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| Pilates/Yoga Workshop |
| Saturday, May 23, 2009 |
| 7:00 AM–7:50 AM |
| Maryvale B |
| Chair: Amanda N. Adams (California State University, Fresno) |
| Presenting Authors: |
| This session, sponsored by the Health, Sport, and Fitness SIG, is open to all partcipants. Rejuvinate and relax with this barefoot workout led by certified instructors. No mat necessary - please wear comfortable clothing. |
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| SQAB: Society for the Quantitative Analyses of Behavior |
| Saturday, May 23, 2009 |
| 7:00 AM–11:00 AM |
| Valley of the Sun A-E |
| Chair: Alliston K. Reid (Wofford College) |
| ABAI thanks the Society for Quantitative Analysis of Behavior (SQAB) for sponsoring tutorials focusing on quantitative Analysis. ABAI encourages its members to take advantage of the SQAB program that occurs immediately before the ABAI program. The SQAB program includes many presentations on quantitative applications in behavior science. A separate registration fee and badge are required to attend the SQAB meeting. |
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| Overcoming Severe Deficits in Vocal Behavior with The Association Method |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 124 A |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Mary Jane Weiss, Ph.D. |
| TERESA A. GRIMES (Whole Child Consulting, LLC), Judy Pollard-Licklidder (Pollard-Licklidder Clinic) |
| Description: The Asociation Method has proven to be an effective paradigm for establishing a vocal repertoire, even after other approaches have failed. Brief case studies of two such learners will be presented, in addition to video presentations of a number of students from the Pollard-Licklidder Clinic in Kansas. The workshop wil describe the etiology of disorders affecting vocal behavior. Lecture, video and data will be utilized to familiarize attendees with the techniques of The Association Method. The instructors will descrie how The Association Method can be integrated with the rest of a learner's programming. |
| Learning Objectives: 1. Be able to define The Asociation Method and describe how it is different from other approaches.
2. Be able to list the multi-dimensional aspects, (physical, visual and auditory)
3. Create fundamental materials.
4. Apply the method at basic/entry level |
| Activities: 1. Break out group to practice new terminology with flash cards.
2. Use of guided notes to facilitate acquisition.
3. Break out into groups to create introductory materials and practice entry level applications. |
| Audience: Parents and advanced professionals who work with learners demonstrating little or no vocal behavior. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Using the Verbal Behavior Approach to Teach Children with Autism |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 120 BC |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| CE Instructor: Hannah Hoch, Ph.D. |
| MARY L. BARBERA (Barbera Behavior Consulting) |
| Description: Children with autism, regardless of age or severity of symptoms need effective, individualized programming. This workshop will provide an overview of the Verbal Behavior Approach and will outline specific techniques to improve language skills for learners diagnosed with autism or related disorders. Mary will highlight strategies from her book: The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders and will provide guidance using the scientifically proven strategies of Applied Behavior Analysis (ABA) specifically utilizing B.F. Skinner’s Analysis of Verbal Behavior. Through lecture, video examples and small group activities, participants will receive information which will enable them to get started incorporating the Verbal Behavior Approach with a wide variety of learners in home, clinic, community and school settings. |
| Learning Objectives: 1)Describe two similarities and two differences between traditional discrete trial teaching and the Verbal Behavior Approach.
2)Describe the importance of pairing with reinforcement and mand training when working with children with autism.
3)Give one example of a mand, tact, intraverbal, echoic and listener responding skill for early, intermediate, and advanced learners.
4)Describe the skills and programming needed to enable children to become conversational speakers. |
| Activities: This workshop will include lecture, discussion, video examples, and small group activities. |
| Audience: This workshop is recommended for all professionals working with children and adults with autism including behavior analysts, speech and language pathologists, educators, psychologists, and therapists. Parents of children with autism are also welcome and encouraged to attend. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Teaching the language of emotions: How Skinner's analysis can help |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 125 |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Lauren C. Wasano, M.A., BCBA, M.A. |
| LORI A. FROST (Pyramid Educational Consultants) |
| Description: B.F. Skinner provided an important guide to the analysis of language in his book, Verbal Behavior. In this book, he stresses the critical value to focusing on the function of various aspects of communication. His analysis includes a very interesting section on what he termed ‘private events’- that is, how do we learn to talk about things that happen inside of us? His insights into this process can be very helpful in designing effective lessons to help those with autism and related disabilities to describe their emotions as well as better respond to the emotional language of others. This talk will focus on Skinner’s analysis, review common strategies currently in use to teach these complex skills, and suggest ways to improve these lessons. Attendees will be given the opportunity to review their current lessons regarding emotions and plan revisions based upon Skinner’s analysis. |
| Learning Objectives: Objectives:
1. Define verbal behavior according to Skinner.
2. Distinguish between requests (mands) and comments (tacts)
3. Describe how children typically learn to comment about ‘private events’
4. What type of information do adults respond to when teaching children to tell us about their emotions? What may be missing for children with autism?
5. What are some common approaches to teaching ‘the language of emotions.’
6. How would these compare with Skinner’s description?
7. Can we create emotions?
8. Why is it not really easy to teach ‘really?’ |
| Activities: Review Skinner's definition of critical terms.
Review traditional ABA and non-ABA approaches to teaching children language related to emotions.
Review their own current lessons regarding emotions.
Plan revisions of current lessons to incorporate Skinner's analysis. |
| Audience: Practitioners who work with children with autism and related language disabilities and aim at teaching these individuals to learn to 'express their emotions' and use subtle aspects of language. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Evidenced-based Practice in the Promotion of Healthy Lifestyles with ASDs across the Lifespan |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 122 BC |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Jennifer Zarcone, Ph.D. BCBA |
| JEFFREY JACOBS (Caldwell College), Allyson Sudol (Bernards Township) |
| Description: Regular exercise promotes fitness and health benefits as well as improves appearance. Individuals with autism spectrum disorders may be at risk for being physically inactive. The characteristics of the disorder may interfere with successful participation in traditional forms of physical activity or the limited number of fitness and recreation programs designed for individuals with developmental disabilities. Achieving an appropriate fitness level can help learners with ASDs participate more fully with their families and peers in leisure activities, activities of daily living, as well as education, vocational, and community environments. Acquiring appropriate fitness skills may promote the productive use of leisure time in less restrictive settings. Extensive research supports the effectiveness of a behavioral approach for individuals with ASDs. This presentation will address the application of behavioral principles to promote the physical fitness and safety of individuals with ASDs as well as inclusion in home. educational, volunteer, leisure, and works settings. |
| Learning Objectives: At the conclusion of this workshop, attendants will be able to:
1) Identify the components of health and fitness and how they are measured.
2) Identify the benefits of fitness programs.
3) Describe the importance of physical fitness related to inclusion in home, community, volunteer, and employment settings.
4) Use a checklist to assist individuals with ASDs or caregivers in the selection of fitness, leisure, and recreation programs.
5) Identify research-based instructional strategies used to promote physical fitness, safety, sports performance, and leisure skills for individuals with ASDs.
6) Identify measurement procedures to promote accountability in fitness programs, including measures of social validity.
7) List the necessary components of an effective leisure and fitness programs for individuals with autism spectrum disorders (e.g., Tae Kwon Do, swimming, running, gym).
8) Describe three ways in which to train staff.
9) Problem solve behavior and discuss programmatic and environmental modifications to promote continual behavior chnage toward targt fitness, perforamnce, and safety goals. |
| Activities: Participants will view a Power Point presentation, receive handouts and view videos. They will have opportunities to participate in didactic presentations, problem solving discussions |
| Audience: The workshop is appropriate for behavior analysts who are interested in starting, expanding, or enhancing health and fitness programs for individuals with autism spectrum disorders across the lifespan. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Toilet Training Children with Autism: Case Studies and Procedures |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 129 A |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Mark O'Reilly, Ph.D. |
| MELANIE ALLISON ROSE (Southern Illinois University, Carbondale) |
| Description: Various toilet training interventions have been identified and discussed in the literature. This workshop will present an overview of toilet training procedures used with children with disabilities. Common elements of effective programs will be discussed.
The Center for Autism Spectrum Disorders at Southern Illinois University Carbondale is a comprehensive applied behavior analysis regional center for children with autism, their families, and service providers. Consistent with findings in the literature, needs assessments have identified toilet training to be a parent need and priority for children receiving autism intervention services through the Center. Case studies of family consultations, including footage of parent implementation of interventions, will be presented. |
| Learning Objectives: Identify effective toilet training interventions.
Recognize toileting readiness skills.
Arrange an environment to promote toileting success.
Pinpoint barriers to implementing a successful toilet training program. |
| Activities: Case study film footage will be reviewed and effective toilet training procedures will be discussed. |
| Audience: Parents and professionals interested in toilet training children with autism. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Small Group Instruction; Readiness Assessment, Curriculum and Instruction for Children with Autism |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 129 B |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Terri M. Bright, M.S.Ed. |
| ANN FILER (BEACON Services), Katie Artiano (BEACON Services), Sarah Kingery (BEACON Services), Amie Hahn (BEACON Services), Robert K. Ross (BEACON Services) |
| Description: The purpose of this workshop is to train participants to effectively instruct, 2 or more children with autism, within a small group setting. Preparation for successful participation in teacher directed small group instruction is often not a formal component of many ABA curricula. However, the ability to demonstrate these skills is essential to successful learning in most pre-school settings. . As children move from home based services to school based services, 1:1 instruction becomes less prevalent and small group and large group instruction more common. Because this is a predictable change in instructional format, ABA programs must prepare students to successfully learn within a group setting. This workshop will provide participants with many tools to move students from 1:1 instruction to small group instruction. First, research related to typical preschool learning behavior, identified within group instruction, will be presented. This will act as a guide for the selection of prerequisite behavior for pre-teaching purposes. Second, curriculum and materials related academics, language, play and social skills, which support group learning, will be reviewed. Third, within a group instructional format, research related to potential strategies aimed at increasing communication, attending and pro-social behavior, will be shared and strategies reviewed. |
| Learning Objectives: Objectives: At the conclusion of the workshop, participants will be able to:
1. Identify the typical learning behavior preschoolers possess when involved in a small group setting.
2. Identify and describe curriculum, which is best suited to teach academic, social, language and play skills within a group setting.
3. Identify evidence of successful learning strategies within group settings.
4. Develop materials, which assist with instruction in small group settings.
5. Implement curriculum within the areas of academics, language, play and social skill within the context of small group instruction |
| Activities: Activities: Schedule of the day
Overview of research pertaining to:
Peer prerequisite behavior
Group activity schedules
Group D.I.; Reading and Language
Group conversation
Video demonstration of interventions
Material preparation demonstration and practice
Small group implementation |
| Audience: Persons working in or supervising 1:1 ABA home based settings with children with Autism as well as behavior analysts and teachers working in school settings where children are required to participate in group activity. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Addressing Challenging Behaviors: Practical Application for Working with Individuals with Autism |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 126 |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Holly Almon-Morris, M.S. |
| RAYNI L. ANDERSON (NHS Human Services) |
| Description: This introductory workshop will review methods to determine the functions of behavior, common triggers for behaviors in individuals with an autism spectrum disorder (ASD), practical means for collecting data and measuring outcomes across various settings/programs, and proactive interventions to address targeted behaviors. |
| Learning Objectives: Participants will be able to list the five functions of human behavior, discuss ways to determine the functions of behavior, identify common triggers for individuals with an ASD, create appropriate and practical data collection formats, and implement proactive interventions to address behaviors of individuals with an ASD. |
| Activities: 1) Group discussion of functions of behaviors
2) Individual practice in identifying functions
3) Group discussion of behavioral triggers
4) Review and individual practice of data collection procedures
5) Group discussion of proactive interventions |
| Audience: BCBAs, BCABAs, behavior specialists, teachers, parents, undergraduate and/or graduate students in ABA programs, direct care professional supervisors |
| Content Area: Practice |
| Instruction Level: Basic |
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| CANCELLED: Encouraging Happy Learner Participation in ABA Programming: Teaching Assent Withdrawal and Self-Advocacy Skills |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 225 |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Helena Maguire, Master's |
| HOLLY ALMON-MORRIS (Organization for Research and Learning), Kristin N. Schirmer-Foley (Organization for Research and Learning), Kristin N Wilkinson (Organization for Research and Learning), Rebecca E. Phillips (Organization for Research and Learning) |
| Description: In order to assure a “goodness of fit” standard in autism intervention programs, it is of utmost importance that students be active and willing participants in their learning environments. Therefore, students must be able to advocate for themselves in a manner appropriate to their language level. If students can appropriately advocate for themselves, misbehavior during instruction should be either non-existent or present at very low levels. This workshop will address several topographies of assent withdrawal and self-advocacy skills, questions to consider when determining the function of assent withdrawal behaviors, strategies for teaching appropriate assent withdrawal/self-advocacy behaviors, and modifying instruction according to various student assent withdrawal/self-advocacy behaviors. The content of this workshop will be related to ethical guidelines from the BACB Guidelines for Responsible Conduct For Behavior Analysts©. |
| Learning Objectives: At the end of this workshop, participants should be able to:
• Name at least five behaviors that learners can be taught to appropriately “opt out” of an instructional arrangement.
• List at least three critical steps to take when a student displays “inappropriate” assent withdrawal behaviors.
• Describe at least three common functions of assent withdrawal related to instructional delivery.
• Describe one way to modify instruction based on learner’s assent withdrawals both within a session and across multiple sessions.
• List at least 3 self-advocacy behaviors that learners can be taught to assist in modifying their instructional arrangements. |
| Activities: Activities will involve didactic instruction, group discussion, and small group activities where participants will be able to practice data analysis techniques and practice generating teaching examples related to various assent withdrawal/self-advocacy behaviors. |
| Audience: Clinical behavior analysts, parents, teachers, or other professionals working with students with special needs. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Current Advancements for Students with Autism in Inclusive Environments: Pragmatic Applications of Behavior Analysis |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 124 B |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: |
| KATHLEEN MCCABE-ODRI (Advance, Inc./ Partners in Learning Inc.), Laura Kenneally (Advance Inc.) |
| Description: While much of the current media interest in autism focuses on possible/future cures, the technology of applied behavior analysis continues to advance treatment and improve outcomes for individuals presently diagnosed with this serious neurological disorder. The quality of and increasing opportunities for inclusive educational experiences for many students with autism is made possible through the science of ABA. This workshop focuses on specific strategies and treatment packages that have been proven successful for learners with autism in typical classrooms and community activities. Participants will receive practical curriculum suggestions and classroom-friendly motivation systems in order to increase attending, improve independence, and expand social competencies for students with autism. |
| Learning Objectives: Using the samples provided, at the conclusion of this workshop, participants will be able to:
1) develop classroom-friendly motivation systems for inclusive settings
2) develop concrete adaptations of standardized curriculum to improve student comprehension and responding
3) develop visual systems to increase attending/on-task student behavior
4) Use systematic shaping techniques to increase independence and social behavior of students |
| Activities: Activities include lecture, video examples/demonstrations, and sample lesson to create adaptations of standardized lesson(s). |
| Audience: Behavior consultants, teachers in inclusive classrooms, support staff assigned to students in inclusive environments, child study team members involved in placement of students with autism |
| Content Area: Practice |
| Instruction Level: Basic |
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| A Behavior Analytic Approach to Using Social Stories to Increase Appropriate Behavior in Individuals with Autism |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 131 A |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Sarah M. Dunkel, M.S. |
| DAWN ALLISON BAILEY (Behavior Management Consultants, Inc) |
| Description: Individuals with autism are most often identified by deficits in social interactions and social skills. Behavior analysts consulting with parents and teachers are frequently asked to assist in developing Social Stories for clients; however, the research available to behavior analysts can be described as inconclusive at best. The most promising results to date indicate that social stories are most effective when combined with prompts and/or reinforcement. These conflicting data present challenges to the behavior analyst seeking to provide the best service to his clients. This workshop will include a brief review of the existing literature on Social Story interventions from a behavior analytic perspective. This will be followed by a presentation of basic guidelines for developing a social story and a discussion of how to include both prompts and reinforcement as part of the Social Story intervention. Participants will develop a Social Story of their own during the workshop and will devise strategies for including prompts and reinforcement in the natural environment. |
| Learning Objectives: 1. Participants will identify and define a specific deficit or excess for a target individual with autism or a developmental disability
2. Participants will evaluate the environment where behavior change is desired and will identify variables to be addressed before implementing their social story intervention
3. Participants will define social deficits (or excesses) in such a way that objective data may be collected to evaluate their social story intervention
4. Participants will develop data collection tools in order to evaluate their social story interventions
5. Participants will learn to write each of the prescribed sentence types for a social story (including sentences that are more "behavioral" than those initially prescribed in current social story literature)
6. Participants will identify all of the necessary components for a Behavioral Social Story and will learn to write a story that satisfies these requirements. In this way, participants will develop a social story to address a specific social deficit (or excess) and a fading procedure for the presentation of the social story
6. Participants will identify prompting and reinforcement strategies that can be used in concert with the social story intervention |
| Activities: Audience will complete worksheets and participate in a variety of activities designed to help them (a) write a social story, (b) identify necessary prompts for evoking appropriate behaviors, (c) identify ways to incorporate "natural" and "contrived" reinforcers into the story intervention, (d) take baseline and treatment data on targeted skills or behaviors |
| Audience: Practitioners and teachers |
| Content Area: Practice |
| Instruction Level: Basic |
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| A Behavioral Approach to Teach Developmental Play Skills to Children with Autism Spectrum Disorders |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 131 BC |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Adrienne Perry, Ph.D., C. Pysch. |
| NANCY J. CHAMPLIN (Autism Concepts, Inc.), Suzanne Taylor (Autism Concepts, Inc.) |
| Description: Children with autism spectrum disorders lack skills in generating ideas for spontaneous play and may lack the mental representation and language competencies for symbolic and socio-dramatic play. Research states that children with autism have deficits in the frequency and complexity of different symbolic sequences (Guralnick & Hammond. 1999). Children who engaged in more complex play at earlier developmental periods were rated as more sociable. Complex peer play may serve as one indicator of social competence with peers (Odom and Strain, 1984)
Direct instruction on each of the developmental stages of play across multiple play schemes enables children with autism to appropriately play with toys, engage in vocalizations and socially interact with typical peers. This workshop will provide participants with a behavioral approach to teach each developmental stage of cognitive play to children with autism. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to:
Identify the developmental stages of play
Describe and demonstrate the steps to teach play using principles and procedures of behavior analysis
Identify the prerequisites for each stage of play
Demonstrate play skills within the context of an ABA program
Learn how to collect data and track progress
Apply knowledge for teaching multiple play schemes
Plan for generalization to the home environment and community |
| Activities: This workshop will provide didactic and interactive instruction.
Participants will observe through video modeling multiple children at various stages of developmental play learning new play skills.
Participants will plan programs and collect data for each stage of play using forms provided by instructors. |
| Audience: This workshop is designed for a general audience of behavior analysts, psychologists, social workers, speech language pathologists and teachers who serve children with developmental delays and autism spectrum disorders in clinical/school settings or home-based programs. It is also appropriate for parents who want to develop skills in the use of a behavioral approach to teaching play. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Ethical Considerations for Behavior Analysis Treatment of Children, Adolescents, and Adults with Autism and other Developmental Disabilities. |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 132 BC |
| Area: AUT/CSE; Domain: Service Delivery |
| CE Instructor: Nancy Wood, M.A.. |
| DIANE BANNERMAN JURACEK (Community Living Opportunities, Inc.), Nanette L. Perrin (Early Childhood Autism Program - CLO), Stephanie Thorne (Community Living Opportunities, Inc.) |
| Description: Behavior Analysts in the field have a responsibility to be informed regarding ethical standards to ensure that they practice within the boundaries of those standards. This workshop will review a number of BCBA ethical standards and discuss the application of those standards to practice in a variety of circumstances. Circumstances that arise within professional practice present a variety of challenges to practitioners, including working with a variety of other disciplines, upholding standards for “best practice” intervention, working with families of diverse cultural and socio economic backgrounds, variations in the use of functional assessment and functional analysis, and respecting the individual needs of the children and adults for whom we are providing support. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to:
When given a scenario, identify relevant BCBA ethics code and the implications for practice.
Discuss criteria for best practice and the ethical requirement to ensure treatment efficacy.
Identify qualities necessary to ensure competence. Including the need for continued professional development.
Briefly discuss the legal implications in regards to documentation, liability, and confidentiality (although this will not be an exhaustive legal review? – not sure how to include this).
Identify minimum requirements for documentation of treatment and outcomes.
Identify the minimum requirements of Functional Behavioral Assessment and Functional Analysis.
Discuss the ethical considerations and practical application of Functional Analysis.
Discuss the ethical considerations of the use of aversives, and/or the use of reinforcement that may cause harm: cigarettes, fat-laden foods, potentially harmful activities.
Discuss the ethical and professional implications regarding disclosure of who you are contracted with and the clarity of roles.
Describe ethical decision making processes that arise when working with families and their participation, termination of treatment and other issues that might arise during treatment.
Describe the role of behavior analysts in the field of education, development disabilities and family preservation and how it relates to ethical responsibilities, guidelines, policies, legal issues, regulations, rules and standards.
Describe the ethical considerations regarding design, implementation and informed consent of data based research. |
| Activities: Using multimedia scenarios, participants will engage in active discussion of ethical behavior and professional standards. The scenarios will center on the application of those standards across the areas of consultation in homes with families and school based consultation for children and adolescents, as well as consultation with staff in residential and day center programs for adults with autism and other developmental disabilities. Strategies to enhance team collaboration will also be discussed while respecting confidentiality and professional conduct. |
| Audience: Behavior Analysts, professionals, teachers and others who support individuals with autism or other developmental disabilities and are interested in learning more about ethical and professional practice. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Behavioral Marriage and Family Therapy: Nuts and Bolts Content You Can Use |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 226 AB |
| Area: CBM; Domain: Applied Behavior Analysis |
| CE Instructor: Bryan Crisp, M.A. |
| BRYAN CRISP (East Carolina University) |
| Description: Abstract
Accountability has become the focus of therapy. Parents and spouses in therapy want positive change for their money. This workshop delivers the goods by emphasizing hands-on, here’s-how-it’s-done, family behavior therapy based on the new book, Behavioral Family Therapy (Crisp and Knox, 2009) http://www.cap-press.com/books/1870 Rather than clients guessing about whether therapy is working, data verifying the increased frequency of positive behavior and the decreased frequency of negative behavior (along with the desired emotions/feelings) are required by the therapist and provide the answer. The focus of the workshop is on how to complete behavioral contracts covering an array of family problems that are used to treat problems presented to therapists working with families. These are preceded by a review of basic learning principles showing how children learn negative/undesirable behavior and how new positive behavior can be learned through structuring positive and negative consequences via. Issues of rapport with clients, compliance in following through with delivering the consequences specified in the contracts and resistancies parents have to using behavioral contracts are also dealt with. Case histories from the book covering over 25 specific problems areas illustrate the various ways contracts are used. |
| Learning Objectives: Learning Objectives:
Participants will be able to:
1. Identify common objections to behavior analytical assessment and intervention in the home.
2. Describe the rationale for careful data gathering in a natural setting.
3. Utilize various methods of in-home assessment.
4. Design concurrent interventions to replace and teach behaviors.
5. Describe effective ways of engaging parents to accomplish therapeutic goals.
6. Identify and deal with challenges the Behavior Analyst has as the analyst utilizes behavioral interventions in the home setting. |
| Activities: Discussion of course content.
Role play methods of teaching parental responses. |
| Audience: All professionals engaged in behavioral therapies with children and families. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Behavioral Counseling: Assessment and Intervention Techniques |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 222 C |
| Area: CBM/CSE; Domain: Service Delivery |
| CE Instructor: Jamie, Ed.D. |
| JOSEPH D. CAUTILLI (Behavior Analysis and Therapy Partners), MICHAEL WEINBERG (Orlando Behavior Health Services, LLC) |
| Description: This workshop will provide participants an opportunity to learn essential clinical skills necessary for individual behavior counseling assessment and intervention treatment approaches. Basics will be reviewed including identifying client behavior, teaching clients to collect data, goal-setting, functional assessment interviews, use of FA data to determine effective treatment, contingency managmenet, self-management, covert sensitization, systematic desentization and others. Participants will engage in small group activities to practice use of behavioral counseling methods for use in individual therapy sessions using behavioral methods and approaches. |
| Learning Objectives: By the end of this workshop, participants will learn to:
1) State the difference between "behavioral counseling" and other behavioral approaches
2) What types of behavioral problems are best suited to behavioral counseling approaches
3) Identify at least three behavioral counseling intervention methods
4) Define "behavioral counseling microskills."
5) State how is functional assessment integrated into microskills
6) Describe how to use functional assessment in therapy sessions
7) Explain how clients are taught and encouraged to take and report data on behaviors
8) Describe effective implementation of techniques such as self-management, systematic desensitization, and other behavior management approaches in behavior counseling sessions (as time permits) |
| Activities: Group break-out activities to practice the various techniques (as time permits)
1) Identifying behaviors
2) Goal-setting in sessions
3) shaping client to shift from "feelings" to behavior
4) encouraging data collection and use of self-report and data
monitoring
5) use of "microskills"
6) interviews for functional assessment
7) incorporating FA results into intervention
8) Altering consequences of client behavior
9) Use of reinforcement; being solution-focused
Others (time permitting)
10) self-management techniques
11) systematic desensitization vs. flooding
12) Covert sensitization |
| Audience: behavioral practitioners, behavior therapists, outpatient counselors and therapists, applied behavior analysts |
| Content Area: Practice |
| Instruction Level: Basic |
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| Case Conceptualization in Acceptance and Commitment Therapy |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 224 A |
| Area: CBM/TPC; Domain: Service Delivery |
| CE Instructor: Teresa A Grimes, Master's |
| Patricia Bach (Illinois Institute of Technology), DANIEL J. MORAN (Trinity Services) |
| Description: Acceptance and Commitment Therapy (also said “ACT”) is a “third wave” behavior therapy approach that has been receiving a lot of interest and has also been generating important data. ACT is rooted in the basic natural science of behavior analysis, and is an evidence-based treatment which includes mindfulness & acceptance processes and behavior therapy interventions to help individuals live more value-directed lives.
This workshop will introduce the ACT framework for functionally conceptualizing client behavior problems, and will discuss selection and application of specific ACT interventions.
The workshop will use a case-based approach beginning with instructor supplied cases and later using participants’ cases for practice in ACT case formulation, selecting interventions, and assessing the effectiveness of interventions.
There will be a didactic slide presentation, plus participant demonstrations, large group exercises and case-based practice. Participants will be provided with handouts to use with their clients for assessment and homework assignments to augment in session interventions. Worksheets will also be distributed for the participants to use to facilitate ACT case formulation.
This workshop will be based on content from the publication ACT in Practice: Case Conceptualization in Acceptance and Commitment Therapy, (Bach & Moran, 2008, New Harbinger). |
| Learning Objectives: Workshop participants will become familiar with the six core ACT principles of defusion, self-as-context, acceptance, values, committed action, and contacting the present moment, which will be described from a strict behavior analytic perspective
Workshop participants will be able to conceptualize clinically relevant behaviors as functional response classes, and discriminate when they are amenable to an ACT approach.
Workshop participants will be able to select ACT interventions appropriate for addressing specific core principles.
Workshop participants will learn how to apply specific ACT interventions based on the case formulation
Workshop participants will learn to use ACT case conceptualization to facilitate creating one’s own ACT consistent metaphors, exercises, and interventions for application in the context of a client’s unique history and presenting complaints. |
| Activities: The workshop will use a case-based approach beginning with instructor supplied cases and later using participants’ clinical cases for practice in ACT case formulation, selecting interventions, and assessing the effectiveness of interventions, and outcomes.
There will be a 75 minute slide presentation, demonstrations, large group exercises and case-based practice. Participants will be provided with handouts to use with their clients for assessment and homework assignments to augment in session interventions. |
| Audience: This workshop is suitable to clinicians with little exposure to ACT who would like to learn how to apply ACT broadly. It is also suitable for participants who have attended ACT experiential workshops and would like to improve their skill in functional contextual case formulation and deciding when to apply specific ACT interventions. |
| Content Area: Practice |
| Instruction Level: Basic |
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|
| Issues of Control and Counter-control in Applied Behavior Analysis and Service Delivery |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 222 AB |
| Area: CSE/DDA; Domain: Service Delivery |
| CE Instructor: David Wilder, Ph.D. |
| ALLEN J. KARSINA (The New England Center for Children), Susan N. Langer (The New England Center for Children) |
| Description: Description. This workshop will review Skinner’s views on control, counter-control, and values and the implications of these views on service delivery for vulnerable populations. In particular, methods for providing vulnerable populations with effective counter-control and balancing the needs for rehabilitation with the rights to freedom will be emphasized. The format will be a mixture of lecture and group exercises. Thus, the content is related to ethical, legal, statutory and regulatory policies, guidelines, and standards. |
| Learning Objectives: i. At the conclusion of the workshop, the participant will be able to outline Skinner’s verbal behavior concerning (a) the three levels of variation and selection, (b) forms of social control, and (c) forms of counter-control.
ii. At the conclusion of the workshop, the participant will be able to outline Skinner’s verbal behavior regarding what values are and who determines values for persons with special needs.
iii. At the conclusion of the workshop, the participant will be able to identify and implement practices to provide vulnerable populations with counter-control over their service providers. |
| Activities: At specified points during the lecture portions of the workshops, participants will be asked to write their responses to a topic down and share these responses with a partner and the group at large. Participants will also discuss the ethical and practical dimensions of specific scenario’s in small group formats and then share their deliberations with the other participants of the workshop. |
| Audience: The target audience includes graduate students and professionals with an interest in some of the philosophical writings of B.F. Skinner, ethics, and service delivery for vulnerable populations. An in-depth knowledge of radical behaviorism is not required, but familiarity with the basic principles of radical behaviorism is strongly encouraged. |
| Content Area: Theory |
| Instruction Level: Basic |
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| Use of Behavioral Techniques to Address Personal Hygiene and Adolescent Puberty in Individuals with Disabilities |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 121 A |
| Area: DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Melanie Rose, M.S. |
| TIFFANEY M. ESPOSITO (Melmark New England), Silva Orchanian (Melmark New England), Kimberly L. Mayer (Melmark New England) |
| Description: Caregivers and teachers of individuals with developmental disabilities are often faced with addressing personal hygiene and issues that arise with growth and development of their child or student. A behavioral approach may be utilized to teach skills necessary for independence in these routines. Promoting independence in personal hygiene and other areas is of great social significance and promotes a high quality of life. This workshop addresses a variety of skill development areas including: personal hygiene needs of individuals with autism and/or other developmental delays; issues surrounding sexuality; and physical development. An overview of previously published research related to these areas will be presented. In addition, various assessment tools, behavioral teaching strategies and use of differential reinforcement will be presented. The curriculum developed at this agency will be shared and attendees will be asked to develop teaching plans as a learning activity. A focus on maintenance and generalization of the acquired skills will be highlighted. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to assess the needs of individuals in their completion of necessary personal hygiene activities through the use of various assessment tools.
At the conclusion of the workshop, the participant will be able to identify and teach necessary prerequisite skills through the use of various assessment tools and lesson plans.
At the conclusion of the workshop the participant will be able to reference a variety of resources to assist in the planning, teaching and maintenance of personal hygiene skills. |
| Activities: Workshop activities include didactic instruction, discussion, and review of assessment tools. Participants will have the opportunity to practice writing lesson plans, develop data sheets, and engage in hands-on activities to promote their own learning. |
| Audience: Those responsible for providing daily care and teaching daily living skills to adolescents or adults with developmental delays. Educators working in a residential setting serving those with developmental delays. |
| Content Area: Practice |
| Instruction Level: Basic |
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| CANCELLED: Conducting Indirect and Descriptive Assessments of Challenging Behaviors |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 128 |
| Area: DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Adel C. Najdowski, Ph.D. |
| LISA N. BRITTON (Spectrum Center), Amy Crye (Spectrum Center), John J. Healey (Spectrum Center Schools) |
| Description: This workshop will focus on various methods for conducting indirect and descriptive assessments. The indirect assessments discussed within this workshop include the Motivational Assessment Scale (Durand & Crimmons, 1988) and the Functional Analysis Screening Tool (Iwata & DeLeon, 1995/2005). The descriptive assessments discussed within this workshop include scatterplots, activity assessments, narrative recording, structured A-B-C, interval A-B-C, and antecedent assessments. Attendees will learn about these assessments including the advantages and disadvantages for each type of assessment. In addition, participants will learn about the data collection methods associated with these assessments. Participants will practice collecting assessment data and learn how to analyze the results. The data analysis component will include information regarding calculating conditional probabilities and background probabilities. Finally, the workshop will cover graphical display and data interpretation. |
| Learning Objectives: At the end of the workshop, attendees will be able to state the advantages and disadvantages of each type of assessment discussed.
At the end of the workshop, attendees will be able to collect assessment data and analyze the results.
At the end of the workshop, attendees will be able to calculate conditional probabilites and background probabilities. |
| Activities: Practice using indirect assessment tools
Practice collecting direct observation data
Practice calculating conditional probabilities and background probabilities |
| Audience: Practitioners within the field responsible for conducting functional assessments |
| Content Area: Practice |
| Instruction Level: Basic |
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| Application of Behavior Analysis Procedures in De-Escalation Situations |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 226 C |
| Area: EDC/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Michael M. Mueller, Ph.D. |
| DAVID B. LENNOX (QBS Inc.), KRISTOFER VAN HERP (QBS, Inc.), David Rourke (QBS, Inc.) |
| Description: In many settings in which behavior analysis procedures are used (schools, residential programs, group homes, nursing facilities, etc.), some individuals served frequently exhibit episodes of behavioral escalation. These episodes commonly take the form of gradually increasing severity and intensity of disruptive behavior (e.g., yelling, property destruction, non-compliance), and violent behavior (i.e., self-injury, aggression. or both). This workshop will discuss the application of behavioral principles in such situations. Specifically, will present a training model used by the Safety-Care™ behavioral safety course to teach direct care staff to make and apply clinically appropriate choices in the midst of behavioral crises. In such situations, it is important for staff to be able to choose an appropriate intervention from a limited set of choices designed to reduce the severity of the current episode without reinforcing problem behavior. The choices presented in this model include simplified versions of functional communication training, differential reinforcement of incompatible behavior, behavioral momentum, and time out from positive reinforcement. The training model avoids technical terminology for ease of presentation to direct care staff who may not be well-versed in ABA theory and procedures. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to:
Make and apply clinically appropriate choices in the midst of behavioral crises.
Choose appropriate interventions during behavioral crisis without reinforcing challenging behaviors. |
| Activities: Workshop activities will include:
Literature review of clinically appropriate de-escalation strategies.
Discussion of the application of such behavioral interventions.
Participant roleplays of identified behavioral interventions. |
| Audience: Providers of behavioral services, families, and educators. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Why we’re heading for trouble: Evidence-based Practice and the Behavior Analyst |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 122 A |
| Area: EDC/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Susan Wilczynski, Ph.D. |
| SUSAN WILCZYNSKI (National Autism Center), Timothy A. Slocum (Utah State University), Ronnie Detrich (Wing Institute) |
| Description: Evidence-Based Practice (EBP) is a powerful movement that is reshaping treatment in mental health and education settings. EBP is often confused with data-based clinical decision-making by behavior analysts which undermines our ability to serve our target populations because we appear out of touch or ignorant about a movement that is often legally mandated. This workshop will clarify what is meant by EBP so behavior analysts can speak meaningfully about this movement. Behavior analysts will become familiar with a range of EBP reviews that are based in accepted procedures of scientific methodology making them better equipped to be EBP consultants. The role of single-subject research design in EBP practice will be underscored through the example of the National Standards Project. Challenges to the role of single-subject research design in the EBP movement will be discussed throughout the workshop. Finally, complex issues that influence the likelihood treatments will be identified as EBP will be considered. Although attendees can expect to gain an understanding of the EBP movement and to appreciate the complex decisions contributing to EBP guidelines that can strengthen or undermine our ability to promote behavior analysis, this workshop will only provide a foundation upon which practitioners and scholars must build. |
| Learning Objectives: • At the conclusion of the workshop, the participant will be able to describe the contextual influences that have resulted in the evidence-based practice movement.
