (Universite du Quebec a Montreal) |
| Abstract: The “language hypothesis” proposes that, as the verbal behavior increases, there’s an evolution from contingencies-shaped behavior to a rules-governed behavior. (Lowe, 1979). Studies supporting this hypothesis would be owed to an artefact of experimental techniques (Darcheville, et al., 1993). In order to try solving this misunderstanding, the present study proposes two experiments, which use a combinaison of different reinforcement schedules (mix or multiple) and extinction. The subjects are four children aged between four and six years old: two having a perservative developmental disorder (PDD) and two without. The Wechsler Preschool and Primary Scale of Intelligence (3rd edition) and Raven's Progressive Matrices are administred. In experiment A, (Hayes et al.,1986) each participant receive one rule to complete a multiple schedule followed by an extinction procedure. In experiment B (Laberge et al., 2009), it’s the comparison between behavior collected in multiple and mixed schedules which verifies the effect of the rule on behavior. Additional data to be collected. Data will be interpreted with the subject’s level to the two tests. More specifically, the language level will be correlated with the data form the reinforcement schedules.The results will help individualizing intervention programs intended for children, especially children with PDD. |
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| 78. A Modified Functional Analysis of Inappropriate Behavior Exhibited by Siblings |
| Area: EAB; Domain: Applied Behavior Analysis |
| G. JOSEPH SCHLERETH (Kennedy Krieger Institute), Jennifer Dawn Magnuson (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
| Abstract: A functional analysis (FA) provides information regarding the variables that evoke and maintain problem behavior. When conducting an FA, it is important to create conditions that are analogous to the individual’s environment. Thus, conducting a standard assessment without consideration for the individual’s natural environment may not provide the information necessary to design effective treatments. One particular variable that may contribute to the onset and maintenance of problem behavior is the presence of a sibling. The purpose of this study was to examine the response rates observed during a modified functional analysis with a set of dizygotic twins. Sessions were alternated between conditions with each twin separately and with both twins present. Results of the functional analyses demonstrate undifferentiated responding for one twin and an escape function for the other twin. Additionally, rates of inappropriate behavior were elevated in combined conditions versus individual conditions for both participants. The occurrence of inappropriate behavior during combined conditions was analyzed for within-session trends by parsing the session into 15-sec intervals. Cumulative records of these data indicate that the twins’ inappropriate behavior occurred sequentially and suggests that the altered motivating operations present in combined sessions may have been responsible for the elevated levels of responding. |
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| 79. Assessing Motivation in Children Using a Progressive Ratio Task |
| Area: EAB; Domain: Experimental Analysis |
| JOHN J. CHELONIS (National Center for Toxicological Research), Seth A. Osborn (University of Arkansas at Little Rock), Claire R. Gravelin (The College at Brockport, State University of New York), Merle G. Paule (National Center for Toxicological Research) |
| Abstract: The relationship between age and sex on the performance of a progressive ratio task was studied in 849 children, ages 4 to 14 years. Variations of this task have been used extensively with animals and to a lesser extent with humans to study factors that affect aspects of motivation. The participants in this study were required to press a response lever for nickel reinforcers during a 10 minute period. One response was required to earn the first nickel and each subsequent nickel required 10 more responses than were necessary to earn the previous nickel. Older children made more responses on this task, had shorter inter-response times, and shorter post-reinforcement pauses than younger children. In addition, boys made more responses than girls, especially at older ages. The results of this study illustrate that both age and sex influence the performance of this task and thus suggest that age and sex influence aspects of motivation in children. Further, characterization of performance of this task by humans facilitates comparisons with animal models and, thus, enhances its translational utility. |
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| 80. The Effect of Extra Credit and Interactive Response Systems on In-Class Exam Performance |
| Area: EAB; Domain: Applied Behavior Analysis |
| SAMANTHA SWINDELL (Washington State University), Thomas A. Brigham (Washington State University) |
| Abstract: The present study tested whether the use of interactive response systems to ask extra credit multiple-choice questions during lecture would increase in-class exam performance relative to exams for which the lecture material was not accompanied by such questions. During baseline (A), students attended PowerPoint lectures and completed an in-class exam. During the first treatment phase (B), students used hand-held remotes to earn extra credit for correct answers to multiple-choice questions. Individual responses were recorded and the class results were displayed on a PowerPoint slide immediately following each question. In the third phase (A), the use of extra credit questions was discontinued and then again reinstated during the fourth phase (B). In the fifth pha |
Dr. Steven R. Hursh (Ph.D., University of California, San Diego, 1972) is the President of the Institutes for Behavior Resources and Professor of Behavioral Biology, Johns Hopkins University School of Medicine. Dr. Hursh has over thirty-five years experience as a researcher, is author of over 65 articles, book chapters and books and is a former associate editor of the Journal of the Experimental Analysis of Behavior.
