Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


34th Annual Convention; Chicago, IL; 2008

Event Details

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Poster Session #398
#398 Poster Session (EDC)
Monday, May 26, 2008
12:00 PM–1:30 PM
South Exhibit Hall
103. ABA in Alabama's Public Schools.
Area: EDC; Domain: Applied Research
HEATHER CHANDLER (The Learning Tree, Inc.), Jennifer S. Phillips (The Learning Tree, Inc.)
Abstract: In January 2006 the Learning Tree, Inc. began a project aimed at creating a model special education classroom for the State of Alabama. The project classroom contains 16 students, ages 15-21, with multiple disabilities including Cerebral Palsy, Down syndrome, Rubinstein-Taybi syndrome, and Mental Retardation. There are three paraprofessional staff members, one Certified Special Education Teacher, and two Board Certified Behavior Analysts who serve as Behavioral, Instructional and Vocational Support Specialists. The goal of this project is to transition staff training and monitoring, data collection and review, acquisition program development, employment development and support, student assessment, behavior plan development, and crisis management from the current BCBA’s to pertinent staff within the school district (to include a full time BCBA). This presentation will report on the improvement in classroom engagement, skill mastery, and problem behaviors in an Alabama Public High School Multi Needs Unit.
104. Professional Profile of Psychologist in Mexico: An Analysis of Job Vacancies.
Area: EDC; Domain: Service Delivery
ROSALVA CABRERA (FES Iztacala-National University of Mexico), Hortensia Hickman (FES Iztacala-National University of Mexico), Guadalupe Mares (FES Iztacala-National University of Mexico)
Abstract: The interest in the training of professionals with international competitiveness has increased in recent decades in the universities of Mexico. This interest has produced much research related to educational technology, curricular assessment, educational models, teaching institutions, etc. Thus our research has an aim to identify the characteristics of a professional psychologist that is required by employers. We take into account the activities to be carried out by the psychologist in the job offer to fulfill requirements demanded by employers. We examined the job vacancies in seven states of Mexico: two states with minimal social welfare, two with medium social welfare, two with maximum social welfare, and Mexico City, including the metropolitan area. The number of job vacancies is directly related to the level of social welfare. The data show that employers required psychologist prime for dozen basic in medium educations and administrative activities related to organizations. Employers required prime bachelors degrees, and masters degrees are required minimally.
105. Preparing School Psychologists for Work in Preschool Settings.
Area: EDC; Domain: Service Delivery
CYNTHIA HUGHES (University of Cincinnati), Talia Miche Johnson (University of Cincinnati), David Barnett (University of Cincinnati)
Abstract: With an increased emphasis on prevention and early intervention in the law (IDEA, 2004), there is a greater need for school psychologists to provide effective services to preschool aged children. Response to Intervention (RtI) provides a model of service delivery aligned with the goals of prevention and early intervention. However, there has been little research devoted to training school psychologists in RtI, especially in the application of RtI to preschool settings. The current presentation will describe the training model of a school psychology program emphasizing RtI service delivery. The presentation also will describe the practicum experiences provided for trainees to gain experience developing academic and behavioral interventions through an RtI model in preschool classrooms. The presentation will provide a summary of the intervention outcomes for students served by trainees during the 2006-2007 school year. Outcome data will be used to evaluate the efforts of the trainees and the training provided by the program to prepare future school psychologists. Discussion will focus on the need for well-prepared school psychologists to support prevention and early intervention efforts in early childhood educational settings.
106. Training School Psychologists for Practice in Response to Intervention.
Area: EDC; Domain: Service Delivery
TALIA MICHE JOHNSON (University of Cincinnati), Cynthia Hughes (University of Cincinnati), Renee Hawkins (University of Cincinnati)
Abstract: As increasing numbers of schools adopt Response to Intervention (RtI) models, school psychologists entering the field need to be well prepared for practice in RtI. However, there has been little research devoted to RtI preservice training. The current presentation will describe the training model and structured practicum experiences of a school psychology program emphasizing RtI training. The presentation will provide a summary of the intervention outcomes for school-aged (K-12) students (N = 39) served by trainees (N = 12) during the 2006-2007 school year. Summary statistics including effect sizes, percentage of nonoverlapping data points, and Goal Attainment Scaling ratings will be reported for student progress in response to the behavioral and academic interventions collaboratively developed by trainees through the RtI process. Outcome data will be used to evaluate the efforts of the trainees and the efforts of the training program to prepare future school psychologists. Discussion will highlight the challenges to structuring training experiences in RtI and suggestions for future research on preservice training in RtI.