• At the conclusion of the workshop, the participant will be able to define threshold and hierarchy of evidence approaches to validating interventions as evidence-based.
• At the conclusion of the workshop, the participant will be able to describe several sources of evidence-based intervention reviews including target populations and key review standards.
• At the conclusion of the workshop, the participant will be able to identify features of reviews that influence which interventions are found to be ‘evidence based.’
• At the conclusion of the workshop, the participant will be able to describe reasons single subject research should be included in EBP.
• At the conclusion of the workshop, the participant will be able to specify areas in which behavior analytic literature may fall short of the strongest criteria for EBP. |
| Activities: Participants will participate in a discussion about the evidence-based practice movement. Particular emphasis will be given to misunderstandings they may hold about evidence-based practice and to the barriers they may experience when trying to implement evidence-based interventions in educational or health settings. Participants will also review information contained in leading websites that provide information about evidence-based practices. By reviewing these websites, they can become more independent in their ability to stay abreast of advances in the evidence-based practice movement. Participants will examine single-subject research design methodologies in relation to the evidence-based practice movement. Particular attention will be given to the strengths and limitations behavior analytic perspectives can bring to the evidence-based practice movement. Finally, participants will develop a list of concerns they hold about the evidence-based practice movement which will lead to a discussion of these critical issues. |
| Audience: This workshop is intended for two target audiences. First, practitioners that are uncomfortable with their knowledge of evidence-based practices should find this workshop illuminating. For better or worse, this workshop should allow them to better understand how the evidence-based practice movement is currently and has the potential to shape their professional activities. Second, evidence-based practice guidelines can influence the curriculum taught at universities or the likelihood that extramural funding to support our research interests will be secured. Therefore, scholars who do not fully understand the complex decisions that influence the evidence-based practice documents should consider attending this workshop. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Parenting 101: Teaching Parents Behavior Analytic Skills |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 132 A |
| Area: EDC/TBA; Domain: Applied Behavior Analysis |
| CE Instructor: Shawn E Kenyon, Master'a |
| AMOS E. ROLIDER (Emek Yezreel College, Israel) |
| Description: In this workshop, a parent training model which emphasizes teaching parents to rearrange significant context variables and to discover the triggers and functions of their children's most-burdensome behaviors will be presented. Parents subsequently learn to identify the function of their own responses to their children's inappropriate behaviors and are trained to select and apply effective and doable interventions based on their discovery of triggers and maintaining consequences. One of this model's unique features is that behavioral procedures are communicated exclusively using conversational style rather than technical one which greatly contributes to its acceptance by the parents. |
| Learning Objectives: The following will be discussed and demonstrated:
1. Identifying children's typical behavior difficulties associated with:
a. The termination of a preferred activity of reinforcer.
b. Refusal or inability to provide a preferred activity or reinforcer.
c. Demand situations
d. Transition from preferred activity to non-preferred activity
e. Elicited emotional outbursts
2. The importance of preparing an established weekly schedule and set of expectations, and the role of:
a. The weekly family meeting
b. The daily family meeting
3. Preparing children for challenging triggers and difficult situations.
4. Selecting an appropriate response based on the function of the inappropriate behavior.
5. Using the model to deal with children's most common inappropriate behaviors:
a. Bickering and refusal
b. Tantrums and aggression
c. Over-dependence
d. School-related problems
e. Sibling rivalry
f. Lack of respect to parents |
| Activities: Lecture, role-playing, demonstrations, questions and answers. |
| Audience: Behavioral practitioners who work with or have interest in working with parents of children who exhibit a variety of behavioral issues. Parents of children who exhibit a variety of behavioral issues. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Using Behavior Systems Technology in Teacher Education Programming: Principles, Practice, and Hands-on Applications |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 121 BC |
| Area: EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Michael Cameron, Ph.D. |
| THOMAS L. SHARPE (Educational Consulting, Inc.), John Koperwas (Educational Consulting, Inc.) |
| Description: This workshop will provide and hands on application of a data supported protocol for the comprehensive description, discrete and sequential analysis, and feedback and goal-setting activities necessary to effective teacher training in postsecondary classroom and on-site K-12 deliberate practice environments. Workshop activities include (a) introduction to the importance of a behavior systems approach to teacher training, (b) hands-on observation system construction, and (c) data collection and analysis activities designed for instructional purposes. Additionally, detailed explanation and hands-on interaction with protocols designed for logically sequenced training activities are provided, including (a) classroom video observations, (b) on-site data-based assessment and immediate feedback and goal-setting, and (c) research and development into effective educational practice. Workshop participants will leave with a familiarity with behavior systems educational protocols designed for effective professional training practice. Participants will be provided with a complimentary copy of the complete software tools and methods procedures on CD ROM, and MSWORD files of all necessary illustration materials in relation to the educational protocols discussed as a function of workshop participation.
***It is recommended that workshop participants bring their own IBM compatible laptop hardware to facilitate hands-on workshop interactions. |
| Learning Objectives: Workshop participants will exit with skills in the area of applied behavioral teacher training. Skills include the ability to design observation systems that match with training objectives, construct video-based observational learning laboratory experiences, implement on-site data-based feedback and goal-setting experiences to determine if training objectives have been met, and develop a set of applied research activities to document the relative effectiveness of professional training activities.
Participants will be able to discuss in the principles and practice of applied behavior systems analysis in relation to professional teacher training.
Participants will be able to construct observation systems relevant to their particular professional teacher training objectives.
Participants will be able to design and implement video-based observational learning activities in relation to educational objectives for professionals in training.
Participants will be able to understand and apply a range of computer-based data collection and analysis techniques in relation to recommended data-based on-site feedback and goal setting protocols.
Participants will be able to develop an applied research agenda in relation to professional training objectives to determine the relative effectiveness of instructional efforts. |
| Activities: Activities include:
Review of applied behavior systems analysis in relation to professional training activities.
Hands on application of observation system construction designed as compatible with professional training objectives.
Hands-on application of observational laboratory development in relation to the classroom instruction of relevant behavior analytic professional training objectives.
Hands-on application of data-based on-site feedback and goal-goal setting protocols in relationship to deliberate practice activities of professional trainees.
Introduction and review of recommended research activity development in relation to determining the relative effectiveness of recommended professional training activities. |
| Audience: Advanced graduate students and behavior analysts working in the area of professional teacher education in specific, and in the area of postsecondary training for professional competencies in general. Those working in postsecondary educational settings where focus is on the education, on-site training, and assessment of professional practice competencies, and who are challenged with how to teach, describe, and analyze highly interactive behavioral transactions should find the workshop experience and complimentary materials particularly appealing to a wide range of professional training, assessment, and applied research applications. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Developing an Individualized Curricula System to Maximize Student Outcomes and Improve Organizational Efficiency |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 221 C |
| Area: OBM/AUT; Domain: Service Delivery |
| CE Instructor: Christina Alligood, Ph.D. |
| HELENA L. MAGUIRE (Melmark New England), Ginette Wilson-Bishop (Melmark New England), Amy Klinch (Melmark New England) |
| Description: The development of effective and efficient service delivery systems is a common goal of most organizations. In an effort to address the needs of a growing student and staff population, this organization sought to create a system of curriculum development that ensured individualized instruction to the student, yet offered consistency, ease, and efficiency to the curriculum writer. After ten years of development, a lesson plan bank was designed that houses over 2000 curriculum plans. These plans address a variety of domain areas and needs of its consumer population across both school and residential settings. This workshop will focus on the stages of planning that were necessary in order to develop this bank of information. In addition, strategies that service providers may find helpful to generate a similar system will be presented. The manner with which the curriculum plans are linked to existing assessment and intervention tools (e.g., ABLLS-R) as well as statewide curriculum frameworks will be shared. The workshop will conclude with recommendations regarding training strategies to teach users of this system selection of instructional techniques and creation of individualized curriculum plans. |
| Learning Objectives: At the completion of the workshop, participants will be able to:
1. Identify steps necessary to develop a curriculum bank for their own organization.
2. Assess potential needs that may be addressed through the development of the curriculum bank.
3. Describe necessary considerations in their efforts to incorporate other available materials into the curriculum bank.
4. Address training needs for curriculum writers to ensure individual instructional plans reflect the actual needs of the consumer. |
| Activities: Workshop activities include didactic instruction, discussion, and group activities. Participants will have the opportunity to practice using the curriculum bank, individualize curriculum and plan for their own organizational development. |
| Audience: Teachers, clinicians, developers of curriculum plans |
| Content Area: Practice |
| Instruction Level: Basic |
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| Using Excel for Displaying and Analyzing Treatment Outcomes in Applied Settings |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 130 |
| Domain: Applied Behavior Analysis |
| CE Instructor: Timothy Vollmer, Ph.D. |
| DONALD M. STENHOFF (University of Kentucky), Bryan J. Davey (ACCEL), Eleazar Vasquez, III (University of Central Florida) |
| Description: Visual display of data is imperative when communicating functional relationships and intervention outcomes with consumers and fellow practitioners. BCBAs are expected to be skillful in using graphs to convey results. However, simply possessing knowledge of graphical displays may not transfer to effective or efficient software use. Excel is an efficient way for behavior analysts to create graphs. Excel graphs convey effect across multiple-baseline, alternating treatment, and reversal designs. In addition, standard celeration charts and cumulative review graphs are often used to display client progress. These graph types are often used to display interview results (e.g., FAST, MAS), preference assessment, structural and functional analyses, treatment (i.e., DRA, DRNO, FCT, etc) and discrete trial program outcomes. While Microsoft Excel 2003 and 2007 can be difficult to use, this workshop will provide participants with hands on training promoting effective use. At the completion of the workshop attendees will be able to create spreadsheets and data sets, graphs (e.g., alternating treatment designs, reversal designs, cumulative record), manipulate graph components (e.g., axes, phase change lines). Instructors will provide several models, followed by opportunities for participants to practice with feedback. Additionally, workshop instructors will provide an Excel CD tutorial that will assist participants in future Excel projects. Participants are required to bring a laptop with the Excel application. |
| Learning Objectives: At the conclusion of this workshop participants will be able to
1. Setup specific spreadsheets, input and manipulate data within an Excel 2003 and 2007 spreadsheet
2. Create graphs for alternating treatment, reversal, multiple-baseline designs, standard celeration, and cumulative records
3. Use the chart wizard, construct graphs of all data or select data sets within a spreadsheet, and update databases and graphs as data collection continues
4. Manipulate graph components (e.g., axes, data points, data paths, secondary axis), and use drawing tools to insert additional components (e.g., arrows, data labels, phase change lines, boxes) |
| Activities: Participants will be provided concise instruction and several models, followed by two case examples completed with instructor support to ensure skill acquisition. Finally, participants will complete case example that provides opportunities for participants to solve challenges inherent in the Excel 2003 and 2007 applications. The case examples will consolidate and increase fluency of the skills taught during the instructional phase of the workshop. |
| Audience: Behavior analysts, practitioners, students, researchers, educational service providers, and others interested in visual display of data in single-subject research and program progress. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Measuring Fidelity in Single-Subject Case Studies: Practical approaches for implementing evidence based interventions |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 227 A |
| Area: TBA/EAB; Domain: Applied Behavior Analysis |
| CE Instructor: Marco D. Tomasi, Ph.D. |
| Michelle A. Duda (University of North Carolina), SHELLEY CLARKE (University of South Florida) |
| Description: This workshop will provide an overview of the rationale for more precise and accurate measurement and implementation of the independent variable. This includes ensuring proper documentation and accountability by linking assessment to intervention. The content of the workshop will reflect the current interest in implementation science within applied research that also relates to recent legislative requirements concerning treatment integrity. Presenters will introduce the body of literature within applied behavior analysis that has promoted the need for measurement beyond change in the independent variable. Treatment integrity will be described both from the conceptual and practical viewpoint. Case studies demonstrating implementation measures and direct instruction in how to develop fidelity tools for researchers and consumers will be shared. |
| Learning Objectives: At the conclusion of the workshop participants will be able to define and describe the elements of treatment integrity and procedural fidelity. Participants attending the workshop will gain an understanding of the importance of including treatment integrity measures within applied studies. In addition, participants will be given information and practical approaches to develop treatment integrity measures supplemented with actual case studies. |
| Activities: Overview of implementation literature in the field of applied research.
Sharing case studies from the field of intervention research that include measures of treatment integrity via videotape.
Participants will be instructed in how to measure treatment integrity and practice with video of case studies in small group format.
Participants will be instructed on how to develop treatment integrity measures for their own use in the field.
Participants will be provided with structured group discussion about individual measures developed.
Question and answer discussion with presenters will also be provided. |
| Audience: Researchers, behavioral consultants, program developers, and purveyors who may be involved in conducting applied intervention research. |
| Content Area: Methodology |
| Instruction Level: Basic |
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| Teaching Conversational Skills to Children With Autism |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 221 AB |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Richard M. Foxx, PH.D. |
| CHERISH TWIGG (Establishing Operations, Inc.), Holly R. Kibbe (Establishing Operations, Inc.) |
| Description: This workshop is designed to teach participants the pre-requisite and component skills necessary for teaching learner initiated multiple exchange conversation around a motivating topic. Conversation components will be discussed specific to the verbal operants and illustrated using videotaped examples of children with autism. A strong emphasis will be placed on using the motivating operation and outlining specific prompt fading techniques to teach each objective. The workshop will further teach participants how to bring these components together to teach conversation which is natural and occurring under the control of socially mediated positive reinforcement. |
| Learning Objectives: At the conclusion of the workshop participants will be able to:
Identify and teach mands for attention
Identify and teach mands for information
Identify and teach novel answers to questions (intraverbals)
Combine skills to teach reciprocal conversation |
| Activities: Participants will be required to:
Give examples of ways to contrive motivation for mands for information
Give examples for each step of prompt fading for teaching novel intraverbals
Give examples of how to use a mand for information or attention to start and maintain a conversation |
| Audience: The recommended target audience for this workshop is behavior analysts currently working with children with autism. It is also recommended that participants have experience teaching verbal behavior to these children. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Journal of Applied Behavior Analysis Business Meeting |
| Saturday, May 23, 2009 |
| 8:00 AM–8:50 AM |
| Camelback B |
| Chair: Valerie M. Volkert (Munroe-Meyer Institute) |
| Presenting Authors: |
| The annual report of the Journal of Applied Behavior Analysis (JABA) will be presented, followed by the discussion of editorial policies and issues. We encourage past and present associate editors and board members, authors and prospective authors, and any other interested parties to attend. Questions and suggestions encouraged. |
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| Closed Meeting: Special Interest Group Leadership Training |
| Saturday, May 23, 2009 |
| 8:00 AM–10:00 AM |
| Estrella |
| Chair: William L. Heward (Ohio State University) |
| Presenting Authors: |
| Representatives of ABAI’s Special Interest Groups will participate in training in support of legislative advocacy at the state level. This two-hour development seminar evolved at the request of SIG leadership. Topics to be addressed include uilding strong SIGs: Strategies for organizational development; engaging in legislative advocacy: How to support the field, practitioners, and consumers; licensing of behavior analysts: Issues at the (U.S.) state level and credentialing in countries other than the U.S.; and working together: collaborative opportunities among SIGs and communication strategies for organizational improvement. This event is closed; attendance is by invitation only. |
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| Pivotal Response Network Meeting |
| Saturday, May 23, 2009 |
| 9:00 AM–12:00 PM |
| Alhambra |
| Chair: Mendy Boettcher Minjarez (Division of Child and Adolescent Psychiatry) |
| Presenting Authors: |
| Network of people doing pivotal response. |
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| Parents and Other Caregivers: Welcome to the ABAI Convention |
| Saturday, May 23, 2009 |
| 10:00 AM–10:50 AM |
| North 120 A |
| Chair: David A. Celiberti (Association for Science in Autism Treatment) |
| Presenting Authors: |
| David Celiberti, Ph.D., BCBA and Barbara Wells (Parent) Co-Presidents of the Parent Professional Partnership SIG will present this event together.
Parents and other caregivers of individuals with special needs are attending the ABAI convention in increasing numbers but may have questions about how to make the most of the experience. Furthermore, an event as large as ABAI may seem overwhelming to newcomers. Parents who may be attending ABAI for the first time are encouraged to participate in this convention orientation and visit our webpage at www.PPPSIG.org. We will provide an overview of ABAI and its convention and highlight the types of events that parents will encounter. |
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| International Development Brunch |
| Saturday, May 23, 2009 |
| 10:00 AM–11:20 AM |
| Phoenix Ballroom B-C |
| Chair: Randolph C. Grace (University of Canterbury) |
| The international development brunch is scheduled for the first day of the convention to welcome international members and review the international development of behavior analysis being conducted at ABAI. All members are welcome. |
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| Opening Event: Society for the Advancement of Behavior Analysis Awards |
| Saturday, May 23, 2009 |
| 11:30 AM–12:50 PM |
| West 301 CD |
| Chair: Janet S. Twyman (Headsprout) |
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| Award for Distinguished Service to Behavior Analysis: |
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| BRIAN A. IWATA (University of Florida) |
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| Award for Impact of Science on Application: |
| Abstract: Dr. Thompson will present, “A Poet Gone Wrong. “
Abstract: The novelist and poet, George Meredith wrote, “The man of science is nothing if not a poet gone wrong. “ I began my career as a laboratory scientist but spend more time in world of the poet and artist with each passing year. I have not abandoned science. Quite the contrary, I am more dedicated to the science of behavior than ever. But I find, as Maria Mitchell, the distinguished astronomer commented, “We especially need imagination in science. It is not all mathematics, nor all logic, but it is somewhat beauty and poetry. “ In my efforts to translate the tools of the science into practical solutions, I have had the good fortune to work with many doctoral students and postdoctoral trainees from whom I have learned, and who have made their unique contributions. Attempting to understand the nature of addiction, and improving the lives of adults with intellectual disabilities in institutions and providing novel learning opportunities for young children with autism and their families, involves integrating the best of science with an understanding of what it means to be human. The degree to which those efforts have been successful is a measure of the impact of science on application. |
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| TRAVIS THOMPSON (University of Minnesota) |
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| Award for International Dissemination of Behavior Analysis: |
| Abstract: Dr. Todorov’s talk is titled “The Globalization of Academia.”
Abstract: In spite of being in danger of becoming unlivable for us, the world is somewhat a better place to live now than some fifty years before. Knowledge travels faster across borders, and the number of people going places around the world as tourists or looking for work, is record breaking. In such a global world, limitation of student formation within the borders of any country makes no sense. The further dissemination of behavior analysis will depend on the sharing of knowledge and the uniform development of one science of behavior.
I begin with thanks to the board of directors of SABA for this distinction. The prize for the International Dissemination of Behavior Analysis is an honor that I cherish. I must point, however, a bunch of people who were co-responsible for my deeds, beginning with Gil Sherman, my teacher in São Paulo, who suggested my name to Carolina Bori, who invited me to join the Fred Keller gang that went to Brasília. I was supposed to apply for a Ph.D. in Columbia, but Keller convinced me to come to Arizona State University where I met, as teachers, Greenspoon, Bachrach, Brownstein, Pliskoff, Verhave, Jack Michael, Lee Myerson, and worked as teaching assistant with Keller and Gil Sherman developing the Personalized System of Instruction. My colleagues in the graduate program of the good old times are today in the list of “Who is Who “ in behavior analysis: Rick Shull, Randy Flory, Donald Green, Jon Bailey, Scott Lawrence, Scott Woods, and Andre Fleming-Holland. With that quality of influence I had to do something good in life!
I owe also appreciation to my students from the US, where I started my teaching career at the Mary Washington College of the University of Virginia, invited by my former teacher James Russell Nazzaro, then chair of the Department of Psychology. In Mexico, invited by Emílio Ribes, I had the chance to learn from Mexican, Colombian, and Venezuelan students. In Brazil, initially at the University of São Paulo, then the University of Brasília, and now the Catholic University of Goiás and IESB, I was fortunate to meet excellent students, like Deisy das Graças de Souza and Elenice Hanna, some of them behind the movement that resulted in my nomination for the consideration of the Board of Directors of SABA.
As a teacher and researcher, I always prepared my students for a Ph.D. outside the country, even after our graduate programs were established. From the beginning, the students were directed to different countries (US, Mexico, Wales, Belgium) and different research areas, trying to avoid inbreeding. Unfortunately, Brazil has gone the other way for the last 15 years. No more scholarships for a Ph.D. abroad if we have a similar program in Brazil. That is too bad for a country who speaks Portuguese. Brazilian researchers are staying in the country, publishing in Portuguese, as monoglotas as American researchers (but in an unpopular language!). The present ceremony gives me the opportunity to begin another program for the dissemination of Brazilian behavior analysis abroad, asking my colleagues to at least publish in English! For that purpose with have the Brazilian Journal of Behavior Analysis. |
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| JOÃO CLAUDIO TODOROV (Universidade Católica de Goiás) |
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| Award for Effective Presentation of Behavior Analysis in the Mass Media: |
| Abstract: Dr. Rolider’s talk is titled “Behavior Analysis in Every Home: Translating ‘Cold Science’ and Gaining National Acceptance. “
Abstract: Perhaps nothing has been more frustrating to behavior analysts than the fact that the effective interventions they have developed have been met with hostility and apathy from other professionals and the public at large. As a result of this lack of acceptance, the field of behavior analysis, so far, has not been able to penetrate the walls of the general education system. Thus, millions of children, educators, and parents still only rarely take advantage of its scientifically well-documented effectiveness. I propose that one of the reasons for the rejection of behavior analysis by the general public is behavior analysts’ use of technical language to communicate interventions to their consumers. Studies have shown that terms such as “negative reinforcement “, “extinction “, and “punishment “ serve to inhibit popular acceptance of behavioral philosophy and application. One of my professional missions has been to translate the behavior analytic knowledge and experience I have into a user-friendly, conversational-style approach to dealing with problem behavior. A golden opportunity came when two and a half years ago I was asked to appear as a guest expert on the topics of parenting and education on Israeli’s leading daily morning television news broadcast. After several guest appearances, the network responded to positive viewer feedback and requested that I appear weekly for a 15-minute segment on parenting. The weekly segment soon evolved into the opportunity to host a freestanding live television program called “Parenting 101 “, where I present behavioral issues and solutions using layperson terminology. As a result of the show’s continued success – as is reflected by its ratings – there is a growing interest in behavior analysis and its applications to educating children at home and other typical educational settings. As of recently, I am able to reach an even larger audience via a weekly radio program, magazine column, online forum, and online newspaper blog. |
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| AMOS E. ROLIDER (Emek Yezreel College, Israel) |
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| Award for Public Service to Behavior Analysis: |
| Abstract: Dr. McKenzie will present, “My Environment Made Me Do It”.
I’ve always considered behavior analysis to be an approach to solving real-world problems. Early in my school career as an assistant principal of a school, I turned to what was then called behavior modification to solve discipline problems. Later, I applied the principles to teaching physical education and coaching sports, and my first-ever publication (1973) was titled, “The neglect of reinforcement theory in physical education.” My maintenance to task has been high, and during the last 36 years I’ve been using behavior analytic techniques in an attempt to understand and solve behavior problems in diverse school, physical activity, and sport settings. This presentation illustrates some of the challenges of applying behavioral principles and techniques in physical activity settings, initially to modify the behavior of individuals and more recently to modify population behavior. Society can no longer afford the potential of behavior analysis being limited primarily to individuals with severe problems. Given the epidemic increases in sedentary living and its accompanying health challenges such as obesity, diabetes and heart disease, it is time to create environments that are conducive to active, healthy living.
Dr. Thom McKenzie is Emeritus Professor of Exercise and Nutritional Sciences at San Diego State University and former Adjunct Professor, Department of Community Pediatrics, University of California, San Diego. Before coming to the USA, he was a school physical education and health teacher, coach, and administrator in Canada. He has authored or co-authored over 150 scientific papers and developed numerous assessment and curricular materials that are used nationally. He is a Fellow of four professional organizations and been a major investigator on 12 multidisciplinary research projects supported for over 30 million dollars by the National Institutes of Health. These have focused on increasing physical activity and health in numerous settings, including homes, schools, and community park and recreation centers. He has directed summer residential camping programs for obese children and for 16 years was a performance enhancement consultant to USA Volleyball National Teams. His expertise in designing and assessing physical activity programs for diverse populations is widely recognized. He has received numerous national and international awards, including the prestigious International Olympic Committee President’s Prize for sport and physical education program development, research, and scholarship. He is currently a member of the Science Board, President’s Council for Physical Fitness and Sports. |
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| THOMAS L. MCKENZIE (San Diego State University) |
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| Award for Programmatic Contributions to Behavior Analysis: Experimental Analysis of Behaviour Research Unit at the University of Auckland, New Zealand |
| Abstract: It has been 40 years since this the seed of this research unit was sown. In this time, it has had many formal names, and probably rather more informal names (including, "The PhD Factory"), and has had 3 locations. But some things have not changed: First, it has always been a cooperative lab with all academic staff and graduate students taking a weekly bird-running day, ensuring that no data are private and that everyone has equal responsibility. Secondly, from the very earliest days, the focus has not changed—indeed some are of the opinion that the experiment has not changed. We have always been interested in choice and behavior allocation, how this is affected by aspects of reinforcers and stimuli and procedure, and how these processes can be understood quantitatively. If success is to be measured by formal "outputs", then we have outputted nearly 40 PhDs and rather more Masters and Honors dissertations, and nearly 150 well cited publications. But, much less countable and much more ephemeral, we have (I believe) enjoyed the whole business, the whole playfulness of doing research and the realization that, each year, we have more and more questions that need to be answered. This award goes to everyone who has contributed to the lab and its research over this awfully long time. |
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| MICHAEL C. DAVISON (University of Auckland) |
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| 2008 International Grant Awards |
| Abstract: The Board of the Society for the Advancement of Behavior Analysis is very pleased to announce the winner of the 2008 International Development Grant for the development of a project by
SABA Dissertation and Thesis Grant |
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| Tutorial: Behavioral Mechanisms of Drug Action: What Are They and How Do We Identify Them? |
| Saturday, May 23, 2009 |
| 1:00 PM–1:50 PM |
| West 301 CD |
| Area: BPH/EAB; Domain: Experimental Analysis |
| BACB CE Offered. CE Instructor: Lauren C. Wasano, M.A. |
| Chair: Jesse Dallery (University of Florida) |
| Presenting Authors: : RAYMOND C. PITTS (University of North Carolina Wilmington) |
| Abstract: Over 50 years of research in behavioral pharmacology has provided unequivocal evidence that variables such as the environmental context, behavioral history, schedule of reinforcement, type of reinforcer, level of deprivation, and baseline response rate are powerful determinants of the behavioral effects of a variety of drugs. It has been suggested that such effects might profitably be viewed within a general conceptual framework referred to as “behavioral mechanisms” of drug action. In this tutorial, the concept of behavioral mechanisms of drug action is presented and discussed, several approaches to identifying behavioral mechanisms are reviewed, and the theoretical and applied implications of the concept are considered. It is argued that the promise of this approach has yet to be fully realized, and that this has been due, in part, to the fact that there does not appear to be an agreed upon set of operations and criteria by which a specific behavioral mechanism of a given drug effect might be identified unequivocally. It is suggested, however, that advances in the quantitative analyses of behavior may provide a set of tools that will allow us to elucidate behavior mechanisms of drug action clearly.
Raymond C. Pitts received his Ph.D. in Psychology from the University of Florida in 1989. After a 2-year post-doctoral fellowship in the Department of Physiology and Pharmacology at the Wake Forest Medical School, he took a job as a Research Assistant Professor in the Department of Psychology at the University of North Carolina Chapel Hill. In 1996, he moved to the Department of Psychology at the University of North Carolina Wilmington, and has been there ever since. He achieved his current rank of Professor in 2005. Dr. Pitts has served on the Editorial Boards of the Journal of the Experimental Analysis of Behavior and The Behavior Analyst, and routinely reviews for a variety of other journals, including Behavioural Processes and Psychopharmacology. His work has been supported by grants from the National Institute on Drug Abuse, and has been published in journals such as Journal of the Experimental Analysis of Behavior, Journal of Pharmacology and Experimental Therapeutics, Psychopharmacology, Behavioural Pharmacology, Behavioral Neuroscience, Behavioural Processes, and Experimental and Clinical Psychopharmacology. |
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| RAYMOND C. PITTS (University of North Carolina Wilmington) |
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| SQAB Tutorial: Conditioned Reinforcement |
| Saturday, May 23, 2009 |
| 1:00 PM–1:50 PM |
| North 120 D |
| Area: EAB/TPC; Domain: Experimental Analysis |
| BACB CE Offered. CE Instructor: Daphna El-Roy, Ph.D. |
| Chair: Marc N. Branch (University of Florida) |
| Presenting Authors: : TIMOTHY A. SHAHAN (Utah State University) |
| Abstract: The notion that stimuli associated with primary reinforcers may themselves come to function as reinforcers has served a central role in the analysis of behavior and its applications outside the laboratory. However, a long history of research has raised the possibility that stimuli associated with primary reinforces may have their effects by some other means. This tutorial will provide an overview of the concept of conditioned reinforcement, review the role of conditioned reinforcement in quantitative theories of choice, and discuss remaining questions about how putative conditioned reinforcers have their effects.
Dr. Timothy A. Shahan received his Ph.D. in Psychology from West Virginia University in 1998. He was a postdoctoral research fellow at the University of Vermont for a year, and then a Research Assistant Professor at the University of New Hampshire until 2003. He is presently an Associate Professor in the Psychology Department at Utah State University. Dr. Shahan’s research focuses on conditioned reinforcement, observing/attending, behavioral momentum, stimulus control, choice, and extensions of quantitative analyses of behavior to animal models of drug taking. His research has been supported by the National Institute of Mental Health and the National Institute on Alcohol Abuse and Alcoholism. Dr. Shahan currently serves on the editorial boards of the Journal of the Experimental Analysis of Behavior and The Behavior Analyst, and also regularly serves as a grant reviewer for NIH study sections. He was the 2006 recipient of the B.F. Skinner Young Researcher Award from Division 25 of the American Psychological Association. |
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| TIMOTHY A. SHAHAN (Utah State University) |
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| Switchpoints: Culture Change that Delivered a 2:1 Return on Investment |
| Saturday, May 23, 2009 |
| 1:00 PM–1:50 PM |
| West 301 AB |
| Chair: Alicia M. Alvero (Queens College, CUNY) |
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| Switchpoints: Culture Change that Delivered a 2:1 Return on Investment |
| Domain: Service Delivery |
| JUDITH A. JOHNSON (CLG) |
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| Abstract: Global competition, changing regulations, and instability in the marketplace all create a current business climate where companies must be ready for whatever change may come. While companies in this environment would benefit from ABS, they will tend to ignore any methodology that does not add immediate value to their business. As practitioners, we will be under increasing demand to demonstrate results for our work. In her recently released book Switchpoints: Culture Change on the Fast Track to Business Success (2008), Johnson and co-authors describe how Canadian National Railway (CN) applied behavioral techniques to develop leaders, engage employees, and create a culture that delivered over a 2:1 return on their investment. Through real life stories and examples, Johnson will share how individual leaders, working with their teams in new ways, delivered profound results in a range of metrics including service, reliability, and cost reduction. Johnson will also go beyond the book to share insights into critical success factors, lessons learned, and what those lessons tell us about how behavior analysts can help companies maximize performance in the current business environment.