Dr. Chase has a Ph.D. in Psychology from the University of Massachusetts -Amherst, where he studied with Beth Sulzer-Azaroff, and John Donahoe, and was influenced by a host of UMASS behavior analysts. He has conducted research on the basic environmental processes that facilitate problem solving and conceptual behavior. He has applied behavioral findings to the design of curricula for learning mathematics and other problem-solving repertoires. He has served as an editor, associate editor, and reviewer for many journals, including a three-year stint as Editor of The Behavior Analyst. He has co-organized a number of international scientific conferences, and reviewed grants for four US federal agencies. Dr. Chase received a Fulbright Scholarship to study rule governance in Italy and a Benedum Distinguished Scholar Award from West Virginia University. He is currently employed as the Executive Director of the Cambridge Center for Behavioral Studies.
Dr. Biglan has conducted numerous experimental evaluations of interventions to prevent tobacco use both through school-based programs and community-wide interventions. He has also done experimental evaluations of school- and family-focused interventions to prevent aggressive social behavior and reading failure, as well as clinical interventions to prevent high-risk sexual behavior. During the 2000-2001 school year, Dr. Biglan led a team of scholars in a review of current knowledge about the development and prevention of multiple problem behaviors of adolescence (Biglan, Brennan, Foster, & Holder, 2004). He is the author of the 1995 book, Changing Cultural Practices: A contextualist framework for intervention research, published by Context Press. His current work focuses on fostering the beneficial evolution of societal practices using behavioral science knowledge.
Dr. Sophia Yin, a 1993 graduate of the UC Davis School of Veterinary Medicine, is the award-winning pet columnist for the San Francisco Chronicle and the author of The Small Animal Veterinary Nerdbook®, and How to Behave So Your Dog Behaves. She earned her Master's in Animal Science in 2001 from UC Davis where she studied vocal communication in dogs and worked with behavior modification in horses, giraffes, ostriches, and chickens. She currently teaches three upper division undergraduate courses in domestic animal behavior in the UC Davis Animal Science Department and supervises students in various animal training and behavior research projects. She and the Sharper Image are co-developers of the first remote-controlled, automated food reward device ever and professional dog training system marketed on a large scale.
David Sloan Wilson is Distinguished Professor of Biology with a joint appointment in Anthropology at Binghamton University. He is best known for championing the theory of multilevel selection, which shows how adaptations can evolve at all levels of the biological hierarchy, with implications ranging from the origin of life to the nature of religion. He is author of nearly 200 scientific articles published in biology, anthropology, psychology, and philosophy journals. His academic books include The Natural Selection of Populations and Communities (1980), Unto Others: The Evolution and Psychology of Unselfish Behavior (with Elliott Sober; 1998), Darwin's Cathedral: Evolution, Religion, and the Nature of Society (2002), and the The Literary Animal: Evolution and the Nature of Narrative (co-edited with Jonathan Gottschall, 2005). His first book for a general audience, Evolution for Everyone: How Darwin's Theory Can Change the Way We Think About Our Lives (Delacorte, 2007), which Natalie Angier described as "a minor miracle, the near complete emulsifying of science and the real world." His next book will be published by Little, Brown and is titled Evolving the City: An Evolutionist Contemplates Changing the World—One City at a Time. In addition to his own research and writing, Dr. Wilson is director of EvoS, a campus-wide program that strives to use evolutionary theory as a common language to create a single intellectual community, spanning all human related subjects in addition to the natural world.
Richard A. Meisch published his first drug self-administration paper in 1967, and has continued to conduct drug self-administration studies to the present. In 1970 he completed an M.D.-Ph.D. program (Ph.D. in Pharmacology and M.D.) at the University of Minnesota, and subsequently a postdoctoral fellowship in behavioral pharmacology and a residency in Psychiatry at the same institution. Since 1988 he has been a professor of psychiatry and behavioral sciences at the University of Texas Health Science Center in Houston. His research has remained focused on drug self-administration studies in humans, rhesus monkeys, rats, and mice. A number of routes of administration have been explored. In addition to the IV route he has used the oral, subcutaneous, and intraperitoneal routes. Research interests include procedures to establish drug reinforcing effects and to measure the magnitude of the effects. Methodological interests include the interpretation of drug self-administration data and development of novel experimental designs and procedures. In studying these topics his research has crossed into areas such as polydrug abuse, behavioral economics, food restriction, behavioral genetics, and the generality of findings across humans, monkeys, and rodents.
Dr. Agnew is a Vice President and Senior Consultant with Aubrey Daniels International. For eighteen years she has specialized in designing behavior based business solutions. Her Ph.D. in Applied Behavior Analysis combined with a myriad of consulting experiences enables her to develop customized behavior based interventions that are well grounded in the science of behavior. Dr. Agnew has worked in industries as diverse as oil and gas, food and non-food manufacturing, mining, forest products, distribution, assembly, and retail. This range of industries has provided her with experience dealing with diverse employee populations and a wide range of organizational issues. Some of her clients include: PECO Energy, Shell Oil, Barrick Goldstrike Mines, Assurant Health, The Orange County Register, Kroger, Wal-Mart, Potlatch, Toro, and M&T Bank.