107. Student Research at Gonzaga University 1978-2008.
Area: EDC; Domain: Applied Research
THOMAS FORD MCLAUGHLIN (Gonzaga University), Kimberly P. Weber (Gonzaga University), K. Mark Derby (Gonzaga University), Anjali Barretto (Gonzaga University), Randy Lee Williams (Gonzaga University)
Abstract: The basic data presented are the publication and presentation data authored by students from Gonzaga University's behaviorally-based Special Education Program. These data were blocked from 3- to 5-year periods (e. g. 1978-1980, 1981-1985, 1986-1990, 1991-1995, 1996-2000, 2001-2004, and 2005-Present). The overall student publication and presentation outcomes indicated that student publications and presentations were highest during 2001-2004 (number of publications and presentations = 48). Student publications ranged from 0 to 20 for the other four designated time periods. Gonzaga University's Special Education Program's students published in such peer reviewed journals as Child & Family Behavior Therapy, International Journal of Special Education, B. C. Journal of Special Education, Education and Treatment of Children, Reading Improvement, Remedial & Special Education, Journal of Applied Behavior Analysis, Behavior Modification, Journal of Developmental and Physical Disabilities, Behavioral Interventions, Journal of Positive Behavioral Interventions, Journal of Behavioral Education, Behavior Modification, and Psychology in the Schools. Presentations were made at the Northwest Association for Behavior Analysis, Council for Exceptional Children, and The Annual Virginia Beach Conference on Behavior Disorders and the Association for Behavior Analysis.
108. Hitting the Books: Applying Behavior Analysis to Increase the Study Behaviors of College Students.
Area: EDC; Domain: Applied Research
JENNIFER L. CSENGE (Florida State University), Marco D. Tomasi (Florida State University)
Abstract: The purpose of the present study was to apply behavior analysis techniques to increase time spent engaging in study behaviors for two college students. Increasing GRE study behaviors were targeted for the first participant. Decreasing time spent engaging in video game play, and increasing time spent on homework was targeted for the other participant. The Premack Principle was used to increase the second participant’s completion of school work, inversely resulting in a decrease in video game play from over 21 hours per week to 5.6 hours per week. The other participant’s GRE study behaviors were reinforced with a block of free time the following week. To further increase GRE study behaviors, a second intervention utilizing an avoidance contingency was implemented. This successfully increased relevant study behaviors to the desired level, 3 hours per week.
109. Comparing Effects of One-Attempt versus Three-Attempt On-line Quizzes on College Students’ In-class Quiz Performance.
Area: EDC; Domain: Applied Research
MADOKA ITOI (The Ohio State University), Christopher D. Yawn (The Ohio State University), Lilian C. Rodrigues (The Ohio State University), Temple S Lovelace (The Ohio State University), Moira Konrad (The Ohio State University)
Abstract: Enhancing the effectiveness of instruction in introductory-level college courses has significant applied value, given the large amount of information and background knowledge presented by the instructor. Providing structured opportunities for students to interact with that information can enhance instructional effectiveness and facilitate their studying and learning. Research indicates that active responding to instruction leads to improved academic achievement (Cavenaugh, Heward, & Donelson, 1996; Christle & Schuster, 2003; Davis & O’Neil, 2004). This study investigated the potential utility of internet technology in three sections of an introductory course for special education. Specifically, this study examined whether an increased number of on-line quiz attempts would result in improved performance on subsequent in-class quizzes. Using an alternating treatments design, undergraduate and graduate students’ in-class quiz performance was analyzed to determine if one-attempt on-line quizzes or three-attempt on-line quizzes before taking weekly in-class quizzes had varying affects on performance. In order to control for the potential influence of instructors’ lecture formats, the same instructor taught all three sections for a specific lecture. Results and implications for practice are discussed.
110. A Comparison of Interteaching and Lectures: Does the Quality of Interteaching Matter?
Area: EDC; Domain: Applied Research
HEATHER R. MOSIER (University of North Carolina, Wilmington), Melissa A. Cartun (University of North Carolina, Wilmington), Christine E. Hughes (University of North Carolina, Wilmington)
Abstract: The purpose of the present study was to evaluate the effectiveness of interteaching by ensuring greater quality of interteaching sessions. Evaluation of whether students can tact what they know and do not know was also conducted. Forty-seven students in 2 sections of a research-methods undergraduate course participated. Before 8 classes, students answered questions on a study guide, worth 2 points of their grade. The 2 sections were quasi-randomly assigned to lecture or interteaching. In the interteaching condition, students were paired and given an additional study guide to complete for 5 points toward their grade; each member of the pair received the same grade. In the lecture condition, the instructor lectured on all of the material in the study guides. The students were given the additional study guide, but were not required to complete it. Following each class, students rated their understanding of topics. Tests were given 2 classes following each interteaching or lecture class. The students also took midterm and final examinations. Grades on tests and exam questions were compared between the two types of teaching. In addition, students’ ratings were compared to their grades to determine if students could tact what they did and did not know.