For more than 15 years, Judy Johnson has applied her expertise in behavior-based principles to help business leaders create environments that improve organizational performance through clear and well-communicated strategies via the effective use of positive reinforcement. Judy has worked with clients in a broad range of industries: pharmaceuticals, financial services, telecommunications, consumer products, manufacturing, petrochemicals, technology, automotive, engineering, transportation, shipping logistics, and retail services. She has helped organizations realize measurable improvements in customer satisfaction, quality assurance, and traditional performance indicators (revenue growth, safety, customer retention, productivity). Judy has assisted organizations by: Coaching leaders at C-level, VP-level, and operations-level to improve their communication, feedback delivery, and decision-making skills -Helping leaders execute their strategies by pinpointing key behaviors that enable successful execution - Working with senior leadership to define/implement performance metrics (team and individual) that correlate behaviors directly with successful business results. Judy earned her Ph.D. in Applied Behavior Analysis from Western Michigan University. She also holds a Master’s in Industrial and Organizational Psychology, Bachelor’s in Psychology with Management, and an MBA Essentials certificate from the University of Pittsburgh’s Graduate School of Business. Judy has taught university courses in Applied Behavior Analysis and conducted research on feedback, motivation, and productivity. She has authored journal articles and presented on many subjects from cross-training techniques to improving performance through feedback, teaming, and incentives. |
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| Professional Development Series: Bridging the Gap between Basic and Applied Research: Schedules of Reinforcement |
| Saturday, May 23, 2009 |
| 1:00 PM–1:50 PM |
| North 227 A |
| Domain: Experimental Analysis |
| CE Instructor: Julie S. Weiss, M.S. |
| Chair: Carlos Cançado (West Virginia University) |
| KENNON A. LATTAL (West Virginia University) |
| CLAIRE ST. PETER PIPKIN (West Virginia University) |
| MICHAEL PERONE (West Virginia University) |
| Abstract: Although ABAI members share a common interest in understanding behavior, we have a wide range of backgrounds and specific research interests. Therefore, we often find ourselves disconnected from current developments in different areas within our field. The purpose of this event is to explore current research in an area of behavior analysis from basic and applied perspectives and provide a venue for attendees to learn about research they typically may not contact. In this year’s “Bridging the Gap” event, panelists will discuss aspects of research on schedules of reinforcement and its relevance to applied settings. |
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| Targeting Common Sources of Stress Among Parents of Children with Autism Spectrum Disorder: From Stressor Identification to Intervention Implementation. |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 124 B |
| Area: AUT/DDA; Domain: Service Delivery |
| Chair: Emily Huber Callahan (Binghamton University) |
| Discussant: Emily Huber Callahan (Binghamton University) |
| Abstract: In the Clinical Practice Guideline, Report of the Recommendations for Autism and Pervasive Developmental Disorders sponsored by the New York State Department of Health Early Intervention Program (1999), parent training is recommended as an important component of comprehensive interventions for children with these disorders. Among the numerous potential benefits of parent training, the recommendation notes that it may be useful in decreasing parental stress. Service providers who work with families of children with Autism Spectrum Disorder (ASD) recognize that a family’s ability to access and maintain resources and support can be a moderator of treatment’s effectiveness. Parental stress, in turn, can impact a family’s ability to access these needed resources. Stress management, therefore, becomes an important component of service provision when working with these families. The goal of this symposium is to present three common sources of parental stress that arise frequently for parents of children with ASD, specifically, feeding problems, safety concerns, and advocacy issues. Discussion will focus on the bidirectional relations of these interventions with overall stress levels and effective methods for teaching parents how to identify, target, and manage stressors in these areas. |
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| The Mealtime Battle Between Parent and Child with ASD. |
| COURTNEY A POOLER (Binghamton University), Raymond G. Romanczyk (Institute for Child Development) |
| Abstract: Parents of children with ASD are more likely to report feeding problems and less likely to describe their children as healthy eaters (Lockner, Crowe, & Skipper, 2008). Feeding difficulties, while somewhat common among children who are typically developing, affect up to 80% of children with a developmental disability (Manikam & Perman, 2000). Many of the feeding difficulties identified in children with ASD can be described as behavioral feeding disorders, or sensory-based feeding disorders (Schwarz, 2003). This presentation will identify major feeding concerns of parents of children with ASD. Additionally, common pitfalls of concerned parents desperate to get their child to eat something (rather than nothing) will be discussed. This presentation will highlight methods of helping parents identify their own behavior patterns that may be contributing to or maintaining a child’s maladaptive feeding behavior, as well as useful treatment methods that may be implemented in the home environment. Although parent stress is often not the impetus for treating feeding disorders in a child with ASD, it is hypothesized that by improving feeding behavior, families will experience more ease in meal preparation and increase in utilization of restaurants and other recreational activities, and therefore, a decrease in some of the daily stressors on parents. |
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| When Childproof No Longer Applies: Child Safety and ASD |
| RACHEL N STRAUB (Institute for Child Development, Binghamton University-SUNY), Raymond G. Romanczyk (Institute for Child Development) |
| Abstract: Children with mental or developmental disabilities are more likely to experience nonfatal injury, with greater severity, than non-disabled peers (Xiang, et al., 2005). Further, research has shown that children with impairments in attention, communication, and social interaction, have elevated levels of injury risk (Sherrard, Tonge, & Ozanne-Smith, 2002). For parents of children with ASD, this implies that greater vigilance is needed in order to maintain safety and reduce injury risk both at home and in the community. This presentation will highlight primary safety concerns expressed by parents of children with ASD. Discussion will include approaches to helping parents identify potential hazards and implement preventive methods using both environmental manipulations and applied behavior analysis with their children to reduce their own stress and concern. Additionally, common problems parents may encounter when implementing home safety behavioral programs will be presented, specifically regarding the use and effectiveness of home safety rules. Finally, the bidirectional relations of injury risk and safety program implementation being both the cause and relief of parent stress will be reviewed. |
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| Advocate, Arbiter, Service Provider, or Caregiver? The Silent Struggle of Parenting a Child with ASD |
| JULIA BARNES (Binghamton University), Raymond G. Romanczyk (Institute for Child Development) |
| Abstract: Inherent in parenting a child with ASD is the adoption of multiple new roles. In addition to the role of nurturing caregiver, these parents often find themselves in the unanticipated position of being the arbiters of decisions regarding their child’s treatment. The Committee on Educational Interventions for Children with Autism, National Research Council (2001) proposed that parents of children with ASD need to be educated in specialized skills and knowledge of scientifically based information about the disorder and its treatment in order to be effective advocates of their child’s education. In their attempts to realize recommendations like this, however, some parents may feel as though they are being pressured to become experts in best practice, service delivery and the accompanying legal issues. This perception can lead to heightened parental stress, perhaps even beyond that associated with the behavioral excesses and deficits of ASD The aim of this presentation will be to identify potential avenues by which parents incur stress from serving multiple roles with respect to their child’s education. In doing so, the primary objective will be to suggest methods for coping with and, where appropriate, alleviating these sources of stress. |
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| Video Modeling: Prerequisites, Successes and Future Directions |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 120 BC |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Rebecca P. F. MacDonald (The New England Center for Children) |
| 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 interactions and daily living skills. With the wide spread use of to video modeling as part of behavioral programming, we have found that some children have difficulty learning using video instruction. We will present a pre-assessment battery of skills that begins to assess the prerequisites necessary for learning using video instruction. In addition, we will present data showing that remediation of these skill deficits can have an impact on acquisition of behavioral chains using video modeling. We will review the parameters of video construction and point of view as is relates to learning. We will review the advantages of this teaching procedure and the technical issues encountered when implementing the procedures. We will also discuss the implications for this technology as an easy and effective strategy for educators and parents to use to teach play and other skills. |
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| Examining Prerequisite Skills for Learning Using Video Modeling |
| MEGHAN E. ROBINSON (New England Center for Children), Rebecca P. F. MacDonald (The New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: In the following study 10 preschool students diagnosed with an autism spectrum disorder were assessed with 10 potential pre-requisite skills for video modeling performance. The assessments included gross motor imitation, actions with objects, simultaneous matching pictures to objects, delayed matching pictures to objects, attending to a video, simultaneous matching pictures to objects on computer screen, delayed matching pictures to objects on computer, motor skills, delayed actions with objects, and 2-step delayed actions with objects. 7 of the 9 students demonstrated mastery of all assessments including video modeling. Two students did not demonstrate mastery of learning through video modeling. Of those 2 students, one did not perform delayed matching and the second student did not perform 2-step delayed actions with objects. The results of this study confirm a potential relationship between delayed matching tasks and learning through video modeling. Future research is warranted on the role of delayed matching with learning through video modeling, as well as the importance delayed matching skills may have on the overall academic and social acquisition of children diagnosed with an autism spectrum disorder. |
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| Teaching Laundry Skills to Individuals with Developmental Disabilities Using Video Prompting |
| JULIE HORN (University of South Florida), Raymond G. Miltenberger (University of South Florida), Timothy M. Weil (University of South Florida), Judith M. Mowrey (University of South Florida), Maribel Conn (University of South Florida), Leigh Anne Sams (University of South Florida) |
| Abstract: Video prompting is a training procedure used to teach a complex behavior by showing steps of a task analysis on video. The present study evaluated how many steps in the video model were required for the learner to acquire a 10 step laundry task. Participants were three individuals with mental retardation. Participants viewed the entire task on video and then progressively shorter segments until they performed all task steps. The results, evaluated in a multiple baseline across subjects design, showed that one individual learned the task with 2 video segments and another with 3 segments. The final participant needed a least to most prompting procedure to learn the skills.
Key words: video prompting, video modeling, task analysis, laundry skills. |
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| The Effects of Peer Video Modeling on Conversational Speech in a General Education Setting |
| LIJA LEKAN (New England Center for Children), Rebecca P. F. MacDonald (The New England Center for Children) |
| Abstract: Video modeling is a technique shown to be effective at increasing social initiations and conversational speech in children with autism. This study examined the effects of a video modeling intervention on social initiations and responding to peers during times of socialization in an inclusive setting for a student with autism. A multiple baseline design across environments was used with a single participant. The child watched a video clip of typical peers engaging in conversational speech. Video modeling resulted in an increase in the use of scripted comments and responses to peers in the cafeteria and classroom settings. The intervention also resulted in an increase in novel conversational speech with peers and this increase in level of speech was maintained during follow up probe sessions. |
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| A Review of Procedural Variations in Conducing Video Modeling:
What We Know, What We Think We Know, and What We Need To Find Out |
| COURTNEY DILLON (Western Michigan University), Linda A. LeBlanc (Auburn University), Kaneen B. Geiger (Western Michigan University) |
| Abstract: Several studies have demonstrated the effectiveness of using video models to teach a various skills to children with autism spectrum disorders, including increasing social initiations (Nikopoulos & Keenan, 2004), perspective taking (Charlop-Christy & Daneshvar, 2003; LeBlanc et al., 2003), giving compliments (Apple, Billingsley, & Schwartz, 2005), and engaging in conversational speech (Charlop & Milstein, 1989). While video models have generally been found to be effective teaching tools, the procedures used in these supportive studies have varied on a number of dimensions. For example, the length of the video varies widely between studies, as does the number of exemplars shown in the video, characteristics of the model, and whether a discriminative stimulus for imitation is delivered in the video. Though the procedures have varied across studies, few of these variables have been experimentally examined. The purpose of this review is to illustrate the procedural variations used in previous studies and to outline a research agenda for the future studies that might experimentally determine the optimal characteristics of video models to foster development of best practice in this area. |
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| A Focus on Generalization of Skills for Young Children with Autism and Developmental Delays |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 125 |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Ilene S. Schwartz (University of Washington) |
| Discussant: Carol Ann Davis (University of Washington) |
| Abstract: Slow acquisition and generalization of skills continues to be a struggle for children with disabilities. Children with autism and developmental disabilities often exhibit low rates of engagement, deficits in language and symbolic play with the lack of generalization or transfer of skills. Each of these deficits provides significant challenges for children with autism both in terms of their learning and their long-term outcomes. Given the abundant number of skills young children with autism and developmental delays with must learn, behavior analysts must evaluate and apply generative approaches to instruction so that some skills are taught and others emerge without direct teaching. Three papers will offer research findings on studies of generalization. Axe and Sainato will present their study of matrix training for young children with autism,” “Matrix Training of Instruction Following of Pre-Academic Skills with Preschoolers with Autism”. Duckett and Schwartz will offer a paper examining the use of matrix training for receptive language skills. Garfinkle will present a study of the untrained generalization of engagement in very young children with a focus on play materials. Carol Davis will serve as a discussant in her review of these papers offering implications for practice and recommendations for future directions for research. |
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| “Matrix Training of Instruction Following of Pre-Academic Skills with Preschoolers with Autism” |
| JUDAH AXE (Simmons College), Diane M. Sainato (The Ohio State University) |
| Abstract: Given the abundant number of skills children with autism must learn, behavior analysts must evaluate and apply generative approaches to instruction so that some skills are taught and others emerge without direct teaching. Matrix training is a generative approach and was evaluated with four preschoolers with autism learning to follow trained and untrained action-picture instructions (e.g., circle the pepper, underline the deer). Six actions and six pictures were each arranged on axes of matrices. Errorless teaching was used to train the instructions along the diagonal of the matrices. A multiple probe across behaviors design was employed. Mean interobserver agreement of responses across participants, phases, and tiers was above 93%. Two participants readily followed untrained instructions with the minimal number of trained instructions. Two participants required training on more than the minimal number of instructions to demonstrate generalization to untrained instructions. Three of the four participants followed instructions to perform the actions with previously known pictures, letters, and numbers. This study extended previous research by using matrix training to teach picture identification and writing skills to preschoolers with autism. Matrix training is an efficient approach to instruction and can be used to teach academic skills to children with autism. |
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| The Matrix Revisited: Recombinative Generalization and Young Children
with Autism |
| LAURELIN DUCKETT (The University of Washington), Ilene S. Schwartz (University of Washington) |
| Abstract: Slow acquisition and generalization continue to be a struggle for
children on the autism spectrum. This study looked at the use of recombinative
generalization and the effectiveness of using matrix-training procedures to
teach receptive language to young children with autism. An AB design with
multiple probes was used and then replicated across two children and three
matrices, resulting in a total of 6 AB designs. Two preschool children with
autism participated in the study, a five-year-old girl and a three-year-old boy.
The three matrices involved teaching receptive language combinations of
adjective/noun, agent/action, and emotion/preposition. Both children were able
to acquire new receptive language using discrete trial training and then
generalized to more then 3 times the number of stimuli originally taught. The
results of the study show that matrix-training may be an effective and highly
efficient way to enhance an intervention with young children with autism by
decreasing the number of stimuli being taught and increasing the number of
stimuli acquired. |
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| The Untrained Generalization |
| ANN N. GARFINKLE (University of Montana) |
| Abstract: : Children with autism often have low rates of engagement, deficits in symbolic play, and with the generalization or transfer of skills. Each of these deficits
provides significant challenges for children with autism both in terms
of their learning and their long-term outcomes. The current study
examines toy materials and their attributes that may have facilitated
the untrained generalization of engagement across play materials. Three
male children under the age of three, diagnosed with autism, were
observed over a three-month period. In addition three age-match
typically developing children were also measured. In this time period a
momentary time sample recorded children's engagement and play material.
The data show, with a high degree of confidence, that both the typically
developing children and those diagnosed with autism increased the number
of different play materials with which they interacted. This increase
took place in the absence of training during the observation period. By
examining the features of the toy materials it may possible to determine
which attributes facilitate the generalization of toy play in young
children with autism. Both practical and theoretical implications will
be discussed. |
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| Advances in Data Collection Techniques: Impact on Clinical Decision-Making |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 124 A |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Ginette Wilson-Bishop (Melmark New England) |
| Discussant: Arthur Richard Campbell (Melmark New England) |
| CE Instructor: Anibal Gutierrez, Jr., Ph.D. |
| Abstract: Clinical decision-making rests, in large part, on the accuracy of the data being collected to inform those decisions. The importance of representative and accurate behavioral assessment to guide intervention cannot be understated. However, these considerations must be balanced with the identification of efficient data collection systems that are also user-friendly. This symposium highlights advances in data collection methodology and the subsequent impact on clinical decision-making. The first two talks share results from a two-part study that sought to examine the effects of data collection methodology on the mastery and maintenance of skills learned by young children with autism through discrete trial training. The final talk will present an alternative use of conditional probabilities and contingency space analysis for measuring treatment integrity, which refers to consistent and accurate plan implementation by change agents over time. Presenters will summarize existing research, describe advances in the data collection techniques, offer empirical examples, and discuss implications within clinical settings. |
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| Comparison of First Trial Probe and Continuous Data Collection Procedures in an Early Childhood Program for Children with Developmental Disabilities |
| GINETTE WILSON-BISHOP (Melmark New England), Florence D. DiGennaro Reed (Melmark New England) |
| Abstract: This purpose of this presentation is to share the results of an investigation that sought to extend the findings of a study conducted by Cummings and Carr (in press). These researchers found that continuous and first trial probe data collection procedures did not result in significantly different acquisition data but that first trial probe data collection resulted in relatively (a) quicker mastery and (b) poorer maintenance data. As an extension of Cummings and Carr’s research, which was carried out in an analog setting, the present study was conducted in an applied setting (i.e., students’ classrooms) by teachers during typical instruction, using common classroom materials. A multi-element design was used to evaluate clinical decision-making based on visual analysis of continuous versus first trial probe data collection during implementation of receptive programs. Follow-up probes were conducted for three weeks following mastery and a treatment acceptability questionnaire was completed by teachers to assess their acceptability of the different data collection procedures. Data are currently being collected. |
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| A Comparison of Three Types of Data Collection Procedures on Skill Acquisition and Maintenance in Children with Developmental Disabilities |
| Florence D. DiGennaro Reed (Melmark New England), GINETTE WILSON-BISHOP (Melmark New England) |
| Abstract: Limited research exists to guide the types of data collection methods used within discrete trial training programs for children with disabilities. To date, only one study (Cummings & Carr, in press) has been published on the systematic examination of the impact of first trial probe and continuous data collection procedures on mastery and maintenance of skills. This presentation will share findings from the second part a two-part study extending the findings of Cummings and Carr. The current study replicated Cummings and Carr’s methodology; however, the researchers also examined a third type of data collection technique. Within discrete trial training, the difference between first trial probe, intermittent (e.g., first, fifth, and tenth trial), and continuous (e.g., trial-by-trial) data collection procedures on the skill acquisition and maintenance of receptive programs of children with developmental disabilities was examined using a multi-element design. In addition, teacher acceptability of the data collection methods was assessed using a Likert-type scale. Data collection is presently underway. |
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| A Contingency Space Analysis of Treatment Integrity: Assessing Implementation Accuracy and Consistency |
| Derek D. Reed (Melmark New England), FLORENCE D. DIGENNARO REED (Melmark New England) |
| Abstract: While the reliable and accurate collection of data on dependent variables has long been a virtue of behavior analytic research, only recently have behavior analysts looked towards improving the degree to which independent variables are delivered in their intended and prescribed manner. The degree of accuracy and consistency in the implementation of behavior change procedures has been termed “treatment integrity” or “procedural fidelity.” A majority of such studies has focused exclusively on improving levels of treatment integrity in behavior change agents and have historically measured treatment integrity as the percentage of treatment steps implemented correctly. In this presentation, we propose that a contingency space analysis of the change agent’s delivery of consequences to clients’ behaviors may provide further insight into the effects of treatment integrity on operant learning. Using data from clinical cases, we will highlight the various ways in which supplementing traditional accuracy measures of treatment integrity with contingency space analyses may provide additional information on plan implementation and treatment efficacy to assist in decision-making regarding treatment modifications or change agent performance enhancement opportunities. |
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| Language and Behavior: Positive Outcomes when the Worlds Collide! |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 127 |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Joanne Gerenser (Eden II Programs) |
| JOANNE GERENSER (Eden II Programs) |
| NICOLE WEIDENBAUM (Nassau-Suffolk Services for Autism) |
| DANA BATTAGLIA (Eden II/Genesis School) |
| JOANNE SGAMBATI (Eden II/Genesis Programs) |
| Abstract: Individuals with autism spectrum disorders have difficulty with communication, which is an inherent component of the diagnosis. Speech language pathologists are highly trained in the area of language, while behavior analysts are equally skilled in the area of human behavior. There are times when a behavior can be a function of language, and other times that language can be a function of behavior and/or the environment. Teasing out which is which is the challenge. When this is done, however, and clinicians match treatment to function, participant outcomes are maximized. This presentation will discuss such issues in creating behavior plans. Case studies will be presented. |
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| Effect of Child and Treatment Variables on Communication Skills Acquired Through PECS |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 126 |
| Area: AUT/CSE; Domain: Applied Behavior Analysis |
| Chair: Adrienne M. Perry (York University) |
| Discussant: Andrew S. Bondy (Pyramid Educational Consultants) |
| CE Instructor: Anne Holmes, M.S. |
| Abstract: As disordered communication is one of the core deficits of autism spectrum disorders (ASD), interventions logically focus on the development of functional communication systems. One of the most frequently recommended, and successfully used, approaches is the Picture Exchange Communication System (PECS). Based on the principles of Applied Behaviour Analysis, whereby behavioural teaching strategies such as prompting and reinforcement are used to facilitate independent communication, PECS users communicate by exchanging pictures of items with a communicative partner in exchange for preferred items or a social interaction. This symposium explores the impact of teaching PECS to 22 children and adolescents diagnosed with an ASD in a therapeutic summer camp program. Data were collected according to a pre-post longitudinal research design. Results shared will include a detailed description of child outcomes, along with an analysis of the specific child and treatment factors associated with varying outcomes. Implications for theory and practice will be discussed. |
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| The Effect of PECS Training on the Communicative Behaviour of Children with Autism Spectrum Disorders |
| JULIE L. KOUDYS (York University), Kristen McFee (York University), Adrienne M. Perry (York University) |
| Abstract: The acquisition of functional communication skills largely dictates the extent to which individuals with ASDs participate in daily activities at home and school and develop social relationships. In addition, the attainment of a communication system has been directly linked to the prevention and reduction of problem behaviours. Numerous studies link PECS to enhanced communication and speech development, as well as decreases in contextually inappropriate behaviours. However, few explore the quality of children’s communication skills following PECS training in detail. As such, there exists little information about vocabulary diversity (i.e., breadth/type of word use), sophistication of communication (i.e., mean length of utterance, use of attributes/proper syntax) or the range of functions the system serves (i.e., requests or social interactions). Further, little is known about the types of environments and activities in which PECS is used. Most significantly, little is known about specific areas of difficulty (i.e., spontaneity, distance, discrimination). This session provides a detailed description of the outcome of PECS training, including its impact on speech development, in a real-world setting. Data sources include pre- and post-assessment of communicative behaviour and PECS use, daily data logs, video review and parent communication questionnaires. |
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| What matters? Child and Treatment Variables Associated with Varying PECS Outcomes |
| KRISTEN MCFEE (York University), Julie L. Koudys (York University), Adrienne M. Perry (York University), James M. Bebko (York University) |
| Abstract: Research supports the use of PECS as a means of developing functional communication skills for individuals with ASD’s. However, little is know about the specific child and treatment variables associated with varying outcomes. Studies examining the impact of behaviourally-based educational programs with children with ASDs provide evidence that child factors, familial factors and intervention factors likely play a role in outcome. However, it remains unknown as to whether or not these same factors play an equally important role in the acquisition of augmentative communication or speech via PECS. Given the prevalent use of PECS within the ASD population, outcome expectancies and evidence-based practice guidelines must be identified. This study explores specific child and treatment variables as they relate to PECS outcomes. Child variables explored include developmental level (i.e., mental age or IQ), cognitive variables (i.e., verbal/nonverbal skills), adaptive skills (i.e., self-help, social, communication skills) and severity of autism symptoms. Treatment variables include fidelity (i.e., adherence to PECS protocol), intensity, (i.e., number of requests per day) and generalization factors (i.e., variety of reinforcers, activities, environments and people). Implications for outcome expectancies and teaching will be shared. |
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| Prerequisite Skills: Are they really a prerequisite to PECS Training? |
| KRISTEN MCFEE (York University), Julie L. Koudys (York University), James M. Bebko (York University) |
| Abstract: There has long been debate as to whether prerequisite skills, such as imitation
or discrimination, are required prior to teaching a behaviourally-based
communication system like PECS. A large body of developmental research suggests
that individuals with ASDs demonstrate impairments in symbolic cognitive
development, including difficulties with speech, gesture, imitation and pretend
play. These skills, along with an understanding of other symbols like pictures,
typically emerge within the first few years of life. This study explores
whether individuals with ASDs may also have difficulties understanding pictures
as symbols and more importantly, whether such impairment impacts the ability to
use PECS. Other cognitive skills explored include the ability to discriminate
amongst pictures, match pictures and objects, and learn associations between
words and pictures. From a behavioural perspective, it is hypothesized that
many of these cognitive skills are irrelevant to a child’s ability to use PECS.
Children were evaluated on the aforementioned cognitive skills and entry level
of PECS at the beginning of camp, as well as on PECS outcomes at the end of
camp. Implications for teaching PECS will be discussed. |
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| Addressing the Needs of Adults with ASDs |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 221 C |
| Chair: Grace C.E. Chang (SEEK Education, Inc.) |
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| The Effects of Self-Management on the Job-Related Social Skills for an Adult with Autism |
| Domain: Applied Behavior Analysis |
| GRACE C.E. CHANG (SEEK Education, Inc.), Hua Feng (National Chang-hua University of Education), Hsiuchi Lin (National Changhua university of Education) |
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| Abstract: This study was to investigate the effectiveness of job-related social skills for an adult with autism in the workplace after receiving self-management training. The research design of this study was a multiple-probe design across behaviors. The independent variable was self-management training, while the dependent variable was the job-related social skill in the workplace. Before intervention, the subject was conducted functional behavior assessment and three target behaviors of the subject were identified. They were (a) to display good manner by saying “welcome” to the customers, (b) to take up his proper place without verbal prompt, and (c) to follow the task procedures. The result showed that self-management has positive effects on improving the job-related social skills for the adult with autism. In addition, the data also showed that with the increase of positive behaviors, some of his stereotyped behaviors also reduced after the intervention. The results also displayed favor outcome of the generalized effects (generalization to different situations and different people). For social validity data, the job coach, the subject’s mother, and supervisor in the workplace were interviewed and reported highly positive response to this training program at the conclusion of this study. Discussion and suggestions for the professional and researchers were also included. |
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| Developing Successful Vocational Programs for Individuals with ASD Using Empirically-Based Behavioural Strategies |
| Domain: Applied Behavior Analysis |
| KERRY-ANNE ROBINSON (Brock University; Progressive Steps Training and Consultation) |
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| Abstract: Employment opportunities have been shown to improve the quality of life and level of functioning of individuals with autism spectrum disorder (ASD) (Garcia-Villamisar et al., 2002; 2007). Although there has been a considerable amount of research that supports the use of applied behaviour analysis in the treatment and education of children with ASD, limited research is available to guide service providers in their work with adolescents and adults. This presentation will address empirically-based strategies used to teach adolescents and adults with ASD vocational and employment skills, focusing on those who demonstrate significant challenges and limitations. A behavioural program developed to teach an adolescent with ASD to complete a paper route will be discussed with an emphasis on the empirically-based strategies utilized. Data presented will demonstrate mastery of each of the component skills required to complete a paper route including, sorting and stuffing, street safety, delivering papers to the correct houses, asking for payment and giving the correct amount of change if necessary. This presentation will illustrate that an adolescent with ASD who demonstrates significant challenges can be taught to complete a vocational task encompassing numerous component skills using empirically-based behavioural strategies. |
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| Staying out of Bed All Day: Adult with PDD
Moves to the Community |
| Domain: Applied Behavior Analysis |
| CORRINE R. DONLEY (University of Wisconsin Oshkosh Emeritus) |
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| Abstract: Abstract
The purpose of this paper was to demonstrate the effects of positive reinforcement and positive correction on the behavior of a gentleman with PDD who had been institutionalized for 40 years and who had moved to the community. Results show that staff members, who had been trained and monitored by a behavior analyst, were able to modify his staying out of bed for as little as five hours of the day to 14 to 15 hours for 30 days within six months. The author offers limitations of the study and recommendations for further research. |
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| Learning to Pack and Carry a Handbag on the Stairs: An Adult with Autism in the Community |
| Domain: Applied Behavior Analysis |
| CORRINE R. DONLEY (University of Wisconsin Oshkosh Emeritus) |
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| Abstract: This paper describes the process by which the managers and staff of a group home taught an awkward 45-year-old man with autism to pack a handbag with his favorite catalogs and carry it up and down the stairs so that he could hold onto the banister. He had been in an institution for many years where he had been an extremely violent person before transitioning to the community. The large catalogs proved to be strong reinforcement for appropriate behaviors, whereas negative punishment worked to decrease his aggression, self-injury, and property damage greatly. Yet carrying them in his hands meant that he could not hold onto the banister for safety. Results show, through an ABCD single case research design, that physical prompting, faded prompts, and reinforcement worked to accomplish the task in four months. |
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| Issues in Establishing Services for Persons with ASDs |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 226 C |
| Chair: Betty Fry Williams (Whitworth University) |
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| Serving University Students with Autism Spectrum Disorder: Accommodations for High-Functioning Students with Autism or Asperger's Syndrome |
| Domain: Service Delivery |
| BETTY FRY WILLIAMS (Whitworth University) |
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| Abstract: As the rate of Autism Spectrum Disorder (ASD) increases, so does the number of students with ASD who are being admitted to universities. This presentation considers those characteristics of ASD that interfere with learning and socialization on the university campus and provides concrete recommendations for supporting successful university experiences for high-functioning students with autism or Asperger's Syndrome. Specific instructional accommodations, social supports, and preparation for campus life are included. |
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| Respite Care Services for Families of Children with Autism - Developing Quality Personnel Pools |
| Domain: Service Delivery |
| CORINNE M. MURPHY (West Chester University), Jennifer E. Dawson (SPARC) |
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| Abstract: Respite care services are arguably some of the most requested services by families of children with autism. Waitlists for respite services from MR/DD and other respite care providers can range from 1 week to 6 months dependent on geographical location. In addition to long waitlists, parents/guardians are challenged to find qualified personnel. Such personnel are trained in both behavioral principles as well as characteristics of individuals with autism spectrum disorders. Adequate training is a necessary component to providing quality respite care services. This paper will describe the development of a volunteer-based, behavioral respite care program as well as provide direction for the development of similar programs. The paper will identify 1) funding sources 2) personnel pools 3) training protocols and 4) family recruitment. The paper will highlight an exemplar program funded by grant monies and developed at West Chester University of Pennsylvania, in collaboration with the Southeastern Pennsylvania Autism Resource Center, by Drs. Corinne M. Murphy, BCBA and Jennifer Dawson. |
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| A Summer Camp Model for Teaching Social Skills to Children with Autism Spectrum Disorders and other Developmental Disabilities |
| Domain: Applied Behavior Analysis |
| Natalie Kathleen Morris (Washington Park District), CLAIRE R LEECH (Washington Park District), Amy Shymansky (Washington Park District) |
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| Abstract: Camp Connections was an eight-week social skills camp targeting the core deficits typically seen in children with Autism Spectrum Disorders and other developmental disabilities. Participants were 19 children with various social skill deficits. Children received a maximum of 108 hours of intervention depending upon attendance. Trained therapists targeted social skills including building topics of conversation, initiating conversation based on someone else’s perspective, maintaining conversations, drawing inferences in social scenarios, and initiating and maintaining play with peers. Direct instruction and video modeling interventions were used to teach new skills during small group or individual instructional periods. Typical peers were used as models as well to assist in generalizing new skills to natural environments. A total of 8-10 objectives per child were targeted during the intervention period. After the 8-week session, data collected from the objectives were statistically analyzed along with feedback from each of the participant’s families. The analysis demonstrated 64% of the objectives increased in complexity to a higher skill level, 7% were mastered, and more than 50% of parents reported generalization in the natural environment. It is suggested that these teaching strategies can be effective in developing social skills in children with Autism Spectrum Disorders and other developmental disabilities. |
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| CANCELLED: Creating a Summer Educational Experience for Children with Autism: An Evaluation of "Kids for Camp" |
| Domain: Service Delivery |
| LEASHA BARRY (University of West Florida), Susan Sowell Byram (Autism Society of the Panhandle), Jeanie Lundy (Kids for Camp), Laura Brumfield (University of Florida), Dayna Beddick (University of West Florida), Desirae Celiberti Celiberti (Unversity of West Florida) |
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| Abstract: This presentation will highlight the key factors that have collectively made “Kids for Camp” a success for over 60 children who reside in a rural community lacking in formal behavioral intervention or summer educational opportunities for children with Autism. Key factors include fund raising, community involvement, school district buy-in, intensive training of 1:1 “teachers” (community members interested in learning more about Autism) in research-based practices including verbal behavior, on-going professional supervision and leadership, and assessment of child and teacher learning gains assessed using the ABLLS-R and teacher competencies. The presentation will include a) descriptions of how the summer educational experience was created and coordinated; b) summary data evaluating the learning gains for children with Autism who attended the 6-week summer experience; and c) summary data evaluating the learning gains of “teachers” who were local school teachers, teacher assistants, and other interested local participants. |
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| Perspective-taking in adults: Empirical tests of the role of deictic framing in applied settings |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 224 A |
| Area: CBM/VBC; Domain: Applied Behavior Analysis |
| Chair: Roger Vilardaga (University of Nevada, Reno) |
| Abstract: Contextual Behavioral Science is a strategic approach within the behavior analytic tradition that emphasizes the use of different fronts of exploration as means to strengthen our knowledge about our subject matter (Vilardaga, Hayes, Levin, Muto, in press). Within this strategic approach, Relational Frame Theory (RFT; Hayes, Barnes-Holmes, Roche, 2001) has developed a behavioral account of human language and cognition that has led to a variety of techniques, such as those of Acceptance and Commitment Therapy (ACT; Hayes, Strosahl, & Wilson, 1999). One of the behavioral processes investigated by RFT is that of deictic framing, which is a class of derived relational responding that allows perspective taking distinctions that according to RFT may be at the core of empathy, social bonding, and a stable sense of self. This symposium will present a review of the literature on deictic framing, and data from three new studies that test those scientific questions. The four papers presented in this symposium will (1) review the current literature on deictic framing, (2) present data on the role of deictic framing in the context of stigmatized attitudes, (3) individuals suffering from schizophrenia and (4) individuals with psychotic symptoms compared to normal adults. Our aim is that at the end of the symposium, attendees will have learned about the RFT account of perspective taking and will be exposed to a sample of contextual behavioral science in that specific field. |
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| A systematic and comprehensive review of the RFT literature on deictic framing |
| DOUGLAS MOORE LONG (University of Nevada, Reno), Roger Vilardaga (University of Nevada, Reno), Colin Stromberg (University of Nevada, Reno) |
| Abstract: In this paper we will present a systematic and comprehensive review of the Relational Frame Theory work on deictic framing from the publication of Making sense of spirituality (Hayes, 1984) to date. Our summary of the literature on deictic framing will include theoretical and conceptual chapters and papers, and all the published and non published empirical studies. In this review we will summarize the theoretical rationale behind deictic framing, the range of complex phenomena that according to RFT, this behavioral process might account for, the results of empirical studies, the methodological strategies that have been used, their clinical and non clinical target populations, and finally, the inconsistencies and problems of this current line of research. Overall, we will show the steps that have been taken towards the building of a programmatic line of research in that field, and how it coheres with the contextual behavioral science approach. |
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| Deictic framing and human objectification: further testing of a new procedure to enhance empathic concern towards others |
| ROGER VILARDAGA (University of Nevada, Reno), Thomas J. Waltz (University of Nevada, Reno), Michael Levin (University of Nevada-Reno), Steven C. Hayes (University of Nevada, Reno), Kimberly Amador (University of Nevada, Reno) |
| Abstract: A previous study performed in our laboratory showed significant baseline correlations between performance in a deictic framing task and an empathy questionnaire (IRI; Davis, 1984) in a sample of college students (n=58). The study was designed to address the potential role of deictic framing in the enhancement of empathic concern towards individuals belonging to an ethnic minority. Results also indicated that a deictic framing manipulation produced increased levels of empathic concern but those levels of connection faded over time. In this paper, we will present data from a second study that will test the same rationale but using an automated procedure to avoid for demand characteristics of the experimenter. This new procedure incorporates (1) a larger pool of trials, (2) equal number of trials for the three types of deictic framing and their levels of complexity, (3) systematic variations of trial content, and (4) collection of fluency data. In addition, we created an automated delay discounting assessment task that serves as an analog of social bonding. Results will be discussed in terms of the larger implications of this line of research for the enhancement of social interactions in normal adults. |
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| Deictic perspective taking and belief attribution in schizophrenia |
| MATTHIEU VILLATTE (Université de Picardie Jules Verne), Jean-Louis Monestès (Centre Hospitalier Ph. Pinel), Louise A. McHugh (University of Wales Swansea), Gwenolé Loas (Centre Hospitalier Ph. Pinel.) |
| Abstract: Impairment in the ability to attribute mental states is a characteristic feature of schizophrenia demonstrated in the field of cognitive psychology for more than a decade. Relational Frame Theory (RFT) has recently proposed a behavioral approach to this skill in terms of deictic relational responding and has proved efficient in the assessment as well as in the training of these repertoires. The current research aims to examine RFT predictions in psychosis by assessing deictic framing with perspective-taking and belief-attribution tasks in a group of 15 patients diagnosed with schizophrenia and in a group of aged matched controls. Results revealed poorer performance of the patients in responding in accordance with deictic frames. In the perspective-taking protocol, reversing and double reversing relations produced the most important number of errors. No difference appeared between the two groups on simple perspective-taking. In the belief-attribution protocol, patients were as accurate as controls only on self-attribution of true belief, which indicates difficulties in relation to the interpersonal deictic frame and to logical not. Group effects remained significant even after controlling for IQ. Implications for the remediation of deficits in mental states attribution linked to psychosis are discussed. |
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| Deictic framing protocols to increase discrimination of own behavior and reduce impulsive behavior |
| CARMEN LUCIANO SORIANO (University Almer&íacute;a, Spain), Vanessa SÁnchez (Universidad de Almer&íacute;a), Francisco José Ruiz Jiménez (University of Almer&íacute;a), Marisa PÁez Blarrina (Instituto ACT), Olga Gutierrez Martinez (Universidad Autonoma de Barcelona), Rosa Maráa Vizcaáno (Universidad de Almer&íacute;a) |
| Abstract: Based on the effectiveness of the brief ACT protocol focused on the clarification of values and defusion components used with 5 at-risk adolescents (Gómez, Luciano, Páez, & Valdivia, 2007), the aim of the present study is to isolate the deictic framing protocol upon which both, the values and the defusion components, are based. Participants, either showing an onset or a chronic experiential avoidance regulation will participate (10 children, 10 adolescents showing different types of impulsive behavior and 10 psychotic adults). Baseline impulsive behavior and valued actions as well as AAQ and other questionnaires will be taken. Following that, a values clarification protocol plus an intensive deictic training protocol will be applied in two sessions (individual and group sessions). The deictic training protocol will be implemented by using an experimental task especially designed to manage clinical behavior equivalent to the forms taken by the experiential avoidance regulation that is present in the participant`s repertoire. Finally, follow-up measures will be taken. Results will be discussed according to the verbal processes involved in the values clarification and defusion components of Acceptance and Commitment Therapy (Hayes, Strosahl, & Wilson, 1999). |
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| A Behavior Analytic Methodology for Studying Psychotherapy: New Data on Functional Analytic Psychotherapy |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 222 AB |
| Area: CBM; Domain: Applied Behavior Analysis |
| Chair: Jonathan W. Kanter (Department of Psychology/University of Wisconsin,-Milwaukee) |
| Discussant: Glenn M. Callaghan (San Jose State University) |
| Abstract: A strength of behavior analysis is its focus on behavior as it occurs. Thus, Functional Analytic Psychotherapy presents a functional analysis of the psychotherapy situation that focuses on the moment-to-moment behavioral interaction between the client and therapist and how the therapist can shape client behavior in the moment. This level of analysis also lends itself to a methodology for the study of psychotherapy process and mechanisms of action that uniquely provides data useful to both the scientist and clinician. In this symposium, three studies using a moment-to-moment coding scheme for Functional Analytic Psychotherapy are presented. These studies examine FAP’s mechanism, including a detailed analysis of a single FAP session, an analysis of several FAP successes and failures, and an analysis to determine the appropriate unit of analysis when coding FAP sessions. This coding analysis is presented as a uniquely behavior analytic method for studying the empirical basis of a psychotherapy approach, at the level of individual mechanism rather than group treatment outcome. |
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| Enough is enough: Determining adequate sampling techniques for the FAPRS coding system |
| SABRINA DARROW (University of Nevada, Reno), Jordan T. Bonow (University of Nevada, Reno), William C. Follette (University of Nevada Reno), Glenn M. Callaghan (San Jose State University) |
| Abstract: Functional Analytic Psychotherapy (FAP) is one treatment in the clinical behavior analysis tradition. In this radical behavioral approach to psychotherapy therapists attempt to shape the interpersonal behaviors of clients in-vivo (i.e., within sessions). The Functional Analytic Psychotherapy Rating Scale (FAPRS; Callaghan, Follette, Ruckstuhl, & Linnerooth, 2008) is popularly used in the process and outcome research of FAP. The FAPRS is a coding system used to identify the function of therapist and client verbalizations on a turn-by-turn basis. When used to the fullest extent, all turns in a therapy session are assigned a code from the FAPRS. This allows FAP researchers to test hypotheses regarding the shaping process thought to occur during FAP sessions. Research of other coding systems for interpersonal interactions has suggested that only portions of the entire interactions taking place need to be coded in order to identify the processes occurring during those interactions. This study uses similar methodology in order to determine appropriate sampling techniques in the employment of the FAPRS. It is hoped that empirically generated sampling techniques will provide a less intensive alternative to the laborious process of coding entire therapy sessions. |
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| Detailed Empirical Investigation of a Single Successful FAP Session |
| DANIEL WILLIAM MAITLAND (University of Wisconsin-Milwaukee), Jonathan W. Kanter (Department of Psychology/University of Wisconsin,-Milwaukee), Cristal E. Weeks (Department of Psychology/ University of Wisconsin-Milwaukee), David E. Baruch (University of Wisconsin-Milwaukee), Andrew Busch (Brown Medical School) |
| Abstract: One of the strengths of FAP is that it specifies its hypothesized mechanism of action in behavioral terms at the level of the moment-to-moment client-therapist interaction. This allows for precise, behavior analytic investigations of the therapeutic process to evaluate whether FAP's mechanism occurred in successful and unsuccessful cases. While previous analyses have focused on session-by-session data, the current analysis will explore a single FAP session, turn-by-turn. The goal will be to dissect the actual interaction in terms of the ideal FAP interaction suggested by FAP's mechanism. This presentation will be useful both as an example of behavior analytic research on FAP and as a clinical demonstration of FAP's mechanism of action in action. |
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| A Process Analysis of Functional Analytic Psychotherapy’s Mechanism of Change |
| CRISTAL E. WEEKS (Department of Psychology/ University of Wisconsin-Milwaukee), David E. Baruch (University of Wisconsin-Milwaukee), Laura C. Rusch (Univ of Wisconsin - Milwaukee), Jonathan W. Kanter (Department of Psychology/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. We used the FAPRS to code tapes from a non-concurrent, multiple baseline A/A +B single subject design exploring FAP’s mechanism of change. 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 CRB. Participants included five clients diagnosed with Major Depressive Disorder and one or more personality disorders. The current study will present the pending results of a FAPRS analysis of these sessions to explore the role of contingent responding in all five clients, which includes both successful and unsuccessful applications of FAP. |
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| ABA interventions for persons with Acquired Brain Injuries. |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 222 C |
| Area: CBM; Domain: Applied Behavior Analysis |
| Chair: Michael P Mozzoni (Learning Services NeuroBehavioral Institute of Colorado) |
| Discussant: Michael P Mozzoni (Learning Services of Northern California) |
| CE Instructor: John V Stokes, M.S.Ed |
| Abstract: Persons with Acquired Brain Injures (ABI) present with a variety of deficits and skills which makes each client unique. Applied Behavior Analysis (ABA) is suited to this challenge though its methodological use of the single subject design. These papers exhibit the robust application of ABA in a post acute clinical setting.