Andrew S. Bondy, Ph.D. has over 40 years experience working with children and adults with autism and related developmental disabilities. He served for over twelve years as the Director of the Delaware Autistic Program. He has taught numerous university level courses for teachers and specialists regarding autism, behavior analysis, curriculum design, effective instruction, and functional communication training. He has presented regional, national, and international workshops concerning educational, behavioral, and communicative issues pertaining to preschool children through adults with autism.
Suzanne H. Mitchell, Ph.D., is an Associate Professor at Oregon Health & Science University (OHSU) in the Behavioral Neuroscience and Psychiatry departments. She obtained her undergraduate degree at the University of Hull, England, and her Ph.D. at State University of New York at Stony Brook. Her research at OHSU uses lesion techniques and imaging to examine the basic neural processes involved in decision-making, including impulsive and risky decision making. Other research areas of interest include learning, cognition, and drug abuse. Dr. Mitchell has published extensively and lectures internationally on these topics.
Dr. Silvers received his M.A. from Michigan State University and his Ph.D. from the University of Pittsburgh. He specializes in philosophy of cognitive science, philosophy of mind, and philosophy of science. He has been a Senior Fulbright Scholar and Visiting Research Professor at the University of the Basque Country, Spain, and Visiting Scholar at the University of Arizona. He has authored more than forty articles in scholarly journals (including Philosophy of Science, The British Journal for the Philosophy of Science, Inquiry, Philosophical Psychology, and Metaphilosophy) and anthologies, edited a book on mental representation, and lectured widely in Europe, Canada, and the US. Before joining the Clemson faculty in 1989, he held the Professorial Chair in Theory of Knowledge and Philosophy of Science at Tilburg University, The Netherlands and prior to that he has been a member of the faculty in the Philosophy Departments at The University of Leiden, The Netherlands, California State University Fullerton, the University of Florida, and the University of Pittsburgh.
Gregory Hanley, Ph.D., BCBA, has over 19 years experience applying the principles of learning to improve socially important behaviors of children and adults with and without disabilities. Dr. Hanley is currently an Associate Professor of Psychology and Director of the Behavior Analysis Doctoral Program at Western New England College. Dr. Hanley has published over 50 articles in peer-reviewed journals in areas such as the assessment and prevention of problem behavior, teaching tactics for young children, and evidence-based values. Dr. Hanley is a Senior Associate Editor for Behavior Analysis in Practice and its next Editor, and a past Associate Editor of The Behavior Analyst and of the Journal of Applied Behavior Analysis. He was the 2006 recipient of the B.F. Skinner New Researcher Award by Division 25 (Behavior Analysis) of the American Psychological Association and was appointed a Fellow of the Association in 2007.
Dr. Mechner received his doctorate in 1957 from the Columbia University psychology department. He remained a member of the department’s teaching faculty until 1960, and continued to conduct basic and applied research in the fields of learning and educational technology until the present time. In 1959 he developed a formal language for codifying simple behavioral contingencies, a language he has since upgraded and applied in a diverse range of fields. Dr. Mechner developed various implementations of self-paced individualized instruction for grades K-12, medical education, and industrial training. As a consultant to UNESCO he led projects for the modernization of science teaching in South America and Asia. In 1969-70 he worked on the original design and prototyping of the Sesame Street television programs, and later developed innovative early childhood development programs for Pennsylvania, Georgia, Alabama, and Nebraska. Dr. Mechner’s experience in economics and finance stems from his having founded and built, since 1960, a dozen business enterprises, each based on some innovative technology. The financial proceeds of these have funded the Mechner Foundation, which conducts research in learning and behavioral technology. Some of Dr. Mechner’s publications and accomplishments in music, art, languages, and chess are cited in the website www.mechnerfoundation.org.
Dr. Patrick C. Friman received his Ph.D. from the University of Kansas under the mentorship of Edward R. Christophersen and the late Montrose Wolf. He is the current Director of the Boys Town Center for Behavioral Health and a Clinical Professor in the Department of Pediatrics at the University of Nebraska School of Medicine. He was formerly on the faculties of Johns Hopkins, University of Pennsylvania, and Creighton Schools of Medicine. He was also formerly the Director of the Clinical Psychology Program at University of Nevada as well as the Associate Chairman of the Department of Psychology. He is the former Editor of the Journal of Applied Behavior Analysis and the incoming President of the Association for Behavior Analysis International. He is also on the editorial boards of nine peer reviewed journals. He has published more than 180 scientific articles and chapters and three books. The primary focus of his scientific and clinical work in is in the area of Behavioral Pediatrics and Behavioral Medicine. Dr. Friman’s work in behavioral pediatrics has concentrated on the gap between primary medical care for children on one side, and referral-based clinical child psychological and psychiatric care, on the other. He also specializes in consultation regarding workplace issues such as motivation, dealing with difficult people, change, and pathways to success. As an example of the impact of his work, following the publication on sleep problems a few years ago, the American Medical Association invited him to headline a press conference in New York City where he was presented to the press by the Surgeon General of the United States.