111. Training Strategies Used to Train New Researchers in Chemistry.
Area: EDC; Domain: Applied Research
MARIA ANTONIA PADILLA VARGAS (Universidad de Guadalajara), Veronica De Fatima Loera Navarro (Universidad de Guadalajara)
Abstract: The present work tried to identify training strategies used by researchers in the area of chemistry to train their apprentices. Six investigators of three different generations participated: 2 with more than 25 years of research experience, 2 with more than 12 years of experience, trained by the first ones, and 2 in formation who are being trained by the seconds. Three instruments designed to fit the present research purposes were used to collect data. Results showed that the most frequently used training strategy was specific training of manual abilities, regulated by constant feedback. Researchers agreed on what is required to be a good investigator in chemistry. Besides concrete abilities in the area, they mentioned motivation, self-regulation, and learning how to work in team as key requirements. The results are discussed in terms of the implications that these can have for pedagogy of science in the area of chemistry.
112. A Comparison of Contract Grading and Traditional Point-Based Grading Systems Among College Freshmen.
Area: EDC; Domain: Applied Research
DANA F. LINDEMANN (Western Illinois University), Colin R. Harbke (Western Illinois University)
Abstract: Contract grading encourages mastery of the material and increases students’ perceived control over their grades. Recent interest in First Year Experience (FYE) and Foundations of Excellence programs has increased the number of small classes available for freshmen students and, consequently, opportunities to incorporate contract grading for instructors. The purpose of this research is to compare contract grading to traditional points grading within a FYE program. Male and female freshmen college students (N = 40) enrolled in Introduction to Psychology participated and were randomly assigned by class to be evaluated using contract grading (n = 20) or traditional points-grading (n = 20). Participants were enrolled in the course as part of an FYE program at a rural, state university. Instructor, materials, format, and assignments were the same for all participants (only grading mechanism was manipulated). At the end of the semester, students responded to two self-report measures evaluating the course and instructor. Several advantages of contract grading over traditional grading were observed. Most notably, contract graded students were 2.4 times more likely than traditional graded students to earn an A grade. Contract grading may be an effective way to increase mastery of course material among college freshmen.
113. The Effect of Quiz Point Contingencies and Levels of Familiarity of Exam Questions on Exam Scores.
Area: EDC; Domain: Applied Research
MATTHEW A. TAYLOR (Queens College, City University of New York), Kathleen A. Mangiapanello (The Graduate School, City University of New York), Nancy S. Hemmes (Queens College, City University of New York)
Abstract: This study assessed the effects of a point contingency for a preliminary quiz and familiarity of exam questions on exam scores in an undergraduate psychology course. The primary and secondary dependent measures were number of questions answered correctly on the exams and quizzes, respectively. The subjects were assigned to an alternating treatment design across the two quiz-point conditions, dependent and independent, using randomized blocks-of-two. The dependent-points condition required that questions were answered correctly to earn points. The independent-points condition required only that the questions were answered to receive points. Two preliminary quizzes were administered prior to each of the four exams. Exam question familiarity was manipulated such that exams were comprised of 50% previously presented questions (25% for points-dependent condition and 25% for points-independent condition) and 50% novel questions. The group mean number of correct responses for dependent-point quizzes was greater than for independent-point quizzes. The students performed significantly better on exam questions that were previously presented in the quizzes, irrelevant of dependent or independent conditions. There was no effect on performance on novel exam items as a function of whether students had studied material under the dependent- or independent-points condition.
114. Behavior Analysis and Therapy On-Line at Southern Illinois University.
Area: EDC; Domain: Service Delivery
JOHN C. PINGO (Southern Illinois University), James W. Jackson (Southern Illinois University at Carbondale), Mark R. Dixon (Southern Illinois University)
Abstract: The continuing growth in computer technology has made possible for nontraditional and unconventional means of delivering behavior analysis course material to interested students. One such method of course delivery is via the Internet. This poster will discuss the emerging trend of web-based training in behavior analysis, present a program description of such training at Southern Illinois University, and show comparative data between on-campus and off-campus students suggesting that quality control is possible in cyberspace. Strategies for developing web-based training beyond the traditional college course will be presented and include topics such as in-services, job training, and brief staff enhancement lectures.
115. Web Page as a Resource for Learning Research Skills in Psychology Students: A Preliminary Experience.
Area: EDC; Domain: Applied Research
SEBASTIAN FIGUEROA RODRÍGUEZ (Universidad Veracruzana), Teresa De Jesús Pomposa Luna Domínguez (Universidad Veracruzana), Blandina Bernal Morales (Universidad Veracruzana)
Abstract: Twenty-one psychology students from a Public Mexican University were enrolled in this study. Since Institution´s Educational Model prescribed the need of competencies for autonomous learning, as well as the use of information and communication technology, the purpose was to identify the extent to which the above has been achieved, by administering a course in research methods, that included, among others, using a web page, in a classroom designed for that purpose. Students had to check the assigned lesson, perform the tasks required and then submit via e-mail to the teacher and their assistants. By the end of the term, students evaluated the course in all of its components, as well as their own performance. In the three-unit course, most of percentages were assigned to the positive end of the scale used, (“excellent”) in unit 1, showing preference for teacher´s traditional role. In second unit, high percentages were scored for “regular”, (in which Web Page was used), while in third unit “good” was mainly assigned. Students' self-evaluations showed a preference for those items related with high standard performance. The main impact was observed in the third unit, the one in which more human and technological resources were administered.