The purpose of the first study was to determine if a behavioral approach to relaxation training (BRT) could benefit individuals who display significant agitation following a traumatic brain injury. The second study was concerned with SAFMEDS and reteaching a person correct tacting following ABI. The procedure was tailored by gradually increasing the number of stimulus cards in each deck and merging decks. The purpose was to see if it would result in faster acquisition of desired information (tacting). The purpose of the third study was to determine if a token system could be useful in decreasing clients over-selectivity of staff. |
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| Efficacy of Behavioral Relaxation Training for Individuals with Traumatic Brain |
| DIXIE EASTRIDGE (Learning Services NeuroBehavioral Institute of Colorado) |
| Abstract: The purpose of this study was to determine if a behavioral approach for relaxation training benefits individuals who display significant agitation following a traumatic brain injury. The study was based on the basic premise that "a relaxed person engages in overt motoric behavior that is characteristic of relaxation" and by practicing these overt skills they actually become relaxed.Results indicated that participants of this study who experienced disability following traumatic brain injury were able to learn relaxation using Poppen's Behavior Relaxation techniques. The first participant was able to achieve eight of ten postures rapidly. However, the rate the participant was able to learn and engage in relaxed postures in the training phase was significantly affected by medication changes. After the initial relaxation session, medication changes began that had a significant impact on the ability of the participant to remain in the relaxed positions. Following feedback in the first session, the participant was able to average 6.8 of the ten relaxed positions in a five minute session; medication changes began three days later that resulted in the individual being unable to remain in a five minute session in a relaxed position and the session ended after one minute |
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| Precision Teaching and Traumatic Brain Injury |
| TAMRY L JUNTUNEN (The Chicago School of Professional Psychology) |
| Abstract: The purpose of this study was to assess the utility of SAFMEDS training on tacting in a 57-year-old Caucasian male with an acquired brain injury resulting from cardiac arrest secondary to electrocution who was 35 years post injury Two primary SAFMEDS decks were used, each containing thirty-five cards. All cards displayed color pictures of items relating to activities of daily living. Correct responses were counted as any vocal response that would lead to acquisition of the desired item in a natural environment. The decks of cards were split into several decks Varying amount of cards and time limits were used to evaluate which procedure works best in the TBI population. Reslts indicate that tailoring the exposure to each stimulus may result in faster acquisition of desired information. Smaller decks or increased exposure to stimuli was the best procedure for this individual. Results suggest that individuals with TBI may benefit from Precision Teaching methodology, specifically when the procedures are adapted to the individual client. |
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| Use of a Token Economy to Increase Staff Acceptance in a Person with an Acquired Brain Injury |
| ABRAHAM SAENZ (Learning Services of Northern California) |
| Abstract: Persons with Acquired Brian Injuries (ABI) present with a variety of challenging behaviors. Frequently these challenging behaviors interfere with therapy, social relationships and community independence. Awareness deficits often result in poor cooperation and active resistance to rehabilitation interventions. When internal motivators cannot be accessed, external motivators may be used to increase cooperation. Cooperation with therapeutic instructions and safety precautions can make the difference between eventual independence and supervised living. In this study a token economy was used in a multiple baseline to decrease physical and verbal aggression and increase cooperation across 2 participants in a residential post acute treatment program. Frequent “cash in” opportunities and meaningful reinforcing activities arising from reinforcer assessments were critical to getting the clients to buy into the token system. Results indicate that staff training and consistent checks of therapeutic integrity are essential to program and client success. |
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| Supporting Adults with Extreme Behavior Challenges in Community Settings: Practical and Conceptual Issues |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 131 A |
| Area: CSE/CBM; Domain: Service Delivery |
| Chair: Jeffrey C. Brittain (Pathways Community Mental Health) |
| CE Instructor: Jennifer Symon, Ph.D. |
| Abstract: Providing applied behavior analysis support to persons with extreme behavior challenges in typical community settings is perhaps the most complicated and difficult task facing many clinicians and agencies, particularly in the public sector. Extreme behaviors (e.g., behaviors resulting in injuries to staff/consumers) often exceed the capacity of staff, programs, and settings which effectively meet the needs of nearly all others served by an agency. The process of developing solutions is influenced by multiple and often sharply conflicting forces, including state/agency administrative regulations, behavior analyst practice standards, individual and parent/guardian decision making, practical limitations within some communities, and various resource limitations. Solutions developed by a large public mental health agency are reviewed, highlighting changes in agency policy/focus as well as attempts to develop specific new support systems. Several common approaches to community treatment are examined in detail, with particular attention to concerns that emerge in practice, but are not typically acknowledged in policy and treatment negotiations. Suggestions for reconciling conflicting needs, priorities, and decisions are discussed. |
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| When Difficulty Approaches Impossibility: Coping with Extreme Behavior Challenges in Typical Community Settings |
| DENISE CLARK (Pathways Community Mental Health) |
| Abstract: Persons engaging in extreme aggression, self-injury, and other behaviors posing safety risks strain treatment support systems capacities. Viewed from an applied behavior analysis perspective and addressed under ideal conditions, these behaviors can be difficult to treat. Immediate pressure builds around maintaining staff and consumer safety, a complicated clinical process that often requires providing increased staff training, additional clinical supports, and attempts to limit the use of emergency response options that have significant risks or detrimental effects (e.g., public safety, psychiatric hospitalization). Additional considerations present in the public mental health system and other typical contexts can create seemingly intractable situations. Administrative rules defining limitations and requirements on behavioral treatment can become seriously disconnected from clinical reality. High-level philosophical shifts, while laudable, may likewise over-reach current resources and may be contraindicated in extreme situations. Staffing, funding, community resources, and professional resources place practical limits on available support options. Guardian and individual decision making may further complicate this picture. Without careful guidance and thought, clinic decision making in these contexts can loose comprehensive focus and become seriously off course. |
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| Preparing Group Home Staff to Succeed with Individuals Who Display Extremely Challenging Behaviors |
| JEFFREY C. BRITTAIN (Pathways Community Mental Health) |
| Abstract: State level policy changes limiting the use of physical management procedures, along with a mandate to document Positive Behavioral Supports (PBS), brought to light the need for changes in direct care worker training (DCW). DCWs and home managers need advanced training in PBS if they are to succeed in treating individuals with extremely challenging behaviors. An established PBS curriculum was selected and additional specialized topics such as: improving teamwork, developing reinforcing relationships, handling negativity and clarifying the process of developing behavior programs are woven in to the training. Effectiveness of behavior program implementation, decreasing the need for physical crisis management procedures, staff injury and turnover are overall goals of PBS training. This customized DCW training is a key component of preparation for work in a specialized group home designed to treat individuals with extreme behavioral challenges. The scope and importance of this training presented numerous logistical challenges regarding roll out, data collection, evaluation of skills and standardization of delivery. Presentation of effectiveness data suggest strengths and areas in need of further development in the training. |
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| Re-Engineering and Improving Community Treatment Options for Persons with Challenging Behaviors |
| Ralph L. Olson (Pathways Community Mental Health), Jeffrey C. Brittain (Pathways Community Mental Health), DENISE CLARK (Pathways Community Mental Health) |
| Abstract: Public mental health agencies commonly provide behavioral and other supports in a variety of community settings to persons with behavioral challenges. De-institutionalization, person-centered planning, and self-determination concepts have driven demand for individualized housing, smaller group homes, and other customized living arrangements. Behavioral supports delivered in these settings often produce highly variable results based on several key factors. These include the behavioral and other clinical support needs of the individual, general community characteristics, staffing arrangements, the array of supports that can be realistically orchestrated, and financial/administrative constraints. A four-county public mental health agency’s history supporting persons in individualized and group home settings is reviewed in detail, highlighting problems and successes. Based on these experiences, new and better implementations of individualized and group home placements have been conceptualized. The process of creating new options is explored, with particular attention to features contributing to success. |
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| Beyond Politics and Rhetoric: Moving Toward a Pragmatic Appraisal and Approach to Community Support Options |
| RALPH L. OLSON (Pathways Community Mental Health), Jeffrey C. Brittain (Pathways Community Mental Health), Denise Clark (Pathways Community Mental Health) |
| Abstract: As suggested at the outset of this symposium, many factors must be considered in designing and providing community-based behavioral supports for persons with extreme behavior challenges. Unfortunately, this endeavor is often hampered by a critical lack of information about, or outright rejection of, basic behavior analysis principles and practice standards. Instead, the process of developing specific support options becomes dominated by administrative and ideological emphases, often which seem inherently in conflict. Several unintended consequences impacting persons served and those supporting them commonly emerge, including breakdowns in skill development efforts, safety concerns, staffing difficulties, and an inability to provide effective ongoing monitoring. In some cases, support options identified as universally desirable and appropriate become a focus or mandate, at the expense of carefully analyzing their implementation and potentially serious drawbacks when considered case-by-case. Suggestions for bringing more order and clarity to this entire process are presented, emphasizing the need for education regarding behavior analysis practice and a more careful and expansive examination of support options. |
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| Recent Advances on Preference Assessment and Determinants of Choice |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 120 A |
| Area: DDA/EAB; Domain: Applied Behavior Analysis |
| Chair: April S. Worsdell (May Institute) |
| CE Instructor: kelly Ferris, M.Ed. |
| Abstract: A wide variety of methods have been developed for identifying individual preferences for children and clinical populations that otherwise have difficulty in expressing meaningful preferences. These methods have correspondingly spawned an increasing applied literature on the factors that contribute to relative preferences and relative response allocation. The present series of studies extends both of these literatures in individuals with developmental disabilities and pre-school aged children. Two presentations offer refinements and adaptations of existing preference assessment methodologies towards: 1) balancing expediency and efficacy in the process of identifying effective reinforcers and, 2) comparing procedures for identifying negative reinforcers. A third presentation employs behavioral economic analysis to gauge the ability of several preference assessment formats to predict reinforcer value in the face of increasing response requirements. The final presentation adopts established reinforcer assessment methods to raise interesting questions about the relative contributions of response effort and reinforcer delay in contributing to children’s preferences for varying reinforcement arrangements. Collectively, the studies are discussed in terms of their implications for arranging optimal therapeutic and educational environments. |
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| Evaluation of a Progressive Model for Identifying Preferred Stimuli with Children Diagnosed with Developmental Disabilities |
| AMANDA KARSTEN (Western New England College), James E. Carr (Auburn University), Tracy L. Lepper (Western Michigan University) |
| Abstract: Preference assessments for individuals with disabilities differ along many dimensions, including time requirements for implementation and probability of identifying a hierarchy of preferred stimuli. Some methods of assessment are also more conducive to use with individuals who exhibit problem behavior or certain prerequisite skills. Inaccurate results and loss of valuable treatment time are among the risks associated with selecting ineffective or unnecessarily lengthy procedures. The purpose of the current investigation was to evaluate a progressive model for conducting preference assessments which incorporates many of the aforementioned considerations. Concurrent-operant reinforcer evaluations were used to verify assessment findings. Based on 17 participants completed to date, the majority (i.e., 76% of all participants) progressed to reinforcer evaluation following the initial multiple-stimulus without replacement (MSWO) assessment. The free-operant method was the second most commonly implemented approach (i.e., 18% of all participants). Subsequent reinforcer evaluations confirmed assessment findings in all but two cases. Interobserver agreement and procedural integrity data were collected for a minimum of 33% of assessment trials per participant and averaged at least 90%, respectively. Results from the investigation will be discussed in terms of the utility of this particular model and possibilities for the application of alternative algorithms to behavior analytic technologies. |
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| A Comparison of Methods for Assessing Preference for Negative Reinforcers |
| ROBERT R. PABICO (Marcus Autism Center and Children’s Healthcare of), Nathan A. Call (Marcus Autism Center and Emory University School of Medicine) |
| Abstract: In a recent study, (Call, Pabico, & Lomas, in press) potential negative reinforcers were identified for inclusion in functional analyses using average latency to the first instance of problem behavior. While this methodology shows promise for use in the assessment of problem behavior, it may be worthwhile to identify alternative methods for assessing preference for negative reinforcers. The purpose of the current study was to evaluate a paired stimulus methodology for evaluating preferences for potential negative reinforcers adapted from the preference assessment method described by Fisher et al. (1992). This methodology was compared and contrasted with that described by Call et al. in terms of results, as well as the relative advantages and disadvantages of the two methods. Interobserver agreement data were collected for at least 20% of sessions and always exceeded 80% agreement. |
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| Demand Curve Validation of Preference Assessment Predictions |
| DEREK D. REED (The May Institute), Jennifer Dawn Magnuson (The May Institute), Stefanie Fillers (May Institute), Shawn Vieira (May Institute), Hanna C. Rue (The May Institute), James K. Luiselli (The May Institute) |
| Abstract: This study examined the degree to which three formal preference assessments (i.e., paired-stimulus, multiple-stimulus without replacement, and a free-operant procedure) successfully identified reinforcers from six edibles in a subsequent reinforcement assessment. Across all three preference assessment types, accuracy in the identification of the top three reinforcers was 67%. A subsequent demand curve analysis was conducted using the entire hierarchy of low-, moderate-, and high-preferred edibles. Results are discussed with regards to the efficiency of preference assessments and the utility of progressive-ratio schedules in quickly identifying efficacious rewards. |
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| A Systematic Evaluation of Response Effort and Reinforcer Delay on Choice Responding |
| AMY POLICK (Auburn University), James M. Johnston (Auburn University) |
| Abstract: A number of studies have investigated the effects of manipulating the physical effort required for an individual to emit a response. This research overwhelmingly shows that as force requirements increase, response rates decrease (Friman & Poling, 1995). However, the literature does not clarify the variables underlying the changes in responding after effort is applied. It is not clear whether increasing effort serves as a form of punishment or whether it merely delays access to reinforcement (i.e. effortful responses take longer to complete). We investigated the relations between physical effort and reinforcer delay and their effects on choice responding using a concurrent matching to sample task with three preschool-aged children. Results of the study showed that participants exhibited a stronger preference for low effort tasks when paired with high effort ones (M=96% response allocation) than they did for tasks resulting in immediate reinforcement versus a delay of 30 s (M=71%). The results extend the current research on response effort and reinforcer delay and provide a novel procedure for evaluating preference in a choice context. |
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| Treatments used to develop a structured classroom for dually-diagnosed adults in a community agency |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 129 A |
| Area: DDA/OBM; Domain: Service Delivery |
| Chair: Gabriela Sierra (Seguin Services) |
| Discussant: David A. Pyles (Chicago School of Professional Psychology) |
| Abstract: A new group was developed within a facility that provides services to adults with developmental disabilities to provide appropriate programming and supports for dually diagnosed individuals performing poorly in previous placements. These individuals were assigned to this group based on shared frequencies and severities of inappropriate behaviors. Group facilitators requested assistance in efforts to decrease behaviors targeted for reduction and increase rate of skill acquisition for these individuals. Consumers were interviewed and identified obtaining community employment as their ultimate program goal; however, review of current group programming did not correspond to those goals. Standardized assessments that identify current employment-related skill levels will be conducted. Programming will then be developed for each individual based on both assessments and employment goals. To ensure that the most favorable learning conditions were provided in the group, staff will be trained to: appropriately assess goal progress, deliver instruction effectively, reinforce appropriate classroom and social behavior, and manage the daily schedule. Trained observers will provide immediate vocal constructive/corrective and delayed written feedback to each group facilitator for an entire day at least once per week. Data to be collected. Effects, implications, social significance, and suggestions for future research are discussed. |
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| A Review of Assessments Used to Create Programs to Develop Job Skills |
| GABRIELA SIERRA (Seguin Services), Trista Robinson (Seguin Services) |
| Abstract: A new group was developed within a facility that provides services to adults with developmental disabilities to provide appropriate programming and supports for dually diagnosed individuals performing poorly in previous placements. All individuals identified obtaining a job and independence in the community as their main goals. A file review was completed for all individuals in the group to obtain information regarding current level of functioning and acquired skills. The review revealed that psychological assessments, employment profiles, and inventories for client and agency planning were completed. However, these evaluations did not provide information about the specific skills in each individual’s repertoire. The need for a comprehensive assessment of skills was identified. Three assessments available for dually diagnosed adults to measure employability and independent living skills were reviewed and the results were compared to assess their applicability to develop specific programming. Benefits of programming such as acquiring prerequisite skills to obtain employment and level of supervision needed in community will be discussed. |
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| Effects of Staff Training and Performance Feedback on Delivery of Instruction and Group Management |
| TRISTA ROBINSON (Seguin Services), Gabriela Sierra (Seguin Services) |
| Abstract: A new group was developed within a facility that provides services to adults with developmental disabilities to provide appropriate programming and supports for dually diagnosed individuals performing poorly in previous placements. Group facilitators requested assistance in efforts to decrease behaviors targeted for reduction and increase rate of skill acquisition for individuals in the group. Upon observation, it was revealed that group facilitators were either unable to or were not efficient in: accurately assessing individual skill levels and relevant goals, delivering effective instruction, reinforcing individual’s appropriate classroom and social behavior, collecting data, and managing the daily schedule for the group. Based on these observations, goals and expectations for group facilitator performance were developed. Group facilitators were then trained in effective delivery of instruction, reinforcement of desired behavior, data collection, and schedule management, as well as informed of their own performance expectations. Trained observers collected data on staff performance for an entire day at least once per week and these observers provided both immediate vocal constructive/corrective feedback as well as delayed vocal and written constructive/corrective feedback to the facilitators. Effects, implications, social significance, and suggestions for future research are discussed. |
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| Effects of a Structured Classroom on Skill Acquisition and Behaviors Targeted for Reduction |
| BRIAN ALHORN (The Chicago School of Professional Psychology), Renee Diane Quinnett (The Chicago School of Professional Psychology), Gabriela Sierra (Seguin Services), Trista Robinson (Seguin Services) |
| Abstract: A new group was developed within a facility that provides services to adults with developmental disabilities to provide appropriate programming and supports for dually diagnosed individuals performing poorly in previous placements. These individuals were assigned to this group based on shared frequencies and severities of inappropriate behaviors. Group facilitators requested assistance in efforts to decrease behaviors targeted for reduction and increase rate of skill acquisition for these individuals. Group and individual observations revealed that current programming was inappropriate for the majority of the individuals in the group in that programs were not assigned according to skill level, programs were not consistent with desired outcomes, and programs were not relevant to individual goals. It was also determined that the day’s schedule was largely unstructured and group facilitators were not managing the group effectively. More appropriate programming was developed for each individual based on both assessments and individual employment goals. In addition to programming changes, group facilitators were trained to structure each day’s activities and also more effectively manage the group. Effects of classroom structuring on individual skill acquisition and frequency of behaviors targeted for reduction, as well as implications, social significance, and suggestions for future research, are discussed. |
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| Assessment and treatment behavior maintained by automatic reinforcement |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 128 |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Louis P. Hagopian (Kennedy Krieger Institute) |
| CE Instructor: Tiffaney Esposito, M.S. |
| Abstract: Although the assessment and treatment of problem behavior maintained by automatic reinforcement poses many challenges, interventions such as competing stimuli and response interruption continue to show promise. Presenters in the current symposium will review findings on the assessment and treatment of pica, motor stereotypy, and vocal stereotypy maintained by automatic reinforcement. Melissa Gonzalez from the Kennedy Krieger Institute will present data on the assessment of pica and a treatment demonstrating the use of competing stimuli and differential reinforcement of incompatible behavior (i.e., discarding of pica materials). Keira Moore from the New England Center for Children will present findings from a study examining the effectiveness of sensory integration (SI) therapy for the treatment of motor stereotypy which failed to demonstrate that SI was effective. Courtney Keegan from the May Institute will present a comparative analysis of treatments for vocal stereotypy using response interruption and redirection (RIRD) to engage in appropriate vocalizations versus RIRD to engage in physical demands. Jessica Barron from the New England Center for Children will present a comparative analysis of DRA with and without RIRD as a treatment for stereotypy while measuring collateral effects on performance and appropriate alternative behavior. Findings suggest that direct reductive procedures, such as RIRD, may be indicated for reducing automatically-reinforced stereotypy. |
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| The treatment of pica with competing stimuli and differential reinforcement of an incompatible response |
| MELISSA LUKE GONZALEZ (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: Behavior maintained by automatic reinforcement can be difficult to treat given that the specific source of reinforcement (i.e., source of stimulation or sensory attenuation) maintaining the response is difficult to precisely identify or directly control. Pica is a behavior that poses a high risk for injury. When maintained by automatic reinforcement this behavior may present unique challenges in terms accurate, yet safe behavioral assessment and effective treatment. The current study describes the assessment and treatment of pica in a female diagnosed with autism and severe intellectual disability. Functional analyses determined that pica was maintained by automatic reinforcement. Initial treatment evaluations indicated that competing stimuli were not effective in reducing pica to clinically significant levels. The addition of response blocking reduced incidents of pica, but did not decrease the rate at which she picked up items from the floor. A treatment incorporating differential reinforcement of an incompatible behavior (discarding pica materials) was effective in reducing pica. This treatment was generalized across staff, settings, and pica items varying in degrees of preference. |
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| Sensory Integration as a Treatment for Automatically Reinforced Behavior |
| KEIRA M MOORE (New England Center for Children), Catia Cividini-Motta (New England Center for Children), Jennifer Dashner (New England Center for Children), Dana Justice (New England Center for Children), Kathy Clark (New England Center for Children), William H. Ahearn (New England Center for Children) |
| Abstract: According to sensory integration (SI) theory, autism is caused by an individual’s inability to integrate and adaptively respond to sensory input (Ayres, 2005). It can be presumed that SI would be most effective for behavior maintained by sensory consequences and if it is effective then it is likely due to SI serving as an abolishing operation. Two students with automatically reinforced motor stereotypy and autism participated in this study. Following functional analysis, an Occupational Therapist selected sensory activities to present to the participants for SI. These items were also assessed to determine whether they competed with motor stereotypy by providing access to the items and recording stereotypy and engagement. The effect of SI on stereotypy was evaluated in an ABAB-type design. Stereotypy was measured twice daily, 2-3 times per week during baseline and treatment. SI was implemented by providing access to the items on a daily basis 6 to 7 times a day for 10-15 minutes every hour of the school day. Results showed that the sensory diet was not successful in decreasing target behavior for either participant. The results of this study do not support SI as an effective treatment approach. |
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| Further evaluation of response interruption as a treatment for vocal stereotypy |
| COURTNEY L KEEGAN (May Institute), April S. Worsdell (May Institute), Philip Cook (May Institute), Meghan M. Holligan Whitney (May Institute), Sandra G. Rivers (May Institute), Ryan Schweck (May Institute) |
| Abstract: The occurrence of vocal stereotypy often interferes with learning and socialization in children with autism; as a result, it is important to identify interventions that are effective in reducing this behavior. In a recent study, Ahearn et al. (2007) successfully decreased the vocal stereotypy of four children with autism with a response interruption and redirection (RIRD) procedure involving the contingent delivery of vocal demands. The purpose of this study will be to extend the findings of Ahearn et al. by comparing two treatments for automatically-maintained vocal stereotypy. In the first intervention, vocal stereotypy will be interrupted by an immediate redirection to engage in appropriate vocalizations (i.e., Vocal RIRD); the second intervention will involve the interruption of vocal stereotypy with a redirection to engage in physical demands (i.e., Physical RIRD). Currently, two children with autism are in various stages of data collection, and we expect 1-2 additional children to participate. Researchers anticipate one of two possible results: (a) one RIRD intervention will be more effective than the other in suppressing vocal stereotypy; or (b) both Vocal RIRD and Physical RIRD will be equally effective at reducing vocal stereotypy. |
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| Comparison of differential reinforcement of alternative behavior alone and in combination with response interruption and redirection for treating automatically-reinforced stereotypy |
| Eileen M. Roscoe (New England Center for Children), Jason C. Bourret (New England Center for Children), Gesell Gavidia (New England Center for Children), JESSICA L SEAVER (New England Center for Children) |
| Abstract: Response interruption and redirection (RIRD) alone and in combination with reinforcement-based interventions have been effective in reducing automatically-reinforced stereotypy. However, it is unclear whether differential reinforcement of an alternative behavior (DRA) alone would be effective in decreasing stereotypy. In addition, it is unclear whether the combination of DRA and redirection may affect appropriate alternative responding. The purpose of this study was to evaluate the relative effectiveness of DRA alone and in combination with RIRD as treatment for stereotypy while measuring collateral effects on accuracy and rate of completion of appropriate alternative behavior. Three individuals, with an autism spectrum disorder, who exhibited motor stereotypy maintained by automatic reinforcement, participated. The effects of DRA alone and DRA with RIRD were evaluated using a combination of reversal and multielement designs. During DRA, a high preference edible was delivered contingent on an appropriate academic response, and no programmed consequences were provided for motor stereotypy. During DRA with RIRD, a redirection procedure was added, which involved interruption and presentation of instructions to engage in motor compliances contingent on stereotypy. Results suggest that direct reductive procedures, such as RIRD, may be necessary for reducing automatically-reinforced stereotypy. However, RIRD did not negatively impact academic performance. |
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| Behavior Analysis of Aging and Health Issues |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 132 BC |
| Chair: Celia Wolk Gershenson (University of Minnesota) |
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| CANCELLED: Role Of Mental Health Provider in End-Of-Life Care |
| Domain: Service Delivery |
| YASH P. MANCHANDA (Retired- Part Time Practice) |
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| Abstract: Culturally diverse and the aging population in Developmental Centers of this country requires new skills for the Mental Health Providers. This presentation based upon ELNEC (City of Hope/AACN) conference and Internet-based Education on End-of-Life Issues for Mental Health Providers, developed by eNursing llc (www.enursingllc.com) with CE from APA provides an overview of the role of a Mental Health Providers at the End-Of-Life. The topics include: Principles of Palliative Care, Pain/non-pain Management, and vignettes on cultural/ethical issues and bereavement. |
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| Preference and reinforcing stimuli in patients with Alzheimer’s dementia |
| Domain: Applied Behavior Analysis |
| JAVIER VIRUÉS-ORTEGA (ABA SPAIN) |
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| Abstract: Little research efforts are being devoted to understand the behavioral features of medical syndromes. Alzheimer’s dementia is a neurodegenerative disease that involves a number of behavioral features that have not yet been studied. The aging of the Western world along with increases of life expectancy have set the prevalence of Alzheimer’s dementia on the raise. Service demand in this area has also grown consistently. However, basic knowledge and behavioral technology are lacking. Increased behavior problem and loss of stimulus control are just some of the features that need to be elaborated behaviorally. A basic issue but highly relevant to intervention involves the assessment and identification of effective reinforcers for this population. This study presents a preference assessment procedure adapted to highly disabled Alzheimer’s dementia patients. The procedure is based upon systematic preference assessment methods already developed for non-demented populations. Preference of a wide range of stimuli pertaining to different categories (social, leisure, edible) was assessed. In addition, the effect of contingent reinforcement of highly preferred stimuli upon socially significant behaviors was explored. |
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| The Use of Behavioral Methods in Health Maintenance Programs |
| Domain: Applied Behavior Analysis |
| PARSLA VINTERE (Queens College, CUNY) |
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| Abstract: There is growing concern that physical inactivity increases the risk of many chronic disorders. One of the primary prevention modalities for chronic health conditions is counseling people at risk to become more physically active. Despite the fact that physical activity might be a very effective primary preventive medicine, its use is not that common in primary care settings. Three major obstacles to implementing an effective counseling to people with chronic health conditions that are often mention are (a) insufficient time for patient education; (b) lack of necessary skills to provide this type of counseling; and (c) lack of physical activity–related preventive health maintenance and treatment programs. The purpose of this paper is to discuss the potential contribution the behavioral methods could provide in developing health maintenance programs that could be implemented in primary care settings. The main purpose of such program would be to educate sedentary patients, children or adults, in making healthy lifestyle changes. The argument is made for a new niche for the behavioral analysts in preventive medicine. |
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| Aging well: Life-span development, Selective Optimization and Compensation, and Behavior Analysis |
| Domain: Theory |
| CELIA WOLK GERSHENSON (University of Minnesota) |
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| Abstract: Behavior Analysts have long ignored the area of normal aging as a fertile field for basic and applied research. Developments in the psychological study of normal aging warrant our attention. The behavioral variables that contribute to aging successfully or optimally is a focus for much of current aging research and theory. The goal of this presentation is to highlight the relationship between behavior analysis and models of aging successfully. The paper will begin with a brief review and of the principles of Life-Span Development which includes such concepts as multidirectionality, plasticity, modifiability, among others. A description of P. B. Baltes’ psychological model for aging optimally, Selective Optimization and Compensation, will follow. The presentation will conclude with examples from the experimental analysis literature that bear directly on the development of behavior necessary for aging successfully. Illustrations will touch on principles of reinforcement, response variability, choice behavior and related areas of research. Research questions that should be of interest to Behavior Analysts will be suggested. Problems associated with the design of such research will be mentioned. |
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| Behavioral Momentum: Translational Research and Practice |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 228 |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Timothy D. Hackenberg (University of Florida) |
| Discussant: Timothy D. Hackenberg (University of Florida) |
| Abstract: Behavioral momentum concepts have provided a rich theoretical and analytic context for understanding the dynamic relationships between stimuli, reinforcers, and behavior. The purpose of this symposium is to bridge laboratory and applied research utilizing momentum concepts. Nevin’s presentation provides an overview of key concepts in momentum theory, and their generality across species and settings. Mace and McComas describe how momentum concepts have inspired new conceptualizations and treatments of problem behavior in applied settings. Momentum concepts have proven especially valuable in the analysis of concurrent operants, as Mace shows in his analysis of DRA procedures, and McComas shows in her analysis of compliance. Such findings not only expand the generality of momentum theory, they suggest important new research avenues. As such, the presentations illustrate the bidirectional interplay between laboratory and applied research. |
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| Stimuli, Reinforcers, and the Persistence of Behavior |
| JOHN A. NEVIN (University of New Hampshire) |
| Abstract: Behavioral momentum theory has proposed that although response rate in the steady state depends on response-reinforcer contingencies, the resistance to change of responding depends on the relation between environmental stimuli and reinforcers. I will review some basic research on resistance to change that demonstrates the power of stimulus-reinforcer relations and their generality across settings, species, responses, and reinforcers. Applied behavior analyses must take stimulus-reinforcer relations as well as response-reinforcer contingencies into account. |
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| Differential Reinforcement of Alternative Behavior (DRA): Some Perverse Effects and How to Avoid Them |
| F. CHARLES MACE (University of Southern Maine) |
| Abstract: I will describe applied analyses where the use of DRA to reduce the frequency of undesirable behavior such as food-stealing and aggression also increased their persistence. Studies with lever pressing in rats and with disruptive behavior in developmentally disabled humans suggest that providing reinforcers for alternative behavior in the presence of a distinctively different stimulus prevents this increase in persistence. |
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| The Effects of Stimulus Control on the Persistence of Negatively-Reinforced Problem Behavior and Compliance |
| JENNIFER J. MCCOMAS (University of Minnesota) |
| Abstract: In the context of instructional demands, problem behavior and compliance can be considered concurrent operants. Of applied interest is increasing one behavior (i.e., compliance) while decreasing the other (i.e., problem behavior). Strategic arrangement of reinforcement can alter stimulus control of each response alternative, as well as influence generalization and maintenance of observed effects. A case study will be presented in which an adult with developmental disabilities and negatively reinforced aggressive and destructive behavior refused to comply with instructional demands. Delivery of noncontingent attention and edibles combined with edibles contingent on compliance resulted in an increase in compliance and virtual elimination of problem behavior. The effects persisted when treatment was withdrawn but did not fully generalize to a novel therapist and no effects were observed with novel tasks. Results are discussed in terms of stimulus control and behavioral persistence. |
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| New Evidence of the Sources of Conditioned Reinforcement for Observing Responses |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 226 AB |
| Area: EAB/EDC; Domain: Experimental Analysis |
| Chair: Nirvana Pistoljevic (Teachers College, Columbia University) |
| Discussant: Jessica Singer-Dudek (Teachers College, CU and CABAS) |
| Abstract: This symposium will present new research related to the acquisition of conditioned reinforcement and emulation as a function of observation. The first 2 papers will outline new research regarding the role of both the peer and the experimenter during an observational intervention which has been demonstrated to successfully convert neutral stimuli to conditioned reinforcers. The third paper will present new research regarding the induction of emulation in typically developing 2-year-olds. All three papers will be discussed in terms of their utility for informing new research on the sources of conditioned reinforcement for observing responses. |
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| The Role of the Experimenter in the Emergence of Conditioned Reinforcement from Observation |
| R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences), MICHELLE L. ZRINZO (Teachers College, Columbia University) |
| Abstract: An experiment was conducted that tested the effects of the presence of an experimenter on the acquisition of conditioned reinforcement as a function of observation with three preschool age children for whom metal washers did not function to reinforce performance or learning tasks. A counterbalanced reversal design was implemented for the pre-intervention performance tasks and a pre-intervention baseline was implemented for learning tasks in order to test the reinforcing effects of the washers. The intervention consisted of an automated device delivering the neutral stimuli to a peer confederate’s transluscent plastic cup (in the participants’ view) while an identical cup in front of the participants remained empty. Participants were not aware that the experimenter was present during the observational intervention as she was positioned behind a partition. Participants completed a performance task next to a peer confederate separated by another partition. The experimenter dropped a metal washer down an opaque chute into a cup located on the desk in front of the peer confederate contingent upon participant responding. The participants were able to observe the peer confederate receive these metal washers while they did not receive them at any point. Following the intervention, post-intervention assessments for performance and learning tasks were re-implemented in order to determine the effects of the intervention on the dependent variables. |
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| The Role of Peers in the Emergence of Conditioned Reinforcement from Observation |
| R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences), Jessica Singer-Dudek (Teachers College, CU and CABAS), MARA KATRA OBLAK (Teachers College, Columbia University) |
| Abstract: We used a delayed multiple baseline design across participants to determine the role of the peer in an observational intervention on the emergence of conditioned reinforcers. Four preschool students with and without developmental delays served as the participants for this experiment. Prior to the experiment, small pieces of string (delivered into transluscent plastic cups) did not function as conditioned reinforcers for performance or learning tasks for any of the participants. An observational intervention was conducted, during which a performance task was presented to the participant and no peer confederate was present. During the return to pre-intervention conditions, the data showed that the strings were not conditioned as reinforcers. A second observational intervention was conducted in which a peer confederate was present, seated next to the participant but separated by an opaque partition, so that each could see each other’s head, shoulders, and cup, but not the task each performed. The observational intervention ended when the target students began requesting or manding for strings, either vocally or by attempting to look at or take the peer’s string. A return to the performance and acquisition tasks following the observational intervention demonstrated that strings were conditioned as reinforcers only when the peer confederate was present. |
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| The Induction of Emulation in Typically Developing 2-Year-Olds |
| R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences), MINDY BUNYA ROTHSTEIN (Teachers College Columbia University) |
| Abstract: Research has demonstrated that typically developing children do not naturally emulate. Instead, children imitate others. In particular, when compared with chimpanzees, human children imitate while chimpanzees emulate. This study investigated emulation in typically developing 2-year-old children. A counterbalanced delayed multiple probe design was utilized across participants to compare a “trial and error” treatment package to instruction in object use imitation. Baseline conditions tested for emulation using apparatuses that housed reinforcers for the participants. Treatment conditions compared and “trial and error” treatment package to instruction in object use imitation to determine which procedure induced emulation in participants. |
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| BIG SIG Symposium 2: Maintaining Variables of Gambling Behavior |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 227 BC |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Mary Ellen Garner (Southern Illinois University) |
| Discussant: Lindsay Beth Vick (Southern Illinois University) |
| Abstract: Variables which contribute to continued engagement of gambling behavior are numerous. The present symposium is dedication to the further investigation of those maintaining variables with respect to gambling behavior by offering an experimental analysis of them. Ways in which we can address these potentially problematic maintaining variables via treatment are offered. |
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| Alcohol as a Discriminative Stimulus for Gambling Behavior |
| ELLEN MEIER (Uninversity of North Dakota), Cody Link (University of North Dakota), Jeffrey N. Weatherly (University of North Dakota) |
| Abstract: The present study was an attempt to produce alcohol discrimination when gambling served as the dependent variable. Twelve non-pathological participants experienced two training sessions in which they consumed either alcohol or a placebo. They then played two slot-machine simulations, with one or the other paying out at a substantially substantially higher rate depending on which beverage had been consumed. Participants then experienced two test sessions, again consuming either alcohol or a placebo. In these sessions, participants could freely choose between the slot-machine simulations, which were programmed to pay out at identical rates. Results demonstrated that participants gambling during the test sessions varied as a function of beverage consumed. These results have implications for the role of substance use in the context of gambling. |
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| Investigation of the Near-Miss Effect in a Game of Roulette |
| ADAM D. HAHS (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Nicholas Mui Ker Lik (Southern Illinois University), Becky L. Nastally (Southern Illinois University) |
| Abstract: The present study was conducted in order to extend the literature on the near-miss effect in games of chance. Specifically, the study sought to investigate the near-miss effect in the game of roulette. Previous research has shown not only that participants rate near-miss losses closer to a win than non near-miss losses, but also that they play for more trials overall. Participants for the present study played on a modified version of roulette. They were asked to record their behavior on 4 dimensions of behavior which include their bet placement, the actual outcome, whether they won or not, and their closeness to winning rating. Results were discussed with respect to the near-miss effect in relation to typical gamblers’ behavior. |
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| Gambling as a Verbal Event: Transformation of Slot Machine Response Functions in Accordance with Derived Comparative Relations |
| ALICE E HOON (Swansea University), Simon Dymond (Swansea University) |
| Abstract: Gambling behavior is likely maintained, at least in part, by verbal stimulus functions that may interact with, or override, programmed reinforcement contingencies. Contemporary behavior-analytic research on derived relational responding and the transformation of stimulus functions provides a means of investigating this issue. The present study sought to demonstrate a transformation of slot machine gambling functions in accordance with derived comparative (more than/less than) relations in novice gamblers. Participants were first exposed to a non-arbitrary relational training task designed to establish contextual cues for more-than and less-than relations, respectively. Next, the cues were employed in an arbitrary relational training task to establish five-member relational network. Participants then played a slot machine labeled C, a low payout probability slot machine, and a slot machine labeled with the novel stimulus X, a high payout probability slot machine. Finally, the test for transformation of functions involved presentations of pairs of stimuli from the relational network under extinction. The majority of participants demonstrated the predicted transformation of functions by consistently selecting the higher-ranking stimulus. The implications of the findings for contemporary behavior-analytic research on gambling are discussed. |
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| Experimental Analysis of Human Behavior I |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 225 |
| Chair: Vennessa L. Walker (West Virginia University) |
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| Simple discrimination, specific and differential reinforcement to each class in teaching reading. |
| Domain: Experimental Analysis |
| CAMILA DOMENICONI (Universidade Federal de São Carlos), Laura Rabelo (Universidade Federal de São Carlos), Jaylsan Castro (Universidade Federal de São Carlos) |
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| Abstract: Stimulus equivalence paradigm traditionally uses conditional discrimination training to establish arbitrary relations amongst stimuli. One relevant proposal of ampliating this paradigm is to use training procedures based on simple discrimination, including different and specific reinforcers to each trained class. The present study intended to investigate the efficiency of a procedure based on the mentioned alterations to teach isolated words reading. Nine children aged six to ten years old participated on simple discrimination training with differential and specific reinforcement to each stimuli class. All participants read none of the 15 words displayed on pre-test. Twelve printed words and the correspondent figure were used as the stimuli set and they were presented in a simple and simultaneous discrimination setting (two printed words or two figures). Post-test results showed that eight children presented increased reading results with percentage varying from 20 a 80%. The post test results of figure-printed word/printed word-figure relations were on average 81,1%, also indicating a significative improvement on it if compared with the mean obtained from the pre-test (56,6%). Probably training with less words per block of trials and thus, with a smaller variety of reinforcers, could be more effective to class emergency concerning printed word and figures. |
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| Number and language- Comparing Human and Nonhuman Numerical Discrimination Performance |
| Domain: Experimental Analysis |
| LAVINIA CM TAN (University of Canterbury), Randolph C. Grace (University of Canterbury), Anthony P. McLean (Canterbury University) |
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| Abstract: We investigated the performance of humans in a verbal and nonverbal numerical discrimination task, and examined similarities and differences between humans and nonhumans. Each trial in this procedure began with a sample phase, in which a sequence of randomly ordered green and red pictures of common objects was presented. Subjects were required to monitor the number of red pictures presented during the sample phase, and report the number in a following response phase, using one of three response types: 1) Reproduction in key-presses, 2) Categorization as "large" or"small" or 3) Report. Participants were randomly assigned to two groups, either a verbal counting group- in which participants were required to say out loud, as each picture was presented, the number of red pictures already seen- or a non-verbal counting group- in which participants were prevented from counting verbally by being required to name each object presented. The nature of responding in this task will be discussed and compared with findings from previous experiments with nonhuman animals. |
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| Effects of rates of feedback and reinforcement on fluency outcomes |
| Domain: Experimental Analysis |
| VENNESSA L. WALKER (West Virginia Wesleyan College), Philip N. Chase (Cambridge Center for Behavioral Studies) |
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| Abstract: Precision teaching claims to produce fluency outcomes such as stability, retention, and adduction, but the critical components of precision teaching are unclear. Ten middle-school students were assigned to receive feedback and token reinforcement either every 1 min (high rate) or every 15 min (low rate). Subjects used a computer program to learn 5 basic algebra skills at high rates and high accuracy. Subjects were yoked with a partner for practice so that each member of the pair completed the same number of items per skill. Subjects completed cumulative review worksheets and then were tested for stability, adduction, and retention. Results suggest that a high rate of feedback and reinforcement facilitates faster acquisition of skills as well as better performance on cumulative reviews, stability, and retention tests compared to low rate. Subjects were generally unable to complete the adduction items, however, suggesting that the current procedures may be inadequate for producing generalization of skills. |
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| Analysis and Treatment of Problem Behavior in School Settings |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 122 BC |
| Area: EDC/DDA; Domain: Applied Behavior Analysis |
| Chair: Bryan J. Davey (ACCEL) |
| Discussant: Stephanie M. Peterson (Idaho State University) |
| Abstract: The symposium will highlight the application of functional analysis methodology in public school settings. The session will begin with a brief history and an overview of the technological framework of functional behavior assessment currently used in public schools. This presentation will be followed by a literature review of 53 empirical studies that described functional behavioral assessments. These studies included structural analyses or functional analyses, conducted on students with identified disabilities included in the Individuals with Disabilities Education Act of 2004. Population characteristics, educational placement, target behaviors, functional behavior assessment methodologies and outcomes, and treatment selection and outcomes will be presented. The symposium will conclude with an in-depth examination conceptualized using an evidence-based practice framework. Specifically, categorical function-based treatments will be examined to determine whether they may be considered as an evidence-based practice based one organization’s standards. The presentations address analyses and interventions responsive to the dynamic environment of public school settings. |
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| An Overview of the Technological Framework for Conducting Functional Behavior Assessment in School Settings |
| ROBERT PENNINGTON (University of Kentucky), Donald M. Stenhoff (University of Kentucky), Bryan J. Davey (ACCEL) |
| Abstract: Legislation mandates using functional behavior assessment (FBA) for students with disabilities when their problem behavior impedes learning or serves as an impetus for a change in educational placement (Individuals with Disabilities Education Act, 2004). As a result, there has been an increased focus on the development of sound technologies for conducting FBA in school settings. FBA generally involves the (a) development of an operational definition of a problem behavior, (b) determination of antecedent events that are reliably present during the occurrence and nonoccurrence of the problem behavior, and (c) the identification of consequent events that serve to maintain the problem behavior. Interventionists use the data gathered from FBA to build behavior intervention plans that are directly linked to variables maintaining the problem behavior. The purpose of this session is to describe the most current technological framework for conducting FBA in school settings. The presenter will describe the continuum of FBA technology used in school settings and the procedures employed at each level. |
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| FBA Including Experimental Manipulations in Public School Settings |
| BRYAN J. DAVEY (ACCEL), Donald M. Stenhoff (University of Kentucky), Robert Pennington (University of Kentucky) |
| Abstract: The presentation examines the research literature on functional behavioral assessments that included experimental manipulations (e.g., functional analyses) conducted in special education settings within public schools. While it is true that the majority of published research that utilizes such analyses is conducted in hospitals and institutional settings (see Hanley, Iwata, & McCord, 2003), a growing literature base is evolving on functional behavioral assessment that included experimental manipulations within special education settings within public schools. The investigators sought a better understanding of the methodologies used to asses target behaviors, intervention selection, and intervention outcomes.
The purpose of this presentation is to examine experimental analyses conducted in public school, special education settings. This review examined participants receiving FBA services, their educational placements, target behaviors which lead to assessment, and practitioners/researchers conducting assessments within public schools. Data were collected on population characteristics such as disability category, educational placement, functional behavior assessment methodologies and outcomes. Additionally, data were collected, when provided, on treatment selection and outcomes. Results are discussed in terms of current trends in the literature, and areas in which future research is necessary. |
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| An Analysis of Function-Based Treatments in Public School Settings Using an Evidence-Based Practice Framework |
| DONALD M. STENHOFF (University of Kentucky), Bryan J. Davey (ACCEL), Robert Pennington (University of Kentucky) |
| Abstract: The No Child Left Behind Act and the Individuals with Disabilities Education Improvement Act 2004 (IDEA) require school personnel to use evidence-based practices in school settings. Additionally, IDEA mandates the use Functional Behavioral Assessment (FBA) by district personnel under certain circumstances, including patterns of student behavior that are likely to cause harm to themselves, other students, and staff. While there is a diverse collection of indirect and direct FBA methods, the experimental components of FBA are limited to structural and/or functional analyses. The purpose of these components is to indentify the function of problem behavior. While there are several studies supporting the effectiveness of function-based interventions, it is important that the outcomes are analyzed in an evidence-based framework. This provides school personnel support in selecting interventions. Several professional organizations have conceptualized standards to identify evidenced-based practices in research. The purpose of this presentation is to describe the outcomes of a FBA literature review within an evidence-based practice framework. Specifically, the experimental components of FBA and the outcomes will be assessed to determine the extent to which they may be classified as an evidence-based practice. |
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| Recent Developments in Brief Experimental Analysis of Academic Performance |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 121 A |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Matthew Burns (University of Minnesota) |
| Discussant: Brian K. Martens (Syracuse University) |
| Abstract: Brief experimental analysis (BEA) of academic performance is a technology that has been used to identify effective individualized interventions for students with academic difficulties and has been applied primarily to reading fluency. However, the development and application of this technology is in its infancy. This symposium will present some recent developments in the application of this technology. Matt Burns will present the first paper that will outline the utility of BEAs for math skills. Next, David Parker will present a paper describing a comparison of the effects of BED-identified interventions with the effects of the district summer school curriculum on reading fluency for a large group of elementary age summer school students in an urban setting. Finally, Breanne Byiers will present the results of a study that addressed reading skills of 6th grade students in an urban setting. Brian Martens will discuss the papers and provide ideas for future research. |
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| Functionally Meaningful Indicators of Math Competence for Experimental Analyses of Math skills |
| MATTHEW BURNS (University of Minnesota), Amanda M. VanDerHeyden (Education Research and Consulting, Inc.) |
| Abstract: The presentation presents the utility of various curriculum-based assessment and measurement estimates of mathematics performance for predicting functional outcomes (i.e., retention of learned skills over time and faster learning of related content in the future) for children in grades 2-5. All children participated in a standardized intervention and skills were monitored on a regular basis with three measurements. Each week children completed a timed probe of the skill for which intervention was currently occurring and a timed probe of previously mastered skills from the sequence of computational skill objectives. Each month, all children completed a timed probe of mathematics skills representing computational skills that students were expected to master by year’s end at each grade level. At all grade levels, learning a skill that appeared early in the hierarchy or sequence of skills related positively to learning of future related and more complex computational skills. Fluency criteria were specified that predicted retention of the skill over several months. The application of these findings to experimental analysis of academic behavior will be discussed. |
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| Systematic Analysis and Treatment for Reading Fluency |
| BREANNE JUNE BYIERS (University of Minnesota), Jennifer J. McComas (University of Minnesota), David Parker (University of Minnesota), Jodie Mettee (University of Minnesota), Josh Goldberg (University of Minnesota), Mimi L. McDonnell (University of Minnesota) |
| Abstract: The purpose of this study was to test the effects of individualized supplemental reading instruction on sustained oral reading. Participants were 6th grade students identified as having oral reading fluency deficits on grade level reading materials. Individualized instructional reading strategies were identified for 14 students based on the results of brief experimental analyses (BEA) in which incentives and levels of modeling were tested. These students received 1:1 tutoring for 30 min per day, approximately 3 days per week using the BEA-identified instructional strategies. Standardized timed reading passages were used to compare oral reading fluency from pre-intervention and following 6 months of tutoring. These results were compared with (a) the performance of 9 students at the same school who also displayed oral reading fluency deficits but were not provided supplemental instruction, and (b) the expected growth in reading fluency for 6th graders (Hasbrouk & Tindal, 2006). The participants showed an average increase of 1.94 words per week, far exceeding expected and non-participant growth rates. These results suggest that individualized reading instruction based on BEA results can be effective in improving oral reading fluency for students with identified reading deficits. |
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| An Assessment and Application of Brief Experimental Analysis for Reading Fluency |
| DAVID PARKER (University of Minnesota), Jennifer J. McComas (University of Minnesota), Dana Wagner (University of Minnesota), Jessica L. Cherne (University of Minnesota), Emily R. Monn (University of Minnesota), Mimi L. McDonnell (University of Minnesota) |
| Abstract: The purpose of the current study was to extend support for the use of brief experimental analysis (BEA) procedures with oral reading fluency. Participating 1st through 5th graders in a 4-week summer school program received one of three treatment conditions. Two conditions consisted of interventions based fully or partially on the results of BEAs in which incentives and levels of modeling were tested. A third condition consisting of the district summer school curriculum served as a control. All students in the two treatment groups received 1:1 tutoring for 30 min per day, 4 days per week. Students who received treatment based solely on BEA-identified interventions performed significantly better than students in the control group, whereas students in the partial-BEA condition did not. Results for student response to intervention within the dual discrepancy model (Fuchs, 2003) are also reported. The findings are discussed in terms of the utility of BEA procedures in brief (i.e., 4 week) designs as well as for abbreviated interventions for elementary age students in an urban setting. |
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| Producing Generative Outcomes, Part 1:
Instructional Innovations |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 122 A |
| Area: EDC/TPC; Domain: Applied Behavior Analysis |
| Chair: Kimberley L. M. Zonneveld (University of Nevada, Reno) |
| Abstract: Producing generalized effects serves as a primary goal for applied behavior analysts. However, such a goal often occurs as an after-thought rather than as an explicitly programmed outcome. The papers included in the current symposium will outline four instructional strategies explicitly designed to produce generative repertoires with learners in academic settings. One paper will illustrate the benefits of using nonsense words for the establishment of a generalized spelling repertoire. The establishment of a generative computation repertoire produced through the training of math fact families will be outlined in a second paper. A third paper will describe a relational learning program used to establish emergent comprehension skills in students with language-based deficits. The final paper will articulate how an instructional control program was used to establish generalized attending and self-awareness skills with a learner, which resulted in a transformation of that learner’s overall teach-ability. All papers will include outcome data obtained with learners attending a private learning center. Future research directions stemming from these clinical outcomes will be offered. |
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| Generalized Decoding Repertoire |
| MARIA T. STEVENSON (University of Nevada, Reno - student), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
| Abstract: The present study utilized the standard celeration chart to determine if participants could generalize a decoding repertoire to learn how to sound out and read words. Specifically, the authors evaluated if participants could generalize the phonetic rules of speech by learning how to sound out nonsense words (e.g., fic, sul) to real words without being directly taught how to read real words. Participants were children who were not able to read or decode words. During the training condition, participants were taught to decode and read nonsense words (e.g., fic, sul). In addition, probes were conducted each week to determine if participants were able to generalize the phonetic rules learned during the training condition to real words. Additional pre/post assessment to real words that participants were not exposed to during training or probes were utilized to further assess their ability to decode and read words. |
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| Creating a Learning Context for Generative Outcomes. |
| TIMOTHY C. FULLER (Washoe County School District), Kendra L. Rickard (University of Nevada, Reno - Center for Advanced L), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
| Abstract: Programming for generative learning outcomes is an advantageous goal for those in any instructional setting. The present paper will outline how standard measurement practices can lead to the design of an instructional context, which promotes generative outcomes. A conceptual analysis of this instructional context will be outlined and data from several students will be used to support these conceptualizations. More specifically, the emergence of self-awareness and generalized forms of attending will be highlighted as products of an intervention designed to increase instructional control. |
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| Establishing the components of comprehension: a preliminary investigation into the remediation of comprehension deficits. |
| CYNTHIA CARDENAS (University of Nevada, Reno), Kendra L. Rickard (University of Nevada, Reno - Center for Advanced L), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
| Abstract: Reading fluency has been implicated as a critical factor in the remediation of reading comprehension deficits. As fluency is established, collateral improvements are often observed in reading comprehension as well. However, for some learners, collateral improvements are not observed. As comprehension is inherently relational, this failure to improve is likely due to deficits in core language processes. Specifically, core relational skills involved in both listening and reading comprehension are likely not well established. Using a relational frame theory approach, the current presentation will consider the skills inherent in comprehension, as well as how multiple exemplar training of key relations can have a generative effect on untrained relations. Clinical data will be shown and directions for future research suggested. |
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| Producing Generative Outcomes in Computation |
| KIMBERLEY L. M. ZONNEVELD (University of Nevada, Reno), Kendra L. Rickard (University of Nevada, Reno - Center for Advanced L), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
| Abstract: The current state of math instruction appears analogous to the whole language approach to reading instruction, whereby students learn each word in a given language. A consensus now exists with respect to the generative effects observed in an individual’s reading repertoire following the direct instruction of a small set of phonemic rules. However, such an agreement is not observed in the area of mathematics. Currently, students learn each individual computational problem via direct training rather than receive direct instruction on a small set of math fact families, which can then be applied to numerous computational problems. This presentation will discuss the efficacy of a specific method of math instruction that combines The Morningside Mathematics Fluency: Math Facts program with The Center for Advanced Learning’s math curriculum. In particular, existing clinical data will be presented on the generalized computational repertoire that results from the direct instruction of a small set of fact families. Finally, conceptual issues regarding this particular method of teaching will be addressed. |
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| The Application of Precision Teaching Methodologies into an Inclusive Elementary School Program |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 121 BC |
| Area: EDC/AUT; Domain: Service Delivery |
| Chair: Alison L. Moors (Academy for Precision Learning) |
| Discussant: Alison L. Moors (Academy for Precision Learning) |
| CE Instructor: Guy Bruce, Ed.D. |
| Abstract: Throughout the years, Precision Teaching methodologies have been linked to successful implementations within programs which serve general education students, those with learning disabilities/Attention problems and in one on one teaching situations with students on the autism spectrum. This symposium will highlight the use of Precision Teaching methodologies within a private elementary school with a special focus on including all types of learners (from gifted, to general education to those with learning disabilities to those diagnosed on the autism spectrum). Data will be presented which highlights the effectiveness of the staff training protocol in place, the successful strategies for classroom management for multiple students working on timed practice simultaneously and how to program for skill sets that successfully generalize into general education classrooms. This symposium will help professionals identify the critical features necessary for implementation of an effective inclusion program whereas all students are learning to their maximum potential using Precision Teaching. |
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| "Usability" checks: manipulating one to one teaching protocols for maximum usefulness in inclusive environments. |
| LOVELLE T SUAREZ (Academy for Precision Learning), Alison L. Moors (Academy for Precision Learning) |
| Abstract: This study investigates the systematic manipulation of structured one on one Fluency Based Instruction teaching methods and the effects of those manipulations on the application of those skill sets within and across learning environments. All participants in the study are between the ages of 6 and 12, have a diagnosis of Autism Spectrum Disorder, and attend a private inclusive elementary program. All data was collected in situ by a variety of school staff members throughout the school day (6 ½ hours). Findings of the study provide information regarding successful manipulations of structured teaching time in order to increase the “usability” and accuracy of those skill sets in a more naturalistic environment. |
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| Help...I'm outnumbered! |
| NICOLE GEORGIS (Academy for Precision Learning), Alison L. Moors (Academy for Precision Learning) |
| Abstract: A common complaint of teachers attempting to implement Precision Teaching methodologies into their general education classrooms is the perceived amount of teacher effort required to follow the protocol. How does one person deliver individualized precision teaching to a group of students? This paper will present one classroom teachers’ methods for incorporating Precision Teaching into her classroom. Participants were students in an inclusive private elementary 5th grade classroom. Student abilities range from general education to Attention Deficit Hyperactivity Disorder and those on the Autism Spectrum. Data will be presented to show student progress on academic skills as a result of peer coaching, student’s charting their own practice data and student’s learning effective study strategies. |
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| Staff Training and its Impact on Student Success |
| VALORI N. BERENDS (Academy for Precision Learning), Alison L. Moors (Academy for Precision Learning) |
| Abstract: This study evaluated the effect of implementing a staff training tool/feedback and its effect on child progress in an inclusive elementary education program which utilizes Precision Teaching methodologies with its students. This program is a private school for students ages 6-12 years of age. The students‘s abilities range across the autism spectrum. Five male and female staff members participated in the study. Staff ages ranged from 20 to 30 years and these staff had a variety of entering experience levels with implementing Precision Teaching methodologies in previous work settings. The study used a comparison design, and the program’s clinical director implemented the staff training tool and provided feedback to staff. Participants collected data on child goal-attainment and the number of tasks completed during instructional time. Findings of the study indicate the validity of the staff training tool and feedback for effecting child progress. |
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| Unconventional Graduate and BCBA Training: Distance Learning and Web-Based Clinical Supervision |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 129 B |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| Chair: Mark R. Dixon (Southern Illinois University) |
| JOHN C PINGO (Goldie B. Floberg Center) |
| SHANNON J. MITCHELL (Southern Illinois University) |
| RAMA RAO HOTHUR (Southern Illinois University, Carbondale) |
| CHRISTINE M. DEAVER (Peace Garden Consortium) |
| Abstract: The present roundtable will be a forum to showcase the various ways by which individuals interested in graduate training or BACB certification can occur via distance education methods. Web-classes, video chatting, and off-campus cohort learning are presented from students that have actually benefited from one or more of these unconventional learning methods. A showcase of the myriad of available distance learning opportunities at SIU will also be presented. Attendees will be encouraged to question the panel about the pros and cons to such unconventional learning formats. |
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| SQAB Tutorial: Cue Competition in Pavlovian Conditioning |
| Saturday, May 23, 2009 |
| 2:00 PM–2:50 PM |
| North 120 D |
| Area: EAB/TPC; Domain: Experimental Analysis |
| BACB CE Offered. CE Instructor: Melissa Olive, Ph.D. |
| Chair: William L. Palya (Jacksonville State University) |
| Presenting Authors: : STEVEN C. STOUT (Jacksonville State University) |
| Abstract: In recent decades researchers in the field of Pavlovian conditioning have focused on how conditioned responding to a target conditioned stimulus (CS) is affected by the presence of nontarget CSs. A common observation is that target and nontarget CSs compete for control over conditioned responding in the sense that their response potentials are inversely correlated. In the three and a half decades since the theoretical model of Rescorla and Wagner inspired a wealth of research into cue competition, investigators have uncovered a number of interesting empirical regularities. Unfortunately, the dissemination of these regularities to a wider community outside associative learning circles has been obscured by the tendency of Pavlovian investigators to discuss their research in a heavily theory-laden language. The purpose of this tutorial is to introduce undergraduates to the field of cue competition who have been otherwise put off by constructs such as positive and negative associations, memorial representations, and comparator processes. In particular, I will consider what happens to conditioned responding when nontarget CSs are presented before, interspersed among, or after the target CS-US pairings, and whether those nontarget CSs are discrete or contextual. Conditions under which cue competition, or its opposite, cue facilitation, are observed will be discussed.
Steven Stout earned a Masters in experimental psychology at Northeast Louisiana University where he specialized in the study of drug reinforcement and Hull-Spence models of learning. His doctorate is from Texas Christian University, where under the directorship of Mauricio Papini, he investigated the separate contribution of after-reinforcement and after-nonreinforcement factors to the reinforcement omission effect in rats and pigeons. Dr. Stout worked as a postdoctoral fellow under the sponsorship of Ralph Miller. With Dr. Miller, Dr. Stout has investigated determinants of cue interaction versus cue facilitation in Pavlovian preparations and co-authored a mathematical implementation and extension of Miller and colleague's extended comparator hypothesis. He then taught at Valdosta State University. He now teaches at Jacksonville State University where he has become involved in the application of behavioral principles to primary and middle school education. |
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| STEVEN C. STOUT (Jacksonville State University) |
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| Verbal Behavior Applications in Developmental Disabilities:
Current Evidence and Methodological Recommendations |
| Saturday, May 23, 2009 |
| 2:00 PM–2:50 PM |
| West 301 CD |
| Area: VBC; Domain: Applied Behavior Analysis |
| BACB CE Offered. CE Instructor: Christina Whalen, Ph.D. |
| Chair: Caio F. Miguel (California State University, Sacramento) |
| Presenting Authors: : JAMES E. CARR (Auburn University) |
| Abstract: Skinner’s (1957) analysis of verbal behavior has proven useful for conceptualizing and developing language interventions for individuals with developmental disabilities. In recent years, a number of procedures (hereafter referred to as the “verbal behavior approach”) inspired by this analysis have been packaged and disseminated for the treatment of early childhood autism. Although the verbal behavior approach is conceptually sound and supported by modest literature on teaching individual verbal operants, no outcome research currently exists to directly support its intensive, long-term application. Furthermore, more than a few applied studies in the verbal behavior literature have methodological shortcomings that preclude confident conclusions regarding their effects. In this tutorial, I will briefly summarize the state of the evidence for common procedural elements of the verbal behavior approach, as well as its large-scale application. I will then describe and illustrate the types of evidence needed to ensure that the dissemination of the verbal behavior approach better corresponds to the existing empirical database.