116. Implementation of Multimedia Clinical Psychology Course: Students and Professors' Data.
Area: EDC; Domain: Applied Research
ANTONIA RENTERÍA RODRÍGUEZ (Universidad Nacional Autónoma de México), Patricia Landa Durán (Universidad Nacional Autónoma de México), Lourdes Rodríguez Campuzano (Universidad Nacional Autónoma de México), Jorge Luis Salinas Rodríguez (Universidad Nacional Autónoma de México), José de Jesús Vargas Flores (Universidad Nacional Autónoma de México), Angel García Pacheco (Universidad Nacional Autónoma de México)
Abstract: The new information and communication technologies applied to higher education is an important issue in the contemporary curriculum of universities all over the world. The institution, teachers, and students´ opinions about curriculum are fundamental to make decisions, in order to change and improve the educational process. The main aim of this research was to implement the feedback of a behavioral clinical psychology multimedia course. In this study, students and professors´ valuing opposite data are analyzed in the context of program evaluation.
117. Assessment of Strategic Scientific Text Analysis in Biology Students.
Area: EDC; Domain: Applied Research
MARIA LUISA CEPEDA ISLAS (FES Iztacala Universidad Nacional Autónoma de México), Carlos Santoyo (Universidad Nacional Autónoma de México), Maria Del Refugio López Gamiño (FES Iztacala Universidad Nacional Autónoma de México)
Abstract: The assessment of strategic text analysis in behavioral psychology (Santoyo, 1992, 2000 & 2005) provides cues and information to become an active participant in the analysis of scientific and methodological texts. The categories of the strategy are: theoretical, social, and methodological justification; research purpose, subject matter, author’s strategy, internal and external consistency, author’s conclusions, reader’s conclusions, and alternative courses of action for the range of new research. This strategy has been successfully evaluated in different contexts and with several levels of students. In an overview students learn how to analyze and discuss the scientific article contents in a systematic way; using the methodological-conceptual scheme to identify the main and secondary ideas of the text. The aim of this work is to evaluate such strategy with Biology students. A group of sixth semester students was selected, with a pre-posttest design, which was trained in the use of Santoyo´s strategy during five sessions. Results comparing data of pre- and posttest design are discussed considering the possibilities that the strategy offers to different scientific fields.
119. Power to the Teachers! Using a Textual Prompt to Increase Teacher Completion of Performance Goals.
Area: EDC; Domain: Applied Research
JASON CORY ROSENFELD (Hawthorne Country Day School), Tina Marie Covington (Hawthorne Country Day School), Daren Cerrone (Hawthorne Country Day School)
Abstract: We investigated the effects of a textual prompt on the cumulative number of performance goals completed by teachers and the effects on the number of student objectives met in the classroom. Teachers were given a list of performance goals related to increasing their verbal behavior about ABA, contingency-shaped behaviors in the classroom, and verbally mediated skills. Using a multiple baseline design, the number of performance objectives completed each week was collected. During the intervention, teachers were given a textual prompt, which listed the behaviors necessary to identify, organize, and monitor the completion of their performance goals. The effects of the textual prompt on the completion of performance goals and the collateral effects on student behavior will be analyzed.
120. Classroom Testing of a Discrete Trial Practice System.
Area: EDC; Domain: Applied Research
PHILIP IRVIN PAVLIK (Carnegie Mellon University), Sue-mei Wu (Carnegie Mellon University), Thomas Bolster (Carnegie Mellon University), Brian MacWhinney (Carnegie Mellon University), Kenneth Koedinger (Carnegie Mellon University)
Abstract: Learning simple verbal behaviors (such as foreign language vocabulary translations) often benefits from practice, but research has shown us that the schedule of practice and reinforcement is an important modulator of learning. This poster will describe a new system that uses a mathematical model of the behavioral effect of practice to predict the optimal schedule of repetitions when students perform discrete trials. Interestingly performance during this optimal scheduling tends to be fast and accurate because this avoids the time and motivation costs of errors during practice. In addition to detailing the basis of this system, the poster will examine classroom results from more than 200 students who have used the system to practice vocabulary in college level Chinese I and II classes. These students had significantly better results on a vocabulary quiz using the system and practiced more compared to a control condition with a more conventional system of flashcard repetition.



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