Jim Carr is an associate professor of psychology at Auburn University. His current research interests include verbal behavior, analysis and intervention in developmental disabilities, the behavioral treatment of tic disorders, and college teaching methodology. Dr. Carr has published over 100 articles, chapters, and book and is currently an associate editor of Journal of Applied Behavior Analysis. He was the 2002 recipient of the B.F. Skinner New Researcher Award by Division 25 (Behavior Analysis) of the American Psychological Association. Dr. Carr received his Ph.D. in 1996 from Florida State University and previously served on the psychology faculties at Western Michigan University (1999-2008) and University of Nevada-Reno (1996-1999). |
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| JAMES E. CARR (Auburn University) |
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| The Bigger Picture from Infancy to Evolution: Genes, Development, and Behavior Analysis |
| Saturday, May 23, 2009 |
| 2:00 PM–3:20 PM |
| West 301 AB |
| Area: DEV/TPC; Domain: Experimental Analysis |
| Chair: Martha Pelaez (Florida International University) |
| Discussant: Susan M. Schneider (Florida International University) |
| CE Instructor: Jeannie Golden, Ph.D. |
| Abstract: In evolution's indelicate dance, behavior leads as well as follows genetic change--and infancy is an individual and theoretical proving ground tougher than Dancing with the Stars. What with rapid physical, behavioral, emotional, sexual, and social development, hormonal and neurophysiological changes, genetic differences, immediate early genes being turned on and off, and learning's accelerating trajectory, the scientific challenges can present a blooming, buzzing confusion. Further, it's easy to show that both behavior and biology stem from the pas de deux of 100% genes and 100% environment; we can "can" the simplistic square dance in favor of the higher exponentials. So where do operant learning and classical conditioning fit in? Pioneering behavior analysts showed how operant contingencies help shape infant babbling and language acquisition, songbird song learning, and filial imprinting, to name a few examples. That was just the beginning. As for evolutionary beginnings, even Darwin and Lamarck recognized the driving power of behavior change, one of the ultimate engines of diversity. The symposium participants will spell out the choreography, with a focus on illuminating the starring role behavior analysis can play in the next frontier of nature & nurture. |
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| "The Trilling Wire in the Blood…”:
What Can We Mean by Nature and Nurture in the First Place? |
| PAUL THOMAS ANDRONIS (Northern Michigan University) |
| Abstract: Nature/nurture debates typically focus on the extent to which the behavior of organisms is best accounted for by the phylogenetically determined innate physiology and anatomy of the organisms themselves, or by proximal formative processes of nurture. Disputes arise because some behavior seems to be a rather direct result of physical architecture (behavior called “instinct”), and not the result of historical processes during the individual organisms’ lifetimes (behavior described as “learned”). Aristotle argued for the priority of final (teleological) causes, presaging Darwin’s selection by consequences. My paper argues that this may in fact be an adequate resolution for the nature/nurture question, particularly when we extend the selection metaphor from evolutionary theory to operants and proximal behavioral histories. The rich variety of behavior in nature suggests that we abandon overarching statements about causes of behavior and examine the particulars. The behavior analytic approach should integrate what we have learned from biology with our hard-fought knowledge of how the environment contributes to behavior under complex historical conditions. Examples from nonhuman animals in their natural ecologies, as well as humans enthralled in cultural contingencies, reveal the usefulness of this approach. |
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| On Heritability and Inheritability:
How Behavior Contributes to Genetic Expression |
| DAVID S. MOORE (Pitzer College and Claremont Graduate University) |
| Abstract: Behavior geneticists have traditionally sought evidence that genes
contribute to behavior, whereas behavior analysts have traditionally
sought to understand behavior's more proximal causes. Now, decades after
advocates of a systems view of development began arguing that insight
into the origins of behavioral characteristics would require an
understanding of how genes and non-genetic factors interact during
development, studies have demonstrated that epigenetic mechanisms allow
some behaviors to influence genetic expression. Indeed, genes and
behavior influence each other bidirectionally. In contrast to traits
that behavior geneticists have found to be heritable, epigenetic
characteristics are genuinely inheritable (i.e., passed from generation
to generation); thus, behaviors produced in one generation can influence
genetic activity in subsequent generations, influencing descendants'
behaviors, as well. Remarkably, studies combining the methods of
behavior analysis and molecular biology have produced results consistent
with the predictions of developmental systems theorists. This talk will
critically analyze behavior geneticists' heritability statistic (which
doesn't really mean what it sounds like it means), present data on how
parental behaviors can influence genetic expression in offspring, and
consider the implications of these findings for our understanding of
evolution. |
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| Sex Differences in Development: Contributions from Inherited Experiential Resources |
| CELIA L. MOORE (University of Massachusetts Boston) |
| Abstract: Development is a constructive process that requires enduring, multi-leveled connections among the heterogeneous elements that constitute nature and nurture. Developmental systems theorists have the data to show that explanations of species-typical outcomes can be found without invoking endpoints (e.g., genetic plans) that preexist in the initial state. An expanded view of inheritance that includes heterogeneous resources--including learning and other forms of experience--is a key part of such explanations. Sex differences in behavior provide opportunities to examine the processes that lead to divergent endpoints in organisms with few or no genetic differences at conception. (Sex is not always determined genetically.) Over the past three decades, researchers have identified quite a diverse array of contributors to reliably divergent developmental pathways. Some contributors arise from endogenous processes in the developing organism (e.g., nerve-muscle interactions and biased sensory innervation in the pudendal system) and some are generated by the mother as a ubiquitous part of the early environment of her offspring. For example, tactile stimulation from licking and grooming in rats is reliably present and reliably different for the two sexes--and turns out to entail operant involvement. Small differences in the availability of resources may be magnified in development to produce large differences in developmental outcome. |
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| A Proven Bailout for Business Owners: Performance Management to the Rescue |
| Saturday, May 23, 2009 |
| 2:00 PM–3:20 PM |
| North 221 AB |
| Area: OBM/EAB; Domain: Applied Behavior Analysis |
| Chair: Allison C. Blake (Western Michigan University) |
| Discussant: Sigurdur Oli Sigurdsson (University of Maryland, Baltimore County) |
| CE Instructor: Marco D. Tomasi, Ph.D. |
| Abstract: Performance management can offer business owners solutions to challenges they face on a daily basis. Critical employee behaviors can be improved by working with owners and managers to implement techniques based on the fundamental principles of behavior. The current session shares three applications of behavioral technology that utilize proven scientific methodologies to demonstrate effectiveness in privately owned business settings. |
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| Wake Up and Smell The Coffee: Improving Greeting Behaviors and Suggestive Selling at the Coffee Pub |
| BRANDON RING (University of Maryland - Baltimore County), Ashley Baker (Florida State University), Jon S. Bailey (FSU, BMC, FABA) |
| Abstract: The purpose of this study was to increase greeting behaviors, smiling, suggestive selling and cleaning behaviors at a privately owned coffee shop. Greeting behaviors were defined as prompt greeting, employee initiating conversation and making eye contact with the customer. There were a total of 36 baseline sessions and 15 intervention sessions. Prompt greeting had an over increase of 26% and initiating conversation increased from 74% to 98%. Eye contact increased to 100% during the intervention and occurred during every session after the intervention was implemented. Smiling showed an increase of 25% and up selling increased from 3% to 24%. Also the number of occurrences of up selling doubled during the intervention. |
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| Keeping it Clean: Using Performance Management at a Local Mexican Restaurant |
| ELIANA MILLAN (Florida State University), Marco D. Tomasi (SAIC) |
| Abstract: This study evaluated the effects of task clarification, sign prompts, graphic feedback and goal setting on cleaning behaviors in two different areas at a local restaurant. A multiple baseline was implemented across two settings: the kitchen and the serving line. During the intervention the employees received a task clarification memo, posted graphic feedback with sub-goals, and were exposed to various sign prompts. All target behaviors increased across both settings when the intervention was implemented. Implications for future research are suggested. |
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| Rolling in Dough: The Effects of OBM Technology at a Local Pizzeria Franchise |
| CATALINA REY (Florida Institute of Technology), Jennifer L Csenge (Florida State University), Erica Kennan (Florida State University), Austin Kaye Jackson (The Florida State University), Jon S. Bailey (FSU, BMC, FABA) |
| Abstract: The purpose of this study was to improve customer service and maximize profits by increasing suggestive selling practices. Several interventions were used including task clarification, role-play, graphic feedback, and monetary incentives. A raffle was used for the last intervention by setting goals based on current appetizer sales and using a point system that converted into lottery tickets. At the end of each sales week there were three drawings in which each winner received $50. As a result, suggestive selling went up 75 percentage points increasing appetizer sales increased by 35%. |
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| Professional Development Series: Prominent Women in Behavior Analysis |
| Saturday, May 23, 2009 |
| 2:00 PM–3:20 PM |
| North 227 A |
| Domain: Theory |
| Chair: Jennifer A. Bonow (University of Nevada, Reno) |
| JANET S. TWYMAN (Headsprout) |
| MARIA E. MALOTT (ABAI) |
| RAMONA HOUMANFAR (University of Nevada, Reno) |
| AMY ODUM (Utah State University) |
| Abstract: Prominent women in Behavior Analysis will discuss their experiences in the field, challenges and achievements, and invite questions from attendees. |
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| Punishment, DRO, and Aversive Control |
| Saturday, May 23, 2009 |
| 2:00 PM–3:20 PM |
| North 131 BC |
| Chair: Zina A. Eluri (Eastern Michigan University) |
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| Punish or Perish: The Desperate Need for Punishment in Behavior Modification |
| Domain: Service Delivery |
| GARY WILKES (Arizona State University) |
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| Abstract: This year, millions of dogs will die because of a lack of positive punishment. Their common failing is behavioral, not medical. This behavioral malady is composed of several innocuous and lethal behaviors: jumping on people, darting out the front door, destroying property and biting. Each of these behaviors can be stopped through operant means – but not if your tool is positive reinforcement. Positive reinforcement cannot create inhibitions that will prevent an animal from offering normally occurring behaviors. Only positive punishment is capable of stopping a behavior, cold. If you wish to slow down or stop the slaughter, you must be able to skillfully punish a behavior. That presents a bigger problem. Virtually every academic institution and many professional psychological associations tacitly endorse and enforce a bias against the study or practice of positive punishment. So, while millions of carcasses are hauled to land-fills, major institutions decry the behavioral effect that would save their lives -- positive punishment. This presentation will include a robust discussion of positive punishment. This will include a summary of the rules governing the practical and effective use of positive punishment and live demonstrations of these rules on real animals. |
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| What is DRO Anyway? The Need for Understanding the Mechanisms Behind Response Suppression |
| Domain: Theory |
| ZINA A. ELURI (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
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| Abstract: Differential reinforcement of other behavior (DRO) is studied extensively in the literature and has been considered to be the most widely used behavior reduction technique; however, the literature is limited in identifying the necessary and sufficient conditions for effective treatment, minimizing our understanding of this contingency. The literature, however, has focused more on comparing or combining DRO with other contingencies, such as punishment and extinction. Although determining its effectiveness is important, it is critical to clearly identify the mechanisms under which suppression occurs. Our inability to identify and substantiate the method by which the suppressive effects can be attributed may result in the use of extra components that complicate the procedure or lead to unnecessary side effects, thereby, minimizing correct implementation, delaying effective treatment, and causing undo harm to the individual. Furthermore, the lack of understanding may also lead to discrepancies in the way the procedure is conducted and discussed among experts. For these reasons, it is critical to shift the focus towards understanding the mechanisms that contribute to the effectiveness of DRO. This paper will discuss the importance of identifying the necessary and sufficient conditions for response suppression and provide directions for future research. |
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| Who is Afraid of Aversive Control? |
| Domain: Theory |
| JOAO CLAUDIO TODOROV (Universidade Católica de Goiás) |
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| Abstract: Experiments on escape, avoidance, and punishment using aversive stimulation have practically stopped for the last 30 years due to several reasons, including more strict ethical guidelines. On the applied side, behavior analysis is known for its strong preference for the use of contingencies of positive reinforcement. Here we discuss the need for continuing basic research involving aversive control as well as non experimental studies in applied situations, and the use of data collected by other approaches in psychology and any other behavioral science. Aversive control is part of life; it is not always bad, not always avoidable, and not always stressful. |
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| Saving The World: Behavior Analysis and Culture |
| Saturday, May 23, 2009 |
| 2:00 PM–3:20 PM |
| North 132 A |
| Chair: Sam Leigland (Gonzaga University) |
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| How We Might (Possibly) Act to Save the World |
| Domain: Theory |
| SAM LEIGLAND (Gonzaga University) |
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| Abstract: A recent paper by Chance (2007) documented a shift in Skinner’s views during the last years of his life regarding the future of the human species and the role of behavioral science in that future. Skinner had long advocated a science and technology of behavior for finding and engineering solutions to cultural and global problems and advancing human development. This optimism had given way under a gradual realization that the science of behavior was in fact showing how such problems were unlikely to be solved in time to avert a variety of possible disasters. Chance described nine findings (contingencies or behavioral phenomena) that appear to interfere with effective problem-solving behavior on a large scale and in effective time frames. These findings will be reviewed, and modest strategic recommendations will be offered as means of initiating critical discussion. The recommendations will emphasize verbal and cultural (including political) contingencies, and lines of empirical research will be considered for the possible development of effective practices. The challenges are daunting, but may nevertheless be regarded as technical problems best suited for a science and technology of behavior. |
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| Toward an Interdisciplinary Science of Culture |
| Domain: Theory |
| LINDA J. PARROTT HAYES (University of Nevada, Reno), Mitch Fryling (University of Nevada, Reno) |
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| Abstract: Cultural events are of interest to scientists working in many scientific domains. Given this, an interdisciplinary science of culture may provide a more thorough understanding of cultural phenomena. However, interdisciplinary sciences depend upon the validity and vitality of the participating disciplines. This paper reviews the nature of scientific enterprises and problematic conceptualizations of interdisciplinary science from an interbehavioral perspective. Meta-systemic and systemic foundations for an interdisciplinary science of culture are proposed. |
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| The Behavior-Analytic Investigation of Cultural Selection and the Complexity of Cultural Phenomena |
| Domain: Theory |
| EMMANUEL Z. TOURINHO (Universidade Federal do Pará) |
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| Abstract: Conceptual work on social behavior and cultural phenomena, published in recent behavior-analytic literature, has made it possible to address cultural selection in original and heuristic ways. A possible unity of analysis of cultural phenomena has been suggested under the concept of metacontingency, and has grounded several successful empirical investigations that aim to approach selection at the cultural level. A step forward has been taken to consider dimensions along which cultural phenomena may vary towards complexity. The aim of the present work is to discuss this point. I describe some behavior-analytic and sociological views of complexity of cultural phenomena in modern societies, in which the individualization processes produce original interdependence relations among individuals. I also suggest that these views of complexity may give rise to diverse (and, perhaps, complementary) references to the empirical investigation, under the concept of metacontingency. Finally, I address some possible implications of the discussion of complexity to the definition of the unity of analysis of cultural phenomena. |
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| Learning and Thinking: A Behavioral Treatise on Abuse and
Antisocial Behavior in Young Criminal Offenders |
| Domain: Theory |
| WALTER WITTY PRATHER (Barry University) |
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| Abstract: Social learning theory provides a useful conceptual framework for understanding abuse and the teaching and learning of antisocial or criminal behavior in young offenders. This article examines social learning theory and the quality of parent-child relationships from the perspective of behavioral analysis, and provides a rationale for a comprehensive behavioral treatment approach for young offenders and their parents. A theoretical model has been developed to provide the social context to examine how abuse and neglect, inconsistent or erratic parenting practices, non-intact family structure, and poor or weak parent-child relationships, can be integrated to predict criminal behavior. The purpose of this model is to examine the major environmental or familial determinants associated with criminal or antisocial behavior in children, and the relevant but implicit behavioral principles operating in and outside of the home. Questions are raised which suggest that typical or mainstream juvenile detention programs compete with the acquisition of new functional skills, and provide an environment for learned dysfunctional habits that are then reinforced and maintained in back-end rather than front-end treatment programs. Conclusions are reached that learning and reinforcement history have a greater impact on the quality of parent-child relationships than family structure, and provide a theoretical rationale for analyzing and developing effective interventions for a problem of social importance. |
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| Facilitated Communication Lives |
| Saturday, May 23, 2009 |
| 2:30 PM–3:20 PM |
| North 126 |
| Chair: James A. Mulick (The Ohio State University) |
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| They Don't Make Coffin Nails Like They Used To: Facilitated Communication Rises Again. |
| Domain: Applied Behavior Analysis |
| JAMES T. TODD (Eastern Michigan University) |
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| Abstract: Deep into its third decade, the advocates of facilitated communication (FC) have failed to produce a single properly controlled peer-reviewed study showing that their method works, much less a body of credible research supporting their fanciful claims. During the same period, researchers of all stripes, from radical behaviorists to cognitive psychologists, have not only demonstrated that FC does not produce independent communication, they have repeatedly shown that the typed output comes from the facilitator rather than the communicator. Despite the total failure of FC in the scientific realm and its abandonment by almost everyone in the 1990s, FC seems to be making a comeback. FC is found again in schools. It gets administrative support at universities. It is promoted by major autism organizations. It is touted in a best-selling augmentative communication textbook. It receives considerable positive coverage from the media. False FC accusations are sending people to prison. FC is even used, and presumably advocated, by some BCBAs. This address will describe the basic features of FC as it is currently practiced--showing what has changed and what has not--and examine the factors that have allowed this menace to creep back from its well-deserved oblivion. |
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| How the Court Accepted Superstition and Rejected Science: The Michigan Facilitated Communication Horror Story. |
| Domain: Applied Behavior Analysis |
| JAMES T. TODD (Eastern Michigan University) |
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| Abstract: Falsely accused through facilitated communication (FC) of raping his daughter, a Michigan man spent 80 days in jail before all charges were dropped. His wife, also accused, was placed on an electronic tether. The children were taken away. The girl's 13-year-old developmental disabled younger brother was subjected to an intense police interrogation in which he was lied to about evidence implicating his parents. Despite (1) hearing no testimony supporting the validity of the facilitated accusations, (2) having no good physical evidence that a crime had occurred, (3) seeing two failed in-court tests of FC, (4) hearing two experts testify to the lack of scientific support for FC, (5) having a credible alibi provided by an Orthodox Rabbi against additional charges, and (6) discovering many errors in accusations themselves, the court nevertheless accepted the accusations and refused to allow further scientific testimony on the reliability of FC. This address will describe how a Michigan court could accept FC in the first place, then reject science and direct evidence to rule that FC is a valid means of communication. It will also show the extreme danger this fallacious legal theory poses for those accused of crimes through FC. |
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| Solving Toileting Problems |
| Saturday, May 23, 2009 |
| 2:30 PM–3:20 PM |
| North 124 B |
| Chair: Michelle A. Furminger (Lizard Children's Centre) |
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| Using a Separate Bowel Program to Aide in Bowel Control in Toileting Training Procedure |
| Domain: Service Delivery |
| MICHELLE A. FURMINGER (Lizard Children's Centre), Cassie le Fevre (Lizard Children's Centre) |
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| Abstract: Toilet training practices for children with Autism have been widely researched in the past and have had success in establishing urine control (Bettison, 1982; Dunlap, Koegel & Kern Koegel, 1984). For some children, the control of the bowel is also successful but for others, a separate program is necessary.
This paper will investigate variables that may aide in helping a child to acquire bowel control. Data collected from three children who currently attend an early intervention clinic in Sydney Australia will be analysed. All three children have acquired bladder control and currently have a separate bowel control program. Variables that will be analysed and measured will include: antecedent and consequential behaviours associated with bowel movements as well as latency data in regards to voiding. Also the paper will investigate the motivational effects of having separate reinforcers for bowel control programs than for bladder control programs. |
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| COMBINED STRATEGY FOR STUDENTS WITH AUTISM TO FLUSH TOILET |
| Domain: Applied Behavior Analysis |
| TAKETO NAKAO (University of Florida) |
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| Abstract: I report on a combined strategy implemented for a student with autism in an inclusive classroom to flush a toilet. Four components comprised the combined strategy. The first component involved visual steps on the floor to get the student closer to the bathroom door when his aide flushed the toilet. Visual steps were pieces of colored tape which was two inches apart. For the second component, colored tape was put on a wall in the bathroom where the student put his right hand. The colored tape was also two inches apart and put on at the end of the wall in the bathroom where the flush lever was reachable for the student. The third component involved a sticker selection. The student could choose a sticker as a reinforcer when he stayed in the bathroom after his aide flushed the toilet. The fourth component involved a choice for the student to either close the toilet or leave it open when he flushed. The last component did not include a sticker selection. The intervention effectiveness was evaluated using an ABCD design. After 19 sessions, the student was able to flush the toilet. Generalization for his flushing a toilet was also assessed. |
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| Visual Strategies in Treating ASDs |
| Saturday, May 23, 2009 |
| 2:30 PM–3:20 PM |
| North 125 |
| Chair: Dana J. Stevens (Whitworth University) |
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| The Effects of Visual Supports on Acquisition of Independent Routines for Adolescents with Autism Spectrum Disorder |
| Domain: Applied Behavior Analysis |
| Erin Brown (Whitworth University), DANA J. STEVENS (Whitworth University), Betty Fry Williams (Whitworth University) |
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| Abstract: The main purpose of this study was to determine the effectiveness of using a visual support to teach an independent routine to three adolescent boys with autism. Additional purposes included examining potential generalization of the use of the visual support, and determining if the visual support had social validity. During each session, participants used a pictorial strip to follow a 13-step routine to make a sandwich. Eating the completed sandwich was the natural reinforcer used at the end of each session. By the end of the study, two of the participants were able to independently make the sandwich using the visual support, and the third could complete eight of the thirteen steps. Generalization and social validity of the visual support also yielded positive results. The intervention was an overall success. |
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| Impact of Visual Strategies in Integrated Play Groups for Children with Autism Spectrum Disorders |
| Domain: Applied Behavior Analysis |
| JENNIFER B GANZ (Texas A&M University), Margaret M Flores (Auburn University) |
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| Abstract: The purpose of this paper is to report the results of a study that investigated the impact of visual strategies with preschool children with autism spectrum disorders (ASD) and their peers during play group sessions. A changing-criterion design was implemented with three preschool-aged children with ASD while they participated in play groups with four typically-developing peers. The participants with ASD were initially all able to speak, though two used more spontaneous speech than the other. The researchers implemented two types of visual cues, peer instruction cards, which provided the peers with ideas for how to interact effectively with their playmates, and visual scripts, which provided the children with ASD with ideas of context-appropriate phrases they could use. Results indicated improvements in the use of script phrases, context-related comments, and intervals in which speech occurred for all three participants. Results regarding unscripted phrases, responses, and use of prompts were variable and will be discussed. This paper provides evidence supporting the use of visual cues to facilitate verbal interactions between children with ASD and their peers. |
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| Discrimination Training |
| Saturday, May 23, 2009 |
| 2:30 PM–3:20 PM |
| North 124 A |
| Chair: Rafal J. Kawa (University of Warsaw) |
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| Conditional Discrimination Training – Programming For Recombinative Generalization In Children With Autism |
| Domain: Applied Behavior Analysis |
| RAFAL J. KAWA (University of Warsaw), Monika M. Suchowierska (Warsaw School of Social Psychology) |
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| Abstract: Recombinative generalization is an essential process in establishing generative responding during language acquisition. It refers to correct responding to novel stimuli that comprise of known elements. Two methods of programming for recombinative generalization in children with autism are compared: a one-term discrimination training vs. a two-term conditional discrimination training. In the experiment, 3 children with autism were taught to identify (receptively) 22 pictures described by a two-word phrase (profession + action). The taught phrases were a part of two matrices consisting of a total of 72 phrases (36 for each matrix). The terms to be taught were arranged in 8 sets. Within sets, the terms had overlapping elements denoting the profession or denoting the action. Tests for recombinative generalization determined whether children identified correctly novel pictures that were constructed by recombining elements denoting profession and action in ways that had not been directly trained. For one participant, the teaching method (one-term vs. two-term discrimination) did not influence the level of recombination. Two other participants showed either difficulties learning two-term discriminations or lower levels of recombination following two-term discrimination training. The results suggest that for some children with autism establishing conditional discrimination with unknown multi-element stimuli may be too difficult. |
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| Establishing Textual Language When Receptive and Expressive Language has Failed |
| Domain: Service Delivery |
| Allison Disch (Perspectives), LELA CLOER REYNOLDS (Perspectives Corporation) |
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| Abstract: Establishing receptive language is a beginning step in teaching children with autism. But what do you do when you are unable to to get it? This paper discusses two case studies where textual language has taken the place of traditional receptive and expressive language. The case studies demonstrate the failures of traditional methods to establish receptive language and the development of a textual based system of instruction in which text is utilized for both instruction delivery and responses. These cases demonstrate the capacity for further language development as reading comprehension increases. Video segments will be shown to demonstrate the steps taken to establish the textual language. Establishing a form of communication for children with autism is a priority for those in the profession. These case studies demonstrate how matching in a variety of forms has lead to a working receptive and expressive textual language repertoire that has increased the communication skills of both children. |
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| Innovative Approaches in Autism Research |
| Saturday, May 23, 2009 |
| 2:30 PM–3:20 PM |
| North 120 BC |
| Chair: Sarah M. Dunkel (Southern Illinois University) |
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| Examining Conditioned Reinforcing Effects of Self-Control Training Tasks with Adults with Autism and Related Disorders |
| Domain: Applied Behavior Analysis |
| SARAH M. DUNKEL (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
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| Abstract: Previous self-control research has suggested the potentially significant effects of conditioned reinforcement on the choice-making of impulsive participants. The purpose of the present study was to examine the possibility of nonpreferred training tasks ultimately serving as conditioned reinforcers for engagement in other nonpreferred tasks. Initially, adult workers with autism were asked to engage in both a nonpreferred table-top training task and a nonpreferred functional task to determine their preference for small, immediate reinforcers versus large, delayed reinforcers. Once participants showed a preference for impulsive responding, the table-top procedure was used during a Self-Control Training procedure with a progressive delay. Finally, participants were offered access to the initially “nonpreferred” training task contingent upon engagement in the nonpreferred functional task. Results and implications of conditioned reinforcement will be discussed. |
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| Stimulus Induced Stereotypic Behavior: An Analysis |
| Domain: Applied Behavior Analysis |
| Svein Eikeseth (Akershus University College), ROLF MAGNUS GRUNG (Akershus University College) |
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| Abstract: Research indicates that environmental enrichment may function to increase stereotyped behavior. The present paper reviews studies showing increased rates of stereotyped behavior when social, tangible, or sensory stimuli are available noncontingently. Moreover, mechanisms possibly responsible for the stereotyped behavior are discussed. |
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| ACT |
| Saturday, May 23, 2009 |
| 2:30 PM–3:20 PM |
| North 222 AB |
| Chair: Thano Hassoulas (Swansea University) |
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| Avoidance and Flexibility in OCD |
| Domain: Experimental Analysis |
| THANO HASSOULAS (Swansea University), Louise A. McHugh (University of Wales Swansea), Phil Reed (University of Wales Swansea) |
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| Abstract: Three experiments were devised to measure differences in responding between individuals who exhibited heightened obsessive-compulsive traits and those who exhibited few such traits. A Sidman procedure was used during the first experiment, where participants were required to respond to an aversive event by identifying the avoidance response in order to postpone exposure to the aversive event. A fixed-interval schedule was employed. The second and third studies aimed to differentiate between variable and rigid responding among individuals who once again exhibited heightened obsessive-compulsive traits and those who did not. During the second study, a positive-reinforcement procedure was used in order to establish whether high scorers were more likely to perform the desired responding during the condition-specific trials whereas a negative-reinforcement procedure was applied during the third study. The results of the first study indicate a difference between the rate of acquisition and reinforcing of the avoidance response between the two groups. The second and third studies reveal differences in reinforcing either a variable manner in responding or a rigid one between the two groups. The differences in responding when high and low scorers were exposed to either positive or negative reinforcement also provide insight into the complex nature of this disorder. |
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| The Mediating Roles of Body Image Acceptance and Values Concordance on the Level of Distress Among College Students |
| Domain: Experimental Analysis |
| HEATHER RENEE MANLEY (Missouri State University), Ann Branstetter-Rost (Missouri State University), Charles Gilpin (Missouri State University), Shawn Fitzwilliam (Missouri State University) |
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| Abstract: The objective of this study is to investigate the mediating roles of acceptance and values concordance on the level of distress due to body image concerns among college students. Current studies have shown college-age women commonly have body image concerns and college-age men’s body image concerns are rising (Forrest & Stuhldreher, 2007). Furthermore, research indicates those with body image concerns have higher levels of depression, anxiety, and suicidality (Dyl, Kittler, Phillips, & Hunt, 2006). Alternatively, researchers have recently reported that psychological acceptance of painful emotional stimuli, such as negative body image, is associated with lower levels of distress among various populations (Roussi & Koutri, 2007). In addition to the role of acceptance in lowering distress, a similar role has been reported to exist for living in concordance with ones values even through the presence of painful emotional stimuli (McCracken & Yang, 2006). The current study seeks to examine the possible mediating role of psychological acceptance and values concordance on distress as related to body image concerns among college students. Preliminary results indicate significant bivariate correlations between the level of distress and level of acceptance (r=-.30, p<.05), between values concordance and quality of life and distress (r=.64, p<.05 and r=-.58. p<-.05, respectively). As we continue to accrue participants, data will be used to further investigate the mediating roles of body image acceptance and values concordance. This information may then be applied to the development of new therapeutic techniques and treatment outcome studies to better serve the needs of these individuals. |
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| Evaluating Outcomes for Children receiving Intensive Services |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 221 C |
| Chair: Bob Remington (University of Southampton) |
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| Two Year Follow-up of 24-month Early Intensive Behavioral Intervention for Preschool Children with Autism |
| Domain: Applied Behavior Analysis |
| BOB REMINGTON (University of Southampton), Richard P. Hastings (University of Wales Bangor), Hanna Kovshoff (University of Southampton) |
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| Abstract: A group of 44 preschool children with autism who had previously participated in a 2-year prospective controlled comparison study of the effects of early intensive behavioral intervention (Remington et al., 2007) were reassessed 2 years after the termination of intensive treatment. All 23 children in the Intervention group (100% of the original sample) and 18 in the Treatment as Usual Comparison group (86% of the original sample) were located and re-tested. Significantly more children from the Intervention group than the Comparison group were receiving education in mainstream schools at follow up, and group status predicted school placement even when baseline IQ had been statistically controlled. Within the Intervention group, the IQs of five of the six best outcome children (identified in terms of reliable change (Jacobson & Truax, 1991) in IQ scores at termination) improved further, remained stable, or remained in the normal range. Conversely, five of the six children who improved least during the intervention period showed falling IQs during at the follow-up assessment, and the sixth’s IQ remained stable at a low level. Results are discussed in relation to the literature on long-term outcomes of time-limited behavioral interventions for autism. |
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| CANCELLED: A Retrospective Video Analysis Relating Age and Responsiveness to Intensive Behavioral Treatment for Autism |
| Domain: Applied Behavior Analysis |
| LESLIE V. SINCLAIR (Cleveland Clinic Center for Autism), Carolyn O'Brien (Cleveland Clinic Center for Autism), Ralph O'Brien (Cleveland Clinic Center for Autism) |
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| Abstract: Intensive behavioral treatments for children with autism are designed to minimize challenging behavior, increase adaptive gain and develop functional skills, thus making successful learners/students and, ultimately, productive members of their community. The study results indicated that the children who received intensive behavioral treatment for autism earlier had improved adaptive gains and a lessening in maladaptive behavior. 22 children with a clinical diagnosis of autism spectrum disorder, who were either enrolled in, or recently graduated from a specialized ABA school program, participated in the study. Through analyzing home-video tapes with a standardized protocol (PDDBI), the results showed that children who received intensive applied behavior intervention (IABI) at earlier ages had better outcomes than those children who began IABI at older ages. The study further showed that pre-treatment videotapes of all subject as toddlers showed no statistically significant difference in autism symptoms. |
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| Applied Behavior Analysis with Children in Their Natural Environment: Autism and Other Developmental Disabilities |
| Domain: Service Delivery |
| DENNIS CROWLEY (Macon County Mental Health Board & Millikin University), Kristen Deeanne Braun (Macon County Mental Health Board), Amy Shymansky (Washington Park District) |
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| Abstract: This pilot project examined the efficacy and cost efficiency of a short-term (i.e., eight to ten weeks) applied behavior analysis (ABA) program implemented in the natural environment. The target population was children with clinical diagnoses of autism spectrum disorders, other developmental disabilities, or co-morbid conditions. A county-based community mental health board funded and designed services, initially utilizing a consultative triad (Tharp & Wetzel, 1969). The model was further developed across three summers. The model includes an applied behavioral analyst, who assessed each participant’s needs, developed an individualized plan to target skill deficits plus trained and supervised paraprofessionals. Families directly employed the paraprofessionals (i.e., college students, teacher’s aides) using grant funds provided to the family by the community mental health board. Families received training and participated in the development of service plans and team meetings, during which progress was evaluated. Services were delivered in the home or day care environments. Thirty participants were served across three summers. Preliminary outcome data were collected for each participant relative to the individual’s targeted objectives and program. The data indicate that this model was both clinically and cost-effective. All children showed gains across the eight to ten weeks and families reported high satisfaction. |
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| Extensions of experimental analysis procedures within outpatient and home settings |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 224 A |
| Area: CBM; Domain: Service Delivery |
| Chair: Wendy K. Berg (University of Iowa) |
| Discussant: Patricia F. Kurtz (Kennedy Krieger Institute) |
| Abstract: Experimental analyses of problem behavior (Iwata et al. 1982/1084) have proven to be a robust set of procedures that can be applied to a variety of settings, populations, and questions. Three papers demonstrating extensions of experimental analysis procedures to address specific questions within outpatient or home settings will be presented. The first paper describes the application of experimental analysis procedures within a free standing outpatient clinic that is not associated with a medical setting or a doctorate granting program. The presentation will include a summary of patient outcomes over a ten year period. The second paper describes the use of functional analysis analog conditions to evaluate parent-child interactions and to identify parenting styles within Latino families. The final presentation describes the use of experimental analysis procedures with typically developing children to identify social reinforcers for problem behavior, and an extension of these procedures to identify antecedent stimuli associated with abolishing operations for problem behavior. Patricia Kurtz will serve as the discussant. |
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| Application of experimental analysis procedures in an outpatient clinic setting: A ten year descriptive assessment |
| K. MARK DERBY (Gonzaga University), Anjali Barretto (Gonzaga University), Martin Conn (Gonzaga University), Kimberly P. Weber (Gonzaga University), Timothy McLaughlin (Gonzaga University) |
| Abstract: As the use of functional analyses and other experimental reinforcer selection procedures become best practice and mandated, a number of concerns need to be addressed. Most importantly, the applicability of these procedures within free-standing clinics (clinics that are not associated with medical schools or doctorate granting university settings) is unknown. In the current presentation, we will provide patient outcomes from the first ten years of services provided by the Gonzaga Center for Applied Behavior Analysis. This non-profit outpatient clinic was developed within the Department of Special Education at Gonzaga University to provide services for persons with developmental disabilities who display behavioral difficulties. The clinic model includes the completion of forced-choice preference, reinforcer, functional analysis, and treatment assessments for all clients served. We will provide a descriptive analysis of the results obtained for each of these procedures with the population of children served to date. In addition, we will discuss what we have learned over the last ten years regarding the day to day pragmatic issues that arise when operating a free standing outpatient clinic. |
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| Parenting Styles, Latino Parents and Functional Analysis Methodology |
| ANDREW W. GARDNER (Northern Arizona University), Siomara Enriquez (Northern Arizona University), Colleen Lui (Northern Arizon University), Caitlan Allen (Northern Arizona University) |
| Abstract: Parenting styles were initially developed to describe the parenting milieu and focused on three components: emotional relationship, parental practices, and belief system (Darling & Steinberg, 1993). A behavioral perspective focuses on observable behavior and less on attitudes. Measures for parenting styles have been based on observing the differences in the learning environment and categorizing practices with the most widely used parenting styles developed by Baumrind (1967), which included three styles: Authoritative, Authoritarian, and Permissive. “Uninvolved” was added later (Darling & Steinberg, 1993).
Cultural variables are often ignored within the parenting style literature especially between minority subgroups. If taken into consideration, general statements for “Latinos” are often used disregarding within-group heterogeneity. The term Latino is a label used for all people with origins in Mexico, Central or South America, and the Spanish speaking Caribbean islands (Rodriguez et al., 2006). The current study used functional analysis methodology (Iwata et al. 1982/1994) to investigate Latino parent-child interactions (i.e. parenting styles) within typical parenting contexts or situations (i.e. free play, attention, demands, and tangible) in home settings. Results are discussed in terms of parenting styles across contexts as well as possible cultural variables impacting both parent and child behavior. |
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| Evaluating Abolishing Operations for Disruptive Behavior in Young Children Referred to a Behavioral Pediatrics Clinic |
| BRENDA J. ENGEBRETSON (University of Iowa), David P. Wacker (University of Iowa), Anuradha Salil Kumar Dutt (University of Iowa), Patrick Romani (University of Iowa) |
| Abstract: The Behavioral Pediatrics Clinic at the University of Iowa Children’s Hospital specializes in the assessment and treatment of young children with disruptive behavior disorders. To evaluate variables reinforcing the child’s disruptive behavior, clinicians routinely use brief experimental analyses conducted within a multi-element design. A recent outcome summary of clinic cases showed that of the children who engaged in disruptive behavior during the clinical evaluation (N = 96), disruptive behavior was maintained by negative reinforcement in 47% of the cases, by positive reinforcement in 13% of the cases, and by both types of reinforcement in the remaining cases. Although understanding what reinforces the child’s target behavior is important for identifying treatment, it can be equally beneficial to determine antecedent variables that serve as abolishing operations for the target behavior when identifying a behavioral treatment package. In this presentation, a case example of a 4-year-old boy who engages in disruptive behavior is presented with discussion of the implications that the assessment results had on treatment recommendations. Inter-observer agreement for occurrence and nonoccurrence of the target behavior was calculated on 75% of the assessment sessions (mean agreement = 95%; range 86% - 100%). |
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| The Assessment and Treatment of Feeding Problems in Children |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 222 C |
| Area: CBM/DDA; Domain: Applied Behavior Analysis |
| Chair: Meeta R. Patel (Clinic 4 Kidz) |
| Discussant: Michael E. Kelley (University of Southern Maine) |
| CE Instructor: Al Murphy, Ph.D. |
| Abstract: This symposium will include three data-based presentations on the assessment and treatment of feeding problems in children. Data will be presented from both clinic and home-based programs. |
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| An Examination of Stimulus Fading and Escape Extinction in the Treatment of Food Refusal |
| MICHELLE L. WADDELL (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Jennifer Leigh King (Clinic 4 Kidz), Angela Pruett (Clinic 4 Kidz) |
| Abstract: Children with pediatric feeding disorders may display a variety of inappropriate behaviors to avoid eating. It is likely that the spoon alone has become aversive because it has been paired with something negative (e.g., choking, vomiting). Previous research has shown the utility of escape extinction as an effective treatment to decrease food refusal. However, escape extinction alone has also been shown to produce some negative side effects such as extinction bursts and/or emotional responding. Therefore, the purpose of this study was to develop a treatment protocol to decrease the aversive properties of eating by evaluating antecedent variables. In this study we compared the effects of stimulus fading (i.e., manipulating different foods/liquids and volumes on the spoon) plus escape extinction in the treatment of food refusal. First, an antecedent assessment was conducted to determine the starting point for the stimulus fading treatment component. During the treatment evaluation, stimulus fading steps plus escape extinction were evaluated in a multiple probe and multiple baseline across participants designs. Data from the antecedent assessment showed that each participant had a different starting point (e.g., empty spoon, full spoon with yogurt etc.) for treatment. The data from the treatment evaluation indicated that acceptance increased with stimulus fading plus escape extinction and inappropriate behaviors decreased. These data are discussed in relation to negative reinforcement and establishing operations. |
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| Home-Based Treatment of Food Refusal Using Shaping and Other Behavioral Procedures |
| KIMBERLY V. BECK (ABA Solutions, Inc.), Raymond G. Miltenberger (University of South Florida), Betsy M. Zamora (University of South Florida), Jessica Thompson (University of South Florida) |
| Abstract: Feeding related problems occur frequently in children with developmental delays and typical development. Much of the research on treatment of pediatric feeding disorders occurs in clinic settings. The present study took place in the home of a typically developing three year old boy displaying food refusal behavior resulting in extremely selective eating. The goal was to increase the intake of a wide variety of non-preferred foods. With the first 2 interventions, involving differential reinforcement of bites with attention and preferred foods, he increased his intake of fruit but still refused other foods. The next intervention involved shaping eating behavior with 40 successive approximations to eating a bite of food. Each approximation was reinforced with preferred food and other reinforcers. Refusal to engage in the behavior resulted in guided compliance (escape extinction and negative reinforcement). Partial success with an all positive approach and challenges and limitations to in home treatment will be discussed. |
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| Implementation of a Chin Prompt to Reduce Expulsion |
| LARA BARNETT (University of Nebraska Medical Center, Munroe-Meyer Institute), Candice M. Jostad (Munroe Meyer Institute), Heather Kadey (Munroe-Meyer Institute, University of Nebraska Med), Victoria Stewart (University of Nebraska Medical Center), Kristi Rivas (Munroe-Meyer Institute), Cathleen C. Piazza (Munroe-Meyer Institute) |
| Abstract: Pediatric feeding disorders are manifested in a variety of ways, including refusal behaviors. These behaviors may take on the form of spitting out the food (i.e., expulsion). The etiology of refusal behavior may be either medical, oral motor, behavioral, or a combination of some or all of these factors. Therefore, the purpose of the current investigation was to examine the implementation of a procedure (i.e., chin prompt) that may have functioned to treat oral motor skill deficits in conjunction with escape extinction. The participants were two children admitted to a Pediatric Feeding Disorders Program for the assessment and treatment of food refusal. Initial treatment consisted of re-presentation of expelled food. The chin prompt was added to the re-presentation procedure when re-presentation alone proved unsuccessful. The chin prompt consisted of the feeder providing gentle pressure under the child’s chin following presentation of bites or during re-presentation of expelled food. Results indicated that for all participants, the most effective treatment to reduce expulsions was one in which re-presentation and the chin prompt were combined. |
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| Community Interventions Paper Session 3 |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 131 A |
| Chair: Andree Fleming-Holland (Universidad Veracruzana) |
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| Those Left Behind: Children of Migrants to the United States |
| Domain: Theory |
| ANDREE FLEMING-HOLLAND (University of Veracruz (Mexico)), Marco W. Salas-Martinez (University of Veracruz (Mexico)) |
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| Abstract: The effect of the growing migrant traffic between the United States and Mexico has repercussions on both sides of the border. Veracruz is a recent entry into this human trafficking to the north, but now ranks 5th in the number of workers exported annually to de US. This population principally is composed of young men with little formal schooling. However, there is a growing demographic of women between 20 and 29 who are migrating north, often leaving their children behind to be cared for by relatives or even neighbors. These children are growing up without one or both parents, with obvious psychological repercussions such as anxiety and depression. They often perform poorly in school, and exhibit acting out, aggressive and impulsive behaviors, leading to undesirable consequences such as early pregnancies or addictions to alcohol or drugs. Since this is a relatively new phenomenon in Veracruz, the state is largely unprepared for addressing the mental health issues in this segment of the population, which requires prompt detection, intervention and resolution in a significant proportion of the citizens of tomorrow. |
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| Self-Control Training in the Natural Environment to Increase Task Compliance and Appropriate Behavior |
| Domain: Applied Behavior Analysis |
| VENESA BALIS (Florida Institute of Technology), Ada C. Harvey (Florida Institute of Technology), Mark T. Harvey (Florida Institute of Technology), Craig Cook (Attain, Inc.) |
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| Abstract: The present study evaluated a procedure to increase self-control, compliance with functional daily routines, and other appropriate behavior for an adult with developmental disabilities within a community-based residential agency. Results show that, during baseline, when the participant’s staff requested performance of tasks with prompting, he was non-compliant, and/or exhibited problem behavior that was sometimes severe. A functional analysis revealed that problem behavior was maintained by escape from task demands. During a pre-intervention self-control assessment phase, the participant was given a choice of a small reinforcer with no contingencies (i.e., no task completion was required to access the item) or a large reinforcer contingent on a pre-specified duration of task compliance with appropriate behavior. The participant consistently chose the large reinforcer, but he was unable to meet the criterion regarding the task duration to earn the item during several trials. Intervention included implementation of a self-control procedure utilizing a concurrent fixed-duration/progressive-duration reinforcement schedule within a changing-criterion design. The participant was able to gradually increase task compliance and engaged in appropriate behavior, meeting the target duration goal. Social validity measures revealed that staff working for the residential agency found the treatment acceptable and efficacious for the participant. |
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| ““40 Years Is An Awful Long Time”.
Parents Caring For Adult Sons And Daughters With Disabilities |
| Domain: Service Delivery |
| KAROLA DILLENBURGER (The Queen's University, Belfast, Northern Ireland) |
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| Abstract: Older people who are caring for their adult sons and daughter with disabilities are under tremendous stress because they may suffer health problems themselves; have financial problems due a lifetime of caring; may have to care on their own due to the death of their spouse; worry about the future care of their child; and may feel uncomfortable approaching professionals for help. Behavior analysts working with these families need to take contextual pressures into consideration when planning intervention.
Parents of 26 adults with intellectual and/or developmental disabilities (including autism) were asked about present care and service arrangements, health issues, family support, and ‘futures planning’. The research reported here identifies very high levels of commitment and love for sons and daughters despite severe lack of care and service provision, increasing parental health care needs, isolation and social exclusion, and deficit of statutory support. Virtual absence of structured futures planning was identified as one of the key issues. Recommendations are made for behavior analysts working in this field. |
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| Current Research in Verbal Behavior |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 129 A |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Paul D. Neuman (Bryn Mawr College) |
| Discussant: Philip N. Hineline (Temple University) |
| CE Instructor: Frank Bird, M.Ed. |
| Abstract: Applied behavior analysts have a rich history of teaching socially important behavior to individuals with developmental disabilities, autism and language delay. Less often, the learning of more complex social behavior is studied with typically developing children. Response prompting, reinforcement, generalization, and maintenance have all been extensively studied to identify best teaching practices. This symposium will examine prompting to establish tacts, several methods for teaching intraverbals to individuals with verbal deficits and several methods for teaching autoclitics to improve “social skills.” . Each study focuses on a different unit of verbal with individuals with distint deficits. The first study, presented by Catia Cividini-Motta, explores the teaching of tacts using social stimuli as reinforcers. The second examination, presented by Nicole M. Trosclair-Lasserre, compares three methods for teaching intraverbals. In the third study, presented by Jennifer Wade, simple mands, component autoclitics comprised of more basic verbal operants, and parsimonious autoclitics are taught to typically developing children. The distinguished verbal behavior scholar, Philip N. Hineline, will serve as the discussant. |
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| Establishing Joint Attention Responses Using Social Stimuli as Reinforcers While Providing Opportunities to Tact |
| CATIA CIVIDINI-MOTTA (New England Center for Children), Tala Williford (New England Center for Children), Kathy Clark (New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: The current research project assessed the effectiveness of using social stimuli and prompting to establish tact responses in 2 individuals diagnosed with Autism. Because tacts are maintained by either generalized or social reinforcers, it may be best to teach them using social stimuli as reinforcers. A reinforcer assessment of social stimuli was conducted and the results suggested two social reinforcers for use during the training phase. A multiple baseline across responses design was used to demonstrate experimental control. Baseline consisted of two sets of five trials in which no consequences were delivered for responding. During training, one of the two social consequences was delivered contingent on the target response, for both prompted and independent responses. The training phase continued until each one of the responses met the mastery criteria of 90% independent across two consecutive sessions. Interobserver (IOA) agreement data was collected over 33% of the sessions across both the reinforcer and the training phases and it averaged over 90% agreement. The results of this project suggested that social stimuli combined with prompting are effective for establishing joint attention responses during tact training with students diagnosed with autism. |
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| Evaluation of Three Methods for Teaching Intraverbals to Children with Language Delays |
| NICOLE M. TROSCLAIR-LASSERRE (LSUHSC – Human Development Center), Dorothea C. Lerman (University of Houston-Clear Lake), Crystal N. Bowen (Marcus Autism Center), Joslyn N. Cynkus (Louisiana State University), Nathan A. Call (Marcus Autism Center and Emory University School of Medicine) |
| Abstract: Direct instruction is often necessary to develop language or expand language use in individuals with language delays. Previous research has begun to identify certain training conditions that result in more efficient use of instructional time devoted to language development. Specifically, incorporating mands into the instructional arrangement, increasing the quality of reinforcement delivered for interspersed tasks, and including instructive feedback stimuli into the consequences of learning trials have all demonstrated more efficient learning of targeted language skills. The purpose of the current investigation was to compare three methods for teaching intraverbals to individuals with deficits in this area. Interobserver agreement was collected for at least 48% of sessions and agreement coefficients exceeded 97% for all participants. Training conditions incorporating mands into instruction did not result in faster acquisition of intraverbals relative to the instructive feedback condition. Two out of three participants acquired new intraverbals related to the instructive feedback stimuli; however, the third participant did not acquire intraverbals presented as instructive feedback even when direct instruction was initiated. Generalization was not explicitly programmed but was observed for two participants. Finally, no single training condition was associated with improved maintenance relative to the other conditions. |
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| Establishing manipulative autoclitics in young children’s repertoires as a method for improving social skills |
| JENIFER A. WADE (Temple University), Philip N. Hineline (Temple University) |
| Abstract: The study of verbal operants has received considerable attention; however, autoclitics have generally been overlooked in experimental and applied domains. Autoclitics can be defined as verbal operants modifying other verbal operants or the effect of these operants upon the listener. Autoclitics emitted by the speaker require discrimination of the listener’s reaction in order to be effective. Placing autoclitics in a larger framework, verbal behavior relevant to what we speak of as social skills, persuasion, and conversation can be analyzed in part by in depth consideration of autoclitics. The current study implements several methods aimed at establishing autoclitics likely to improve what we speak of as “social skills.” Simple mands, component autoclitics comprised of more basic verbal operants, and parsimonious autoclitics were taught to typically developing children. Preliminary data suggest that differences in use and variation of autoclitics exist both in speaker and listener repertoires based upon method of establishing such autoclitics, and that automatic transfer often occurs between speaker and listener roles (eg. pliance) after participation in speaker roles alone. The wide scope implications not only for educational domains, but for more varied social domains are discussed. |
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| Advancements in Preference and Choice Research across Multiple Applied Contexts |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 128 |
| Area: DDA/DEV; Domain: Applied Behavior Analysis |
| Chair: Richard G. Smith (University of North Texas) |
| CE Instructor: April Worsdell, Ph.D. |
| Abstract: Applied researchers have increasingly examined the variables that contribute to participant choices in applied settings and how those variables can influence the efficacy of therapeutic and educational arrangements. The present set of papers will extend this line of research across a range of populations, including individuals with intellectual and development disabilities, older adults with dementia, and typically developing children of pre-school age. The studies pose a variety of overlapping experimental questions related to: 1) the stability of individual preferences across time, as determined by common preference assessment methods; 2) changes in the relative strength of reinforcers under increasingly intermittent reinforcement schedules, as determined through progressive-ratio and behavioral economic analyses; and 3) how contingency, schedule-correlated stimuli, and delay to reinforcement influence choice responding. Findings from the studies are individually discussed in terms of their implications for the arrangement of optimal, and ecologically relevant, environments for these varying populations. |
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| Preference Assessments for Older Adults with Dementia: Stability of Preferences Identified by Multiple Stimulus Assessments |
| PAIGE BROOKLEY RAETZ (Western Michigan University), Linda A. LeBlanc (Auburn University), Jonathan C. Baker (Western Michigan University), Laura C Hilton (Western Michigan University) |
| Abstract: Individuals with dementia suffer from a variety of cognitive deficits that can lead to a lack of engagement in activities. Preference assessments have been used effectively with individuals with developmental disabilities to determine preferences for items and activities that can be incorporated into treatment programs and leisure activity schedules. Recently, literature in the area of aging has begun to incorporate the use of systematic preference assessments to assess preference for leisure activities with adults with dementia but several research questions remain. The purpose of the current study was to assess the utility of the Multiple Stimulus Without Replacement (MSWO) assessment for older adults with dementia. In addition, the current study assessed the stability of preference for individuals diagnosed with dementia by administering repeated MSWO assessments over the span of 4-5 months. Results indicated that older adults in the mild to moderate range of dementia were able to complete the MSWO assessment and that the assessment did identify a hierarchy of preferred activities. Additionally, results indicate that for 2/3 participants preference remained stable over a 4-5 month time period. |
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| Child Preference for Various Discontinuous Schedules of Social Interaction |
| KEVIN C. LUCZYNSKI (Western New England College), Gregory P. Hanley (Western New England College) |
| Abstract: Children’s preference for contingent over noncontingent reinforcement has been repeatedly demonstrated (Hanley, Piazza, Fisher, Contrucci, & Maglieri, 1997; Luczynski & Hanley, in press), but only under continuous reinforcement schedules. Because continuous schedules of social interaction are impractical to arrange in everyday settings, the present study evaluated children’s preferences for several commonly prescribed, discontinuous schedules of social interaction; these included briefly signaled delayed reinforcement, multiple schedules of reinforcement in which signaled periods of extinction and contingent reinforcement alternated, and yoked noncontingent reinforcement in which the same amount reinforcement was provided on time-based schedules. Interobserver agreement was collected for 100% of preference selections and averaged 100%. Several comparisons involving 6 children showed that when a preference was demonstrated, children preferred noncontingent reinforcement to contingent but delayed reinforcement, and children preferred contingent reinforcement in a multiple schedule to both noncontingent reinforcement and contingent but delayed reinforcement. From these data, it appears that preference for contingent reinforcement is influenced by the strength of the contingency operating within a schedule. Implications for scheduling the delivery of reinforcement in ecologically-relevant situations will be discussed. |
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| Evaluation of Functional and Alternative Reinforcers under Progressive Schedule Requirements |
| CAITLIN J. SMITH (Munroe Meyer Institute), Henry S. Roane (University of Nebraska Medical Center & Munroe-Meyer Institute), Kasey Stephenson (Munroe-Meyer Institute; UNMC) |
| Abstract: One effective treatment for destructive behavior is to deliver a functional reinforcer (i.e., those that maintain destructive behavior) contingent upon an alternative response. Providing contingent access to highly preferred alternative reinforcers (i.e., those that do not maintain problem behavior) also has been demonstrated to be effective at decreasing destructive behavior. However, recent research has suggested that existing preference assessments may not be optimal for identifying stimuli to be incorporated into interventions, particularly when the response requirements of the intervention vary. In the current study, functional analyses were used to identify the reinforcer that maintained 2 participants’ destructive behavior and preference assessments were used to identify alternative reinforcers. Next, the reinforcing effects of the functional and alternative reinforcers were assessed under progressively increasing response requirements. Finally, a treatment was developed in which the participants accessed either reinforcer following the omission of destructive behavior for a specific interval. For both participants, the reinforcer associated with more responding under the progressive response requirements was also associated with lower levels of destructive behavior during treatment. Results will be discussed in terms of using alternative methods to identifying effective interventions for destructive behavior. |
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| Correspondence between Preference Shifts Occasioned by Increases in Unit Price and Increases in Reinforcer Delay |
| MICHELLE A. FRANK (Kennedy Krieger Institute), Iser Guillermo DeLeon (Kennedy Krieger Institute), Melissa J. Allman (Kennedy Krieger Institute/Hopkins), Abbey Carreau (Kennedy Krieger Institutue), Mandy M. Triggs (Kennedy Krieger Institute) |
| Abstract: Although economic relations have been demonstrated using price manipulations for individuals with developmental disabilities, no study has examined the extent to which similar relations obtain with manipulations involving delay. The current study evaluated the correspondence between demand curves constructed for concurrently available stimuli when work requirements or delay to reinforcement for one stimulus was increased. Three individuals with developmental disabilities participated. Choices between stimuli were first assessed under concurrent FR1-FR1 schedules and then under schedule arrangements in which response requirements were held constant for one stimulus but increased across phases for the other stimulus. The average time between completion of the first response and delivery of reinforcement was assessed for each FR schedule. During the delay manipulation, the interval values replaced the ratio schedules such that the delay value was held constant at 0 s for one stimulus but increased across phases for the other stimulus. Results suggested that for the majority of comparisons, shifts in preference either did not occur when price and delay were manipulated or did occur and at similar values. The results are discussed in terms of their implications for development of effective training or treatment procedures for individuals with developmental disabilities. |
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| Variables influencing the persistence of adaptive and problem behavior |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 120 A |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Eric Boelter (Kennedy Krieger Institute) |
| Discussant: Wayne Fisher (Munroe-Meyer Institute, UNMC) |
| Abstract: A common problem encountered when treating individuals with intellectual disabilities who engage in disruptive behavior is that problem behavior often persists despite attempts to teach adaptive behavior. The current collection of papers investigates variables that affect the persistence of both adaptive and problem behavior. First, Jackie MacDonald, William Ahearn, and William Dube present data showing that problem behavior is more persistent during periods of extinction following a period in which it was reinforced on a continuous schedule relative to an intermittent schedule. Next, Jennifer McComas, Ellie Hatman, Chin-Chih Chen, and John Hoch investigate the effects of both continuous and intermittent concurrent schedules of reinforcement for adaptive and problem behavior on the persistence of those behaviors during a subsequent extinction period. Results suggest that the response rates of behavior observed under the various schedules predicts the persistence of the behavior during extinction. Finally, David Wacker, Wendy Berg, Jay Harding, John Lee, Kelly Schieltz, and Yaniz Padilla present data showing that, following long-term treatment with functional communication training, appropriate mands can persist during periods of extinction even when several challenges to the behavior are presented. In summary, these papers address important issues related to the persistence of both problem and adaptive behavior. |
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| Examining resistance in automatically reinforced and socially-maintained problem behavior |
| JACQUELYN M. MACDONALD (New England center for children), William H. Ahearn (The New England Center for Children), William V. Dube (UMMS Shriver Center) |
| Abstract: Some have suggested that continuously reinforced (CRF) behavior is less persistent during extinction (EXT) than behavior reinforced on an intermittent (INT) schedule; however, research generally supports the opposite (see Nevin, 1988; 1992). This general finding was supported by Ahearn and colleagues (2003). Automatically reinforced behavior was more resistant to disruption following periods of access to preferred stimuli delivered on a VT schedule relative to the absence of access to preferred items. It is likely that severe problem behavior is often maintained via intermittent contingencies in natural settings so the present study attempted to examine whether there is differential persistence during EXT when behavior is reinforced via CRF and INT schedules prior to EXT. Four children diagnosed with an autism spectrum disorder who engaged in problem behavior sensitive to social reinforcers participated. Two experimental conditions, CRF and INT, were compared; each condition involved a sequence of four components. With CRF, the four components occurred in the following order: (a) no social interaction, (b) continuous reinforcement of problem behavior, (c) EXT, and (d) no social interaction. With INT, intermittent reinforcement of problem behavior occurred during the second component. Behavior was more persistent during EXT in the CRF condition for each participant. |
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| Persistence of Mands and Self-Injurious Behavior following Concurrent Continuous and Intermittent Schedules of Reinforcement |
| JENNIFER J. MCCOMAS (University of Minnesota), Ellie C. Hartman (University of Wisconsin-Stout), Chin-Chih Chen (University of Minnesota), John Hoch (University of Minnesota) |
| Abstract: The current study tested the persistence of mands and self-injurious behavior during extinction following concurrent intermittent and continuous schedules of positive reinforcement (tangible items). Persistence was measured in terms of both latency to respond and response rate. In addition, persistence was examined as a function of the preceding reinforcement schedule as in the presence of a novel stimulus (novel interventionist) and in the presence of a variety of establishing operations (preferred and non-preferred toys). Response rates during concurrent reinforcement consistently predicted persistence during subsequent extinction for latency and response rate and similar results were observed in the presence of a novel stimulus and variety of EOs. Results are discussed in terms of behavioral maintenance of responding in concurrent schedule arrangements and suggest that further research is needed to better understand the effects of concurrent schedules on response persistence. |
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| Behavioral Persistence Following Long-term Treatment with Functional Communication Training |
| DAVID P. WACKER (University of Iowa), Wendy K. Berg (University of Iowa), Jay W. Harding (University of Iowa), John F. Lee (University of Iowa), Kelly M. Schieltz (University of Iowa), Yaniz C. Padilla (University of Iowa) |
| Abstract: Seven children with developmental disabilities who displayed destructive behavior (self-injury, aggression, and property destruction) received long-term (at least 1 year) functional communication training in their homes. The behavioral persistence of destructive behavior, manding, and task completion was evaluated via two sets of procedures. First, intermittently throughout treatment, a baseline extinction condition was conducted within a reversal design to evaluate persistence under brief extinction conditions. Second, at the completion of treatment, four distinct challenges to treatment were conducted within a multielement design: (a) establishing operations challenge, in which the baseline extinction sessions were increased to three times their original length; (b) change in discriminative stimulus (Sd) task challenge, in which the target task was changed to a novel task; (c) change in Sd mand challenge, in which the card signaling that mands would be reinforced was removed; and (d) competing schedules of reinforcement challenge, in which destructive behavior as well as mands were reinforced. Interobserver agreement was collected across 30% of all sessions and was at least 90% for all dependent variables. The results showed that behavioral persistence of adaptive behavior during brief periods of extinction increased over the course of treatment and remained stable across each challenge condition for most children. |
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| Experimental Analyses of Jackpotting With Dogs, Pigeons, and Rats |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 225 |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Toshikazu Kuroda (West Virginia University) |
| Abstract: The concept of jackpotting was introduced by Pryor (1984) in her animal training book Don’t Shoot the Dog! It has been defined as the rare delivery of a larger than normal food presentation, either dependent on a response (Burch & Bailey, 1999) or independently of responding (Pryor, 1984). It has been suggested that jackpotting has a disproportionally strong reinforcing effect on ongoing behavior: It “results in an animal that is excited and curious about what might be coming next” (Burch & Bailey, 1999, p. 44). But its effects are limited to anecdotes and empirical investigation is invited. In this symposium, four experiments using different species as subjects will be presented: Muir and Rosales-Ruiz measured, before and after introducing jackpotting, frequency of a target response and choice between two target responses using dogs; Kuroda and Lattal measured effects of response-dependent jackpotting under a fixed-interval schedule with pigeons; Roca and Lattal measured response rate and resistance to change using rats, with milk and food pellets as reinforcers; and Jarmolowicz, Kuroda, and Lattal measured effects of response-dependent and of response-independent jackpotting under progressive-ratio schedules using pigeons. Results will be discussed in terms of implications for both experimental and animal training literature. |
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| The Effects of Jackpots on Frequency of Response and Choice |
| KRISTY MUIR (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: The use of jackpots is a very common practice in applied animal behavior. However, no formal definition has been agreed upon for jackpotting. Definitions are highly variable and many times vague. In general, a jackpot is considered to be an unusually large or valuable reinforcer delivered contingently upon a high quality or difficult approximation. Additionally, there is no agreement about the effects of jackpotting on behavior. The present study examined the effects of using a jackpot on the frequency of response and on response choice in domestic dogs. Dogs were trained to target in a free operant setting. In experiment 1 a single target was used. After a baseline was established with continuous reinforcement a jackpot condition was introduced and response frequency was measured. In experiment 2 dogs were trained to alternate touching two targets. During baseline touching either target was reinforced. After baseline a jackpot was scheduled for one of the targets. Results will be discussed in terms of the implications for applied animal training. |
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| An Experimental Analysis of Jackpotting Under a Fixed-Interval Schedule |
| TOSHIKAZU KURODA (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: Three experimentally naïve White Carneau pigeons serve in the present study. A fixed-interval (FI) 60s schedule is in effect for 60 reinforcers in baselines. Experimental conditions are identical to baselines, but reinforcement (access to mixed grain for 1s, which begins when the pigeon inserts its head in the aperture and breaks the photocell, thereby activating a 1-s timer) is infrequently replaced by jackpotting (7s access): A total of 2 and 4 jackpots are quasi-randomly distributed in the 60 FIs in the Low and High Probability conditions, respectively. Baselines alternate with experimental conditions, constituting a total of 5 conditions for each subject. The delivery of a jackpot disrupted a pause-and-run pattern of an FI schedule. The postreinforcement pause was consistently shorter immediately after than immediately before the delivery of a jackpot. These molecular measures corroborate the effects of jackpotting described in the animal training literature. But no consistent effect was observed in molar measures such as running rates. |
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| Jackpotting: Effects of Reinforcer Variety and Magnitude on Response Rate and Resistance to Change |
| ALICIA ROCA (National University of Mexico), Kennon A. Lattal (West Virginia University) |
| Abstract: In animal training reports, jackpots have been described as “surprise” rewards that increase the frequency of occurrence of target responses. As described in these reports, a jackpot is not only an extraordinary large reward, but is also qualitatively novel, is delivered infrequently, and is effective to establish and maintain responding. In the present study we designed an experimental model of jackpotting using rats as subjects. Lever pressing was reinforced with milk according to a fixed-interval schedule in two components of a multiple schedule. The “jackpot” consisted of thirty food pellets that were delivered complementarily to the milk but occurred at random only once during each session. The” jackpot” was always correlated with the same component. The effects of jackpot delivery on response rates and resistance to change in the two components were examined. The results were consistent with the findings of previous studies on resistance to change and varied reinforcement. |
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| Progressive-Ratio Schedules: Effects of Response-Dependent and Response-Independent “Jackpotting” |
| DAVID P. JARMOLOWICZ (West Virginia University), Toshikazu Kuroda (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: “Jackpotting” has generally been described as the delivery of a larger-than-usual reinforcer resulting in an immediate increase in some dimension of responding. On separate occasions, the delivery of this reinforcer has been described as a response-dependent and as a response-independent event (Burch & Bailey, 1999; Pryor, 1984) Although one can examine the effects of response-dependent “jackpotting” on behavior maintained by a range of schedules of reinforcement, the extensive pausing associated with progressive-ratio (PR) schedules provides a unique opportunity to study the effects of response-independent “jackpotting”. The current study examined the effects of both response-dependent and response-independent “jackpotting” on behavior maintained by PR schedules. |
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| Topics in Translational and Applied Research |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 226 AB |
| Area: EAB/AUT; Domain: Applied Behavior Analysis |
| Chair: Jason C. Bourret (New England Center for Children) |
| CE Instructor: Stacey Buchanan Williams, M.S. |
| Abstract: The research presented in this symposium touches upon a range of topics with the underlying theme of bridging basic and applied behavior analytic research. Two of the presentations involve applications of behavioral economics. One in the context of describing consumption of reinforcers in clinically used token economies in place throughout the participant’s day, over the course of two years. The other in the context of an evaluation of the effects of allowing selection of reinforcers (i.e., “choice”) across a range of schedule values. The other two presentations both involve analyses of the effects of feedback. One an examination of the functions of feedback stimuli in pigeons. The other an evaluation of the utility of an automated training for establishing graphing and spread sheet using skills in teachers. |
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| Behavior Economic Analysis of Consumption of Particular Reinforcers in Closed Token Economies |
| DANA JUSTICE (New England Center for Children), Jason C. Bourret (New England Center for Children), Kathryn G. Horton (New England Center for Children) |
| Abstract: Previous literature in behavioral economics has described the function for of consumption of commodities across unit prices, or schedules of reinforcement. Our study examined whether the consumption of different types of edibles by human participants in an applied setting conformed to this pattern with increases in token FR schedule. Over a two year period, data were collected on the edible reinforcers consumed by three children diagnosed with autism at a residential school for individuals with developmental disabilities, earned in a closed token economy. Responding was measured across a range of exchange schedules. Demand and work functions were generated for the most selected reinforcers and these were compared to the results of multiple and paired stimulus preference assessments. Implications for the analysis of reinforcer efficacy in clinical settings using this method are discussed. |
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| A Behavioral Economic Analysis of Choice |
| JAMIE LEBOWITZ (New England Cetner for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: The current study is a behavioral economic analysis of concurrent and simple terminal links in two-component chained schedules. In study 1, a concurrent-chains schedule was used to measure differences between concurrent (choice) and simple FR1 (no choice) terminal links. Two individuals diagnosed with autism spectrum disordes were presented with two options simultaneously. Responding on the choice link resulted in access to a plate of multiple, identical items, from which a single item could be chosen, and responding on the no-choice link resulted in access to one item on a plate. In Study 2, choice and no-choice conditions were arranged in a multiple schedule and schedule requirements for both were systematically manipulated. Data from study two were analyzed as work and demand functions. |
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| Examination of the Utility of an Automated Training in Teaching Graphing and Spreadsheet Use |
| NICHOLAS R VANSELOW (Northeastern University/New England Center for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: In many higher-level academic courses, information is presented on overhead slides. In this study, slides are enhanced with feedback from test information. Participants were taught to create APA style graphs over nine lessons. Each lesson began with a pre-test. After the pre-test, participants were presented with slides containing lesson material. In the feedback condition, slides with information relevant to questions the participant answered incorrectly displayed the message “Error on this information”; other slides displayed “Correct”. In the no feedback condition, these messages were not displayed. After the slides, the participant completed a post-test. Participants repeated slides and post-tests until the post-test score was 100%. Participants completed the workshop in four fewer attempts in the feedback condition than in the no feedback condition on average. During lesson slides, participants spent more time on slides containing information marked with an error message than other slides in the feedback condition. However, even in the no feedback condition, participants spent more time, though not as much as in the feedback condition, on error slides. This study has implications for future research on the use of feedback and “passive” learning. Further research is needed to determine how discrimination between correct and incorrect responses occurs even without feedback. |
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| Effects of feedback following a spatially defined response in pigeons |
| CHATA A. DICKSON (West Virginia University), Yusuke Hayashi (West Virginia University), Andrew Lightner (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: Feedback for responding is commonly studied and its use is frequently recommended in relation to problems of learning and behavior. Rarely is the function of these contingent stimuli examined. In this study we investigated effects of response feedback on keypecking and on a spatially defined operant in three pigeons. Measures included response rate, interresponse time, temporal control, and rate of obtained reinforcement. In one component of a multiple schedule immediate response feedback followed each response. In the other component no feedback was delivered. Reinforcement schedules were identical across components and included both VI and DRL schedules across a range of values of each. When the response was a spatially defined operant, response feedback tended to decrease response rates, and altered the shape of the IRT distribution by decreasing short IRTs and shifting the peak of the distribution toward longer IRTs, relative to the no feedback condition. Under some parameters of the DRL schedule, the rate of reinforcement was greater in the feedback component. |
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| Electrophysiology And Learning: Methodological Considerations, Experimental Results And Future Research |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 227 BC |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Jon Gretar Sigurjonsson (National University of Ireland, Galway) |
| Discussant: John W. Donahoe (Univ. Massachusetts/Amherst) |
| Abstract: Major advances are being made in uncovering the brain mechanisms of learning and complex behavior and interest in this area is growing within the behavior analysis community. The papers at this symposium will address a variety of topics ranging from methodological advances in the analysis of the EEG, to the identification of brain mechanisms which might shed light on the process of acceptance and to the brain activity that is thought to correlate with the recognition of conditioned reinforcers. The first paper contrasts and compares traditional spectral power analysis with the so called Individual Alpha Frequency method and why this new method should not be over looked by behavior analysts. The second paper will review the research linking the P300 wave to conditioned reinforcers and the efficacy of using rat P300 model to investigate learning processes using EEG and pharmacological manipulations. The third paper will present preliminary results of a protocol exploring potential neural correlates to acceptance cultivated by Acceptance and Commitment Therapy and how these results might serve in the development of a functional contextualistic neuroscience. |
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| Frequency vs. Power Analysis Of EEG Signals In The Analysis Of Stimulus Equivalence |
| JON GRETAR SIGURJONSSON (National University of Ireland, Galway), Denis P. O'Hora (National University of Ireland, Galway) |
| Abstract: Electrophysiological measurements have become a part of the repertoire of behavior analysts when analyzing the effects of reinforcement contingencies on human behavior. For the most part behavior analysts have used the event related potential (ERP) method to collect and analyze data but few researchers have analyzed EEG bands, a method which might be used to capture the formation of stimulus classes in the brain or identify brain states that precede stimulus class formation. It has been pointed out the band analysis method masks individual differences in electrophysiological activity and could serve to diminish visible biological effects of behavioral and cognitive tasks. A different way to analyze EEG bands is the Individual Alpha Frequency (IAF) method which uses individual participants frequency measures to gauge the brain activity and might be more attractive to behavior analysts than the band analysis. The strengths and weaknesses of each method will be discussed. |
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| The P300 Event Related Potential In Rats Is A Correlate Of Conditioned Reinforcement |
| WILLIAM D. KLIPEC (Drake University) |
| Abstract: The human P300 event related potential (ERP) is a trait marker for schizophrenia in human males and is thought to reflect an underlying cognitive process. Research in our laboratory has demonstrated a robust P300 ERP in rats, the amplitude of which is directly related to the acquisition, extinction and reacquisition of control by a discriminative stimulus. Additionally, we have shown that P300 ERP amplitude in rats is an incremental function of conditioned stimulus proximity to primary reinforcement in behavioral chains. We have also demonstrated robust P300 ERPs to stimuli predicting the occurrence as well as the omission of expected reinforcers. These findings support the hypothesis that the P300 is a correlate of the brain’s response to recognizing a conditioned reinforcer. The presentation will review this research and discuss the efficacy of the rat P300 model for investigating learning processes in unrestrained rats using electroencephalography and pharmacological manipulations. |
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| An exploration of acceptance related processes in presurgically implanted epileptic patients by means of real-time frequency-band analysis system |
| BENJAMIN SCHOENDORFF (Claude Bernard University, Lyon, France), Juan Vidal (Claude Bernard University, Lyon, France), Karim Jerbi (Claude Bernard University, Lyon, France), Philippe Kahane (Claude Bernard University, Lyon, France), Philippe Ryvlin (Claude Bernard University, Lyon, France), Lydie Cornu (Claude Bernard University, Lyon, France), Jean-Philippe Lachaux (Claude Bernard University, Lyon, France) |
| Abstract: The surgical treatment of patients with intractable epilepsy is preceded by a pre-surgical evaluation period during which intracranial EEG recordings are performed to identify the epileptogenic network and provide a functional map of eloquent cerebral areas that need to be spared to minimize the risk of post-operative deficits. A growing body of research based on such invasive recordings indicates that cortical oscillations at various frequencies, especially in the gamma range (40 to 150 Hz), can provide efficient markers of task-related neural network activity.
Using a novel real-time investigation framework for mapping human brain functions based on online visualization of the spectral power of the ongoing intracranial activity (Lachaux et al, 2008), we will present preliminary results of a protocol exploring potential correlates of acceptance related processes as cultivated by Acceptance and Commitment Therapy (Hayes et al 1999) and suggest possible ways in which such real-time brain imaging technology might both guide the cultivation of therapeutic processes such as acceptance (by means of neurofeedack) and serve in the development of a functional contextual neuroscience. |
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| Discounting |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 228 |
| Chair: Gabriel D Searcy (Western Michigan University) |
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| Effects of added cost on choice between high and low risk options: A dynamic analysis |
| Domain: Experimental Analysis |
| J. ADAM BENNETT (Western Michigan University), Gabriel D Searcy (Western Michigan University), Adam E. Fox (Western Michigan University), Cynthia J. Pietras (Western Michigan University) |
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| Abstract: Risky choice in adult humans was assessed in a task designed to approximate energy budget manipulations conducted with non-humans. Following each choice an amount of money was subtracted from earnings to model energy expenditures. The primary aim of the study was to determine whether the value of the cost affected risky choice. Subjects were presented with choices between high- and low-variance monetary options in blocks of five trials. Block earnings were added to session earnings only if a subject met the minimum earnings requirement. Each trial, a set amount was subtracted from subjects’ earnings when a trial choice was made. Cost was manipulated across conditions to generate positive and negative earnings budgets. Similar to previous earnings budget studies, risk sensitivity varied as a function of budget condition. That is, choice tended to be risk-averse under positive-budget conditions (no cost) and risk-prone under negative-budget conditions (moderate and high costs). Contrary to previous earnings budget studies, however, choice patterns were not reliably predicted by a dynamic (trial-by-trial) optimization model and the proportion of choices consistent with predictions differed across the two choice options. |
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| An Abbreviated Temporal Discounting Procedure for Calculating Discount Rate |
| Domain: Experimental Analysis |
| RICHARD YI (University of Arkansas for Medical Sciences), Jeffery Pitcock (University of Arkansas for Medical Sciences) |
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| Abstract: Temporal discounting refers to the reduction in the present subjective value (indifference point) of a delayed outcome as a function of the delay to that outcome. The dominant procedure is to obtain indifference points at each of 6 or 7 delays, and use these values to calculate a single discounting rate. The resulting number of trials leads to lengthy sessions where subject fatigue and ambivalence are of concern. The purpose of the present analysis was to determine if discount rates, equally precise, could be determined with fewer indifference points. In an analysis of temporal discounting data collected over numerous studies collecting 7 indifference points at delays between 1 day and 25 years, we comprehensively compared discount rates obtained from different combinations of fewer indifference points. This analysis indicates that the same discount rates obtained with 7 indifference points can be obtained with substantially fewer indifference points. This suggests that a substantially abbreviated temporal discounting procedure can be conducted without any loss in the precision of the discounting rate measure. We provide the conditions under which this abbreviation is possible. |
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| Probability Discounting in Humans: Hypothetical Versus Real Outcomes |
| Domain: Experimental Analysis |
| GABRIEL D SEARCY (Western Michigan University), Cynthia J. Pietras (Western Michigan University) |
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| Abstract: Three experiments investigated probability discounting in 18 adults with hypothetical or real outcomes. Experiment 1 used a Decreasing-Adjustment Algorithm (Du et al., 2002). Experiments 2 and 3 used a Double-Limit Algorithm (Richards et al., 1999). Experiment 3 included feedback (regarding average trial earning) after each session. Participants were given repeated choices between a large amount ($1.00) delivered probabilistically and a smaller amount delivered with certainty (e.g. $0.05). In hypothetical conditions, participants were paid a standard amount, whereas in real conditions, participants were paid the outcomes of their choices from a proportion of trials. A repeated measurements design was used and all participants were exposed to both hypothetical and real conditions. Hyperbolic discounting curves were fit to indifference points using h values. Experiment 1 h values were higher (and AUC values lower) in the Hypothetical condition than in the Real condition indicating that rates of discounting were different between real and hypothetical conditions. Experiment 2 and 3 h and AUC values were similar across conditions and showed no consistent difference between real and hypothetical conditions. These results suggest that the nature of the choice outcome may influence probability discounting, but that the effect may depend on the adjusting algorithm used. |
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| Supporting the Implementation of Evidence-based Practices: Technical Assistance, Monitoring and implementation fidelity |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 121 BC |
| Area: EDC; Domain: Service Delivery |
| Chair: Teri Lewis-Palmer (Independent Consultant) |
| Discussant: Cynthia M. Anderson (University of Oregon) |
| Abstract: In a recent article, Biglan and Ogden (2008) make the case that there is sufficient knowledge to produce significant positive outcomes on a large scale if evidence-based interventions were adopted and implemented. The difficulty lies in the lack of knowledge about how to influence organizations to adopt and implement evidence-based interventions. The question is how do we transport our scientific knowledge base to practice settings without losing the power of the intervention. The research to practice gap is more than having evidence-based practices available. Krachtowill, Albers, & Steele Shernoff (2004) indicate that practice sites are challenged by cumbersome organization, lack of skills and resources and limited emphasis on prevention. Furthermore, Fixsen and colleagues (2005) have suggested that sustainability is a function of how well adoption and implementation has been handled. This symposium focuses on adoption and implementation of evidence-based practices. Each of the three presentations will present a different aspect of practice site implementation including building training and technical assistance into existing local resources, establishing monitoring systems that are reliable and accessible and using fidelity of implementation to increase accuracy and sustainability of practitioner efforts. |
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| Foundations of implementation: Establishing and maintaining systems for higher level implementation of evidence based practices |
| R. KENTON DENNY (Louisiana State University) |
| Abstract: One of the greatest challenges for going to scale with evidence based practices is the ability to establish and maintain fidelity implementation across distances and time. In this presentation we will look at the factors to be considered in the design of large scale systems of implementation especially as it relates to the implementation of behavioral support practices. Supporting practices and challenges will be identified for both universal and targeted group interventions. Efforts to integrate fidelity of implementation measures within state level compliance and school performance monitoring will be presented. |
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| Reliability of Behavior Ratings for Daily Behavior Report Cards |
| MACK D. BURKE (Texas A&M University), Kimberly Vannest (Texas A&M University) |
| Abstract: Daily behavior report cards (DBRCs) have long been used in Applied Behavior Analysis as illustrated in the seminal study by Bailey, Wolf, and Phillips (1970) on the use of daily behavior report cards, home-based reinforcement, and problem behavior. DBRCs continue to be a user friendly approach to (a) communicating with parents, (b) documenting intervention effects, (c) anchoring contingencies, and (d) progress monitoring IEP goals and objectives. DBRCs may be used for progress monitoring of individual goals and objectives for students with disabilities or for monitoring progress toward meeting school expectations. DBRCs can be embedded into check in/out programs, reinforcement programs, and behavior intervention plans. In this presentation, we will review initial results of the reliability of a categorical rating approach that represents a hybrid between direct observations and traditional behavior rating scales. |
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| The Importance of Fidelity Measurement to Interpret Intervention Results and Improve Implementation |
| SHANNA HAGAN-BURKE (Texas A&M University), Eric Oslund (Texas A&M University), Melissa Fogarty (Texas A&M University), Caitlin Johnson (Texas A&M University) |
| Abstract: Well designed measures of implementation fidelity provide vital data for informing educational research and practice. This session will present the fidelity measures used in an early reading intervention study and describe how those data were used to (a) capture the differences and samenesses between experimental and comparison conditions and (b) determine formative feedback for interventionists delivering an early reading intervention to kindergarteners at-risk for reading problems. Observation measures were developed for both the intervention and comparison conditions. These protocols were designed to document the extent to which fundamental intervention elements were delivered (intervention version) and evaluate the quality of instructional delivery (intervention and comparison versions). The protocols also allowed observers to document the extent to which students attended to instruction and refrained from problem behaviors. These fidelity data provided a context for interpreting intervention results and helped researchers isolate the intervention features required for student success |
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| Three Experimental Studies of Interventions for Strengthening Stimulus Control in Reading Fluency and Word Reading |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 121 A |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Kristi L. Hofstadter (University of Nebraska- Lincoln) |
| Discussant: Mark D. Shriver (Munroe-Meyer Institute) |
| Abstract: In this symposium, three studies will be presented which investigated a variety of intervention strategies for improving the reading fluency and word identification of elementary school students. In the first study, three sight word acquisition interventions consisting of either individual or combined flashcard and modeling components were compared using a multielement design. Findings examining data to be collected will be presented and discussed. In the second study, the effects of a peer-mediated reading fluency intervention derived from brief experimental analysis results were examined across curriculum passages. Results demonstrated large improvements in reading fluency upon intervention implementation across passages, as well as maintenance of effects after intervention removal. In the third study, the effects of two interventions, Replacement Repeated Reading (RRR) and Repeated Reading (RR), for improving acquisition and maintenance of unknown words were compared using a parallel treatments design. The two reading interventions both utilized repeated opportunities to respond during reading instruction. However, RRR progressively introduced a consistent, pre-determined number of error words within the same passage across presentations, whereas RR introduced error words within separate passages. The results of data to be collected will be presented and implications discussed. |
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| Stimulus Control of Word Reading: An Investigation of Combined Effects of Isolated Training and Modeling |
| MELISSA N. ANDERSEN (University of Nebraska-Lincoln), Edward J. Daly III (University of Nebraska-Lincoln) |
| Abstract: Reading is a critical skill, which prevents academic and behavioral problems; yet many children struggle with learning to read. Training in isolation using flashcards has been shown to bring word reading under stimulus control prior to introduction to the natural context (e.g., connected text). Additionally, modeling is an evidence-based strategy to enhance stimulus control of word reading in connected text (e.g., oral reading fluency). Yet, the combined effects of training sight words in isolation and modeling word reading in connected text on sight word identification have yet to be investigated. Using a multielement design, the current study will investigate the differential effects of three treatments, (1) a treatment package combining research-proven flashcard and modeling techniques, (2) modeling alone, and (3) antecedent flashcard presentation, on sight word acquisition. Participants consisted of four students attending an urban Midwestern elementary school. Data to be collected on number of sight words gained across conditions will be presented. Results will be discussed in terms of the treatment elements that may enhance stimulus control of word reading in connected text. |
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| Reading Friends: A Peer-Mediated Reading Fluency Intervention |
| KRISTI L. HOFSTADTER (University of Nebraska- Lincoln), Edward J. Daly III (University of Nebraska-Lincoln) |
| Abstract: Although behavioral consultation is frequently employed in school settings to derive effective academic interventions, the identified treatments can often be time consuming for teachers, posing a potential threat to treatment integrity and acceptability. Peer-mediated treatments provide a promising alternative to traditional teacher-directed interventions. Throughout the behavioral consultation process, an individualized peer-mediated reading fluency treatment was developed and implemented. Data gathered throughout the consultation process, as well as a brief experimental analysis, were employed to design a reading intervention consisting of listening passage preview, repeated reading, error correction, and contingent reinforcement. The identified reading package was delivered by a fluent classroom peer (i.e., at or above grade-level Dynamic Indicators of Basic Early Literacy Skills oral reading fluency benchmarks). A multiple-probe design across curriculum-derived passages was employed to evaluate the effects of the peer-delivered intervention on the reading fluency of one first grade student. Results indicated that the student read with increased fluency and accuracy upon intervention implementation across all six passages. Fluency improvements were also maintained for all passages upon withdrawal of treatment. Discussion will focus on the use of experimental analysis to develop peer-tutoring interventions, implementation considerations across change agents, and directions for future research. |
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| Replacement Repeated Reading: An Intervention for Increasing Word Acquisition and Reading Fluency |
| SARA S. KUPZYK (University of Nebraska-Lincoln), Edward J. Daly III (University of Nebraska-Lincoln) |
| Abstract: Interspersal training has been found to facilitate acquisition of a variety of stimuli in academic settings. Additionally, findings indicate students prefer interspersal training when given a choice. However, interspersal training has not been applied to word acquisition in text reading. In this study, using a parallel treatments design, a traditional repeated reading (RR) program is compared to replacement repeated reading (RRR). Elementary students were exposed to both programs which involved replacing known words in a passage with unknown words. In the RRR program, the same passage was used across stimulus sets (i.e., previously unknown words remained in the passage while known words were replaced) to increase opportunities to respond to new words and to decrease student effort in passage reading. In the RR program, a new passage was used for each set of stimuli. Data to be collected on acquisition and maintenance of previously unknown words in each treatment will be presented. Results will be discussed in terms of the treatment elements that appear to improve acquisition and maintenance of new words through in-text reading. Additionally, future classroom applications and considerations for use of the intervention with students with behavioral problems will be discussed. |
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| Science Board Translational Series: Lessons of Stimulus Relations Research for Creating Lessons for Sophisticated Learners |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 122 BC |
| Area: EDC/EAB; Domain: Applied Behavior Analysis |
| Chair: Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: Basic research on stimulus equivalence and other stimulus relations shows how teaching a few things can create a variety of untaught abilities -- a finding that should be of special interest in education, where a lot must be taught using very limited time and effort. This session will focus on applying principles that were derived from the basic laboratory to the development of instruction for sophisticated adult learners (college students). Each presenter will briefly survey selected basic research and theory, and discuss how those it may be used to create lessons that generate more abilities than are directly taught. Each presentation will showcase selected applied research findings that illustrate the operation and effectiveness of the resulting instruction. |
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| Examining the Generalization and Retention of Equivalence Relations
Consisting of Course Content in the Undergraduate Rehabilitation Services
Major |
| RUTH ANNE REHFELDT (Southern Illinois University), Brooke Diane Walker (SIU Carbondale), Yors A. Garcia (Southern Illinois University) |
| Abstract: This presentation will report two experiments in which the stimulus
equivalence instructional protocol was implemented to teach the basic
concepts in two undergraduate rehabilitation courses. In the first
experiment, an automated protocol was used to establish three, 4-member
classes between stimuli related to single-subject methodology. Stimuli
included the names of the design, representative graphs, definitions, and
clinical vignettes in which the use of a particular design as an evaluation
technique would be appropriate. Generalization of the relations to novel
clinical vignettes was examined, as was the retention of the derived
relations at least one month following their original laboratory experiment.
In the second experiment, a paper-and-pencil format was used to establish
relations between disability names, causes, definitions, and common
treatments. Experimental performance was correlated with class performance,
and long-term retention was also examined. Results suggest that the
stimulus equivalence protocol may be an efficient means of facilitating
student achievement of basic course objectives, and the relations may be
remarkably stable over time. |
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| Generalization, Perceptual Classes, and Equivalence Classes: Their Intersection and Applications |
| LANNY FIELDS (Queens College, CUNY), Patricia A. Moss (The Graduate Center of CUNY) |
| Abstract: Equivalence classes can be used as models of meaningful informational networks that include perceptually disparate stimuli all of which can be used interchangeably. An example would be the words DOG and PERRO, and the picture of the family dog called Clarence. The class then is composed of singular stimuli. In contrast, all stimuli encountered in actual settings will be perceptual variations of these prototypical stimuli that are the members of the above mentioned equivalence class. To be of real world utility, however, perceptual variants of each of these terms in the equivalence should also be interchangeable with the class members. Further, if a response is learned in the presence of one of the class members, it should be evoked by all of the members of the basal class and all of the perceptual variants of those class members. These induction of these performances will be considered by integrating current knowledge of stimulus generalization, the relationship of broad generalization gradients to perceptual classes, and the linkage of perceptual classes and equivalence classes. These topics will be considered in the presentation with relevant information drawn from the basic research and applied behavioral domains. |
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| Using Contextual Control to Promote “Conditional Reasoning” in Hypothesis Decision Making |
| THOMAS S. CRITCHFIELD (Illinois State University), Daniel Mark Fienup (The May Institute) |
| Abstract: Most academic abilities require a degree of "conditional reasoning,” that is, concepts apply only under some circumstances. We will briefly survey the phenomenon called contextual control, in which a stimulus participates in multiple equivalence classes in different contexts. We will proceed to show how this phenomenon shaped the development of equivalence-based lessons to teach undergraduate research methods students about the role of statistical inference in hypothesis decision making. Both laboratory and field research show that the lessons succeed in creating “conditional reasoning” and that the resulting abilities expand in predictable, untaught ways. We will also consider whether the stimulus control literature suggests better ways to accomplish the same outcomes. |
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| Web-Based Accelerated Acquisition of Complex Mathematical Relations:
An Artificial Neural Network Approach |
| CHRIS NINNESS (Stephen F. Austin State University), Jennifer McGinty (Stephen F. Austin State University), Robin Rumph (Stephen F. Austin University), Glen L. McCuller (Stephen F. Austin State University), Sharon K. Ninness (Nacogdoches ISD) |
| Abstract: We are developing and deploying a series of web-interactive construction-based / selection-based software systems addressing a wide range of math skills, including trigonometric identities, inverse trigonometric functions, and various types of multivariate statistical relations. As training progresses, our neural network architecture identifies (and allows us to remediate) mathematical error patterns that may occur during our online training. Outcomes suggest that mathematically inexperienced students are capable of acquiring extremely large, complex, and multifaceted abstract concepts rather efficiently when exposed to these online procedures. In this presentation, we will illustrate several of our recently developed web-based training protocols. Moreover, we will describe the respective histories of selection-based responding and construction-based responding and demonstrate how both types of preparations can be employed symbiotically across and within studies. |
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| Out of the Nest - New CABAS®/AIL Initiatives: Start-up Applications of Teaching as Applied Behavior Analysis in University and School Based Settings. |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 122 A |
| Area: EDC/TBA; Domain: Applied Behavior Analysis |
| Chair: Dolleen-Day Keohane (Columbia University Teachers College & CABAS) |
| Discussant: Denise O'Sullivan (Teachers College, Columbia University) |
| Abstract: CABAS®/AIL University and school based programs have been in place since 1981. The applied behavior analysis program in teacher education at Columbia University Teachers College has provided both Masters and PhD students with learning opportunities at the University level through coursework and at the school level through University sponsored mentored internships. Those internships include in situ training by mentors with high levels of expertise in the applied and basic sciences. This symposium will focus on three new university and school based initiatives that include early components of the CABAS®/AIL systems approach to education in both public and private school settings. The new programs are at varying distances from the Columbia University Teachers College nest and represent early start-up efforts to expand the scope of teaching as applied behavior analysis. Data based measurement of the progress of the components of the programs, in general, and the acquisition of the learning objectives by the students’ will be discussed, as well as proposals for current programs and subsequent new initiatives. |
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| Bringing a Start-up Program based on Teaching as Applied Behavior Analysis to a Public School District in Louisiana |
| DOLLEEN-DAY KEOHANE (Columbia University Teachers College & CABAS/AIL) |
| Abstract: The Accelerated Independent Learner (AIL) Model of Teaching and Learning has been in place in a general education setting in New Jersey since 2005, and in a pre-school setting in New York for the last six years. AIL is a CABAS® general education initiative and includes the following components: a) graduate level university programs in Teaching as Applied Behavior Analysis (TABA), b) associated internship placements for MA level students enrolled in the university program, and c) university trained in situ mentors who maintain an ongoing relationship with the university training program. In situ training is a hallmark of CABAS®/AIL programs and is accomplished through a mentoring system based on levels of complexity of verbal behavior analysis. On-going opportunities for the attainment of CABAS® Board certified ranks are in place for teaching, mentoring, research, and scholarship, thereby, providing a data based measure of expertise as conceptualized through a pyramid of competencies. The start up efforts and early results of the application of an Accelerated Independent Learner (AIL) initiative in Louisiana will be discussed and analyzed. Early implementation data will be presented and evaluated in terms of projections for future planning. |
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| The Effects of Peer Administered TPRAs in Inclusive Classrooms by Support Staff on the Performance of the Support Staff in Self-Contained Classrooms. |
| GRANT GAUTREAUX (Nicholls State University) |
| Abstract: CABAS is a behavioral model of schooling drawing on 1) other behavioral models of schooling, 2) tactics and strategies from the applied and experimental branches of behavior analysis, 3) epistemology of behavioral selectionism, 4) research on CABAS components, and 5) demonstration applications to several schools. These components are applied to all areas of schooling including the students, parents, teachers, supervisors, and the University training program. Research in behavior analysis suggests a common set of effective teaching strategies. These strategies and CABAS components are demonstrated in certified CABAS schools and in public school systems. The following is a data presentation showing the effects of implementing one of these components of the CABAS model in a public school system special education self-contained classroom. While much research has been conducted on the efficacy of the Teacher Performance Rate and Accuracy scale (TPRA) administered by supervisors who are “token holders” for teachers, to date no one has investigated whether similar results would be realized if staff were taught to peer administer the measure outside of their classrooms and the subsequent effect on their teaching within their classrooms. The results are reported as a function of the relationship between improving teaching performance and student outcomes. |
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| An Analysis of the Verbally Mediated Responses of Teachers and Teaching
Assistants in a CABAS Component School |
| KATHERINE M. MATTHEWS (The Faison School for Autism), Maureen A. Conroy (Virginia Commonwealth University), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: Pedagogy is a term traditionally used to describe methods of teaching. In
CABAS programs, pedagogy occurs when a student responds to a teacher's
presentation of instruction and continues when the teacher then responds
to the student in ways that produce a targeted outcome. A teacher working
from this platform is focused on relating scientific knowledge to
instructional practice. The level of analysis used to tact student
learning problems and to choose appropriate teaching strategies
encompasses the verbally-mediated teaching repertoire. The Faison School
in Richmond, Virginia has been working to develop this area of expertise
in its teaching staff and will share the results of an analysis of this
process and tactics to increase the correct verbally mediated responses of
its teachers. We will present data on the verbally mediated responses of
teachers and teaching assistants at the school and a discussion will be
provided on how these behaviors relate to student outcomes, teacher
training, and teacher expertise. |
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| The CABAS Accelerated Independent Learner Model of Education Procedures and Outcomes of Year 4 |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 129 B |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| Chair: Janet C. Solorzano-Correia (Teachers College, Columbia University) |
| Abstract: We present four papers describing publicly-funded regular education classes based entirely on teaching as applied behavior analysis for grades 1, 2, 3, and 4 (CABAS® Accelerated Independent Learner Model for regular education). We identify the components of the model and the outcomes according to standardized tests and direct measures of achievement of educational standards. These papers catalogue the tactics and curricula, verbal developmental interventions for different grade levels and capabilities that include pre-listener-pre-speaker, speaker-listener, reader-writer, readers as self-editors, self-management and academic literacy tactics. We will present various methods of teaching curriculum such as choral responding, model learn units, response board learn units, namer learn units and short lecture learn units. We also discuss
tactics and procedures that resulted in academically successful inclusion for children with autism and English Language Learners. These components include procedures used to induce new verbal capabilities or behavioral cusps. In turn, students could learn in ways they could not learn before. |
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| The Identification of Components of Successful Inclusion for Children with Autism. |
| ALISON CORWIN (Teacher's College, Columbia University) |
| Abstract: We shall describe the verbal developmental capabilities, observational learning capabilities, and academic prerequisites that were associated with the successful inclusion of the students with autism in the Accelerated Independent Learner classroom. The children were prepared for the inclusion class by receiving instruction in a CABAS self-contained class for one or more years (i.e., preschool and kindergarten). Some developmental capabilities were induced prior to inclusion while some were done during inclusion. All of the children had strong reading, math, or reading and math that they were taught prior to their inclusion. The effectiveness of scientific protocols to induce certain verbal developmental capabilities appears to predict some aspects of effective inclusion. |
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| Tactics, Developmental Protocols and Curricula Used in the First Grade Class |
| JANET C. SOLORZANO-CORREIA (Teachers College, Columbia University), Sarah E. Orlans (Columbia University Teachers College) |
| Abstract: We describe the research-based tactics used in the first grade class according to the most common tactics and the tactics used for learning problems by various children. We also describe the functional curricular components and the structural components built around international educational standards. Finally we describe the developmental protocols used to induce new learning and verbal capabilities. |
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| Accelerated Independent Learning in the Second Grade |
| SHARLENE JOO (Teachers College, Columbia University) |
| Abstract: We describe the academic and self-management tactics, verbal developmental protocols, and curricula that were used as we continued to teach the students as readers/writers and observational learners in the second grade. Through model, observational, choral responding, response board, and namer learn units we prepare the students for the third grade. |
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| Continuing to Accelerate Independent Learning in the Third Grade and Fourth Grade |
| KIMBERLY M. LAKE (Columbia University Teachers College), Petra Wiehe (Teachers College Columbia University), Samara Cohen (Teachers College, Columbia University), Samantha G Brodlieb (Teachers College, Columbia University) |
| Abstract: We describe the self- management and academic tactics, verbal development protocols, and curricula that were used as we continued to teach the children in the third and fourth grade and prepare them for fourth grade. We focus on extending reader and writer capabilities through the use of choral responding, response boards, namer learn units and introducing short lecture learn units. In this year we emphasize improving reading capabilities and vocabulary for English Language Learners through phonetic awareness protocol and rapid expansion of tacts through direct contact with learn units, aesthetic and technical writing, implicit and explicit comprehension and learning by exposure building on the students' naming capabilities. |
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| The Assessment of Basic Learning Abilities (ABLA): Thirty years in the development of a Clinical and Research Tool. |
| Saturday, May 23, 2009 |
| 3:00 PM–3:50 PM |
| West 301 CD |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Christina A. Weise Default (Southern Illinois University Carbondale) |
| Presenting Authors: : W. LARRY WILLIAMS (University of Nevada, Reno) |
| Abstract: A ubiquitous feature of a behavior analytic approach to the measurement and manipulation of learning is the concept of discrimination. Much of the behavior analytic literature on learning and behavior change in general is presented in terms of simple discrimination tasks and more complex “conditional” discrimination tasks. It has been assumed that more complex, conditional discriminations represent performance that is more “difficult” than simple discrimination tasks.
The ABLA is a table top testing protocol that assesses an individual’s performance on 6 types of discriminations: a simple motor task, a visual position discrimination, a simple visual discrimination, a conditional visual discrimination(match-to-sample), a simple auditory discrimination, and a conditional auditory-visual discrimination. Thirty years of research has indicated that these discriminations are hierarchical in difficulty, predict testability on standard intelligence tests, are predictive of daily living skills, and may be pre-requisite for cross-modal equivalence formation and relational framing. As such the ABLA can be considered a basic tool for clinicians and researchers interested in learning, behavior function, preference assessments, language acquisition, social skills and many other performances. The objective of this tutorial is to allow more behavior analysts to become aware of this amazing clinical and research instrument.
Wilfred Lawrence Williams Ph.D., C., Psych., B.C.B.A. Having graduated in 1977 from the University of Manitoba, Canada, In 1978, Dr. Williams and 2 prominent Brazilian Psychologists designed the first Masters Degree program in Special Education in South America at the Federal University at Sao Carlos. Dr. Williams was its chair from 1979-1981. In 1985 Dr. Williams became the director of the Agency Behavioral Consultation Services and subsequently Director of the Family and later the Community Behavioral services at Surrey Place Centre, Toronto Canada. In 1994, Dr. Williams accepted his current position at the University of Nevada, Reno where he teaches at both the undergraduate and graduate levels, directs a community program for adults with Intellectual disabilities, consults to service agencies, provides a service for children with Autism, and maintains an active basic and clinical research laboratory. Dr. Williams served as Associate Chair of the Psychology Department and has now assumed the duties of Director of the UNR graduate Behavior Analysis Program. A Board Certified Behavior Analyst and a registered Psychologist in Ontario, Canada, he was the founder of the Ontario Behavior Analysis Association, a founding member of the Manitoba Behavior Modification Association, and the Founding President of the Nevada Association for Behavior Analysis. |
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| W. LARRY WILLIAMS (University of Nevada, Reno) |
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| SQAB Tutorial: Dynamics of Choice |
| Saturday, May 23, 2009 |
| 3:00 PM–3:50 PM |
| North 120 D |
| Area: EAB/TPC; Domain: Experimental Analysis |
| BACB CE Offered. CE Instructor: Jason Bourret, Ph.D. |
| Chair: Michael C. Davison (University of Auckland) |
| Presenting Authors: : WILLIAM M. BAUM (University of California, Davis) |
| Abstract: This tutorial examines the centrality of choice to the understanding of behavior. By re-examining the concept of reinforcement and relating it to behavioral allocation, the dynamics of choice may be seen as the process of shifting allocation. Skinner’s assertion that the law of effect is not a theory was correct, even if his theory of reinforcement was incorrect. Research of the last forty years suggests that the events called “reinforcers” affect behavior in two ways: induction and contingency. Reinforcers induce activities related to them by life history or phylogeny, and reinforcers add value to the situations in which they occur. By linking particular activities with particular results, contingencies both constrain behavior change and add value to those activities. Seen this way, the dynamics of choice may be construed as optimization, a tendency to move toward the highest value possible. These dynamics may be seen sometimes on a short time scale and sometimes on a longer time scale. Some recent research by Davison and Aparicio and myself, as well as some earlier experiments, support these ideas.
William M. Baum received his A.B. in psychology from Harvard College in 1961. Originally a biology major, he switched into psychology after taking courses from B. F. Skinner and R. J. Herrnstein in his freshman and sophomore years. He returned to Harvard University for graduate study in 1962, where he was supervised by Herrnstein and received his Ph.D. in 1966. He spent the year 1965-66 at Cambridge University, studying ethology at the Sub-Department of Animal Behavior. From 1966 to 1975, he held appointments as post-doctoral fellow, research associate, and assistant professor at Harvard University. He spent two years at the NIH Laboratory for Brain, Evolution, and Behavior, and then accepted an appointment in psychology at University of New Hampshire in 1977. He retired from there in 1999. He currently has an appointment as Associate Researcher at University of California – Davis and lives in San Francisco. His research concerns choice, molar behavior-environment relations, foraging, and behaviorism. He is the author of a book, Understanding Behaviorism: Behavior, Culture, and Evolution. |
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| WILLIAM M. BAUM (University of California, Davis) |
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| Conceptual Issues in the Analysis of Verbal Behavior |
| Saturday, May 23, 2009 |
| 3:00 PM–4:20 PM |
| North 127 |
| Chair: Robert Dlouhy (Western Michigan University) |
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| An analysis of English language articles and determiners |
| Domain: Theory |
| ROBERT DLOUHY (Western Michigan University) |
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| Abstract: Learners of the English language often have difficulty becoming accurate and consistent in their use of articles, since the semantic and pragmatic factors that control article usage are complex. This complexity makes teaching this area of English structure challenging and often frustrating for both the teacher and learner. This paper will provide an interpretation of English articles by taking a behavior-analytic viewpoint on how they operate.
Behavior-analytic treatments of language began with Skinner’s Verbal Behavior in 1957, but have since been greatly extended by Sidman’s work on equivalence responding in the 1980s and Hayes’s work in relational framing in the 1990s. This paper will take current descriptions of article usage such as those found in Biber, et.al. (1999), Carter and McCarthy (2005), and Celce-Murcia and Larson-Freeman (1999) and interpret them in contemporary behavior-analytic terms. Specifically, noun phrases will be interpreted as as intraverbal and autoclitic response frames that have slots for response classes (known as determiners) controlled by referential relations.
This treatment will be theoretical, but will inform instructional designers and teachers on effective strategies for teaching English articles. |
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| Verbal Behavior and the Search for a Unit. |
| Domain: Theory |
| JOHN H. MABRY (none) |
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| Abstract: The unit of verbal behavior— the verbal operant is defined as a class of responses of identifiable form functionally related to one or more controlling variables, which Chomsky (1959) called "…so vague and subjective that it does not really contribute …."
However, more traditional notions of proper units have not fared well. Lashley challenged a traditional notion of sensory-motor chains in speech and other rapid movements. He describes the “…finger strokes of a musician… which call for a definite and changing order of successive finger movements.” Empirical studies using blocking of various forms of afferent stimulation, intense delayed auditory feedback, and observations of the recently hearing impaired, failed to reveal the role of feedback in rapid, skilled speech.
Linguistic units such as the phoneme have been challenged as not being " discrete, static and context-free " as usually thought. The early development of children's speech has revealed that many early utterances were large "unanalyzed" chunks with only a intonational resemblance to speech and may continue well into its segmentation into 'words.'
The contributions of phonology, neurophysiology, experimental psychology and developmental psycholinguistics and Skinner's notion of functional unity and functional units will be discussed. |
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| Generic and Metaphorical Extensions – a Brief Tutorial. |
| Domain: Theory |
| JOHN H. MABRY (none) |
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| Abstract: Many metaphors have been useful in the progress of the sciences; light as waves, or particles, atoms as raisin cookies or as planetary objects, electricity as current, pressure and resistance. Many have heuristic value in portraying an invisible subject matter as an analog of more substantial events.
Metaphor has been treated largely in the province of literature as a special human capacity, as an essence, or as an explanation or cause of especially human behavior. Modern treatments such as those by Lakoff & Johnson ("Metaphors We Live by") present metaphor as an energizing force.
Skinner, is largely alone in treating metaphor and related phenomena as behaviors and as objects of a natural science and as a result of the similarity and the reinforcing practices of the community. His distinctions contrast what he calls 'generic extension' which leads to the expansion of a stimulus class (in calling a new kind of chair, a chair) and metaphorical extension. He recognizes that some metaphors have become standard responses over time, and not seen as metaphorical extensions.
We will examine Skinner's examples of metaphorical extensions of the past and some of possible stimulus conditions giving rise to them. |
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| Motivational Interviewing: Humanistic and Behavioral Perspectives |
| Saturday, May 23, 2009 |
| 3:30 PM–4:20 PM |
| West 301 AB |
| Chair: Jonathan W. Kanter (University of Wisconsin, Milwaukee) |
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| Motivational Interviewing: Humanistic and Behavioral Perspectives |
| WILLIAM R. MILLER (The University of New Mexico) |
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| Abstract: The efficacy of motivational interviewing (MI), first described in 1983, has been examined in over 180 randomized trials. MI has been conceptually rooted in the humanistic psychotherapy of Carl Rogers, but behavioral explanations are also feasible. In this address, Bill Miller describes how MI first emerged, and its particular focus on client language as a precursor of behavior change. Behavior analysts are invited to contribute to our understanding and refinement of the mechanisms by which MI affects treatment outcomes.
Dr. William R. Miller is Emeritus Distinguished Professor of Psychology and Psychiatry at the University of New Mexico, where he joined the faculty in 1976 after receiving his Ph.D. in clinical psychology from the University of Oregon. He served as Director of Clinical Training for UNM's APA-approved doctoral program in clinical psychology and as Co-Director of UNM's Center on Alcoholism, Substance Abuse and Addictions (CASAA). His publications include 40 books and over 400 articles and chapters. Fundamentally interested in the psychology of change, he has focused in particular on the development, testing, and dissemination of behavioral treatments for addictions. The Institute for Scientific Information lists him as one of the world's most cited scientists. |
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| Naturalistic Teaching Strategies to Teach Social Skills to Children with Autism |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 120 BC |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Marjorie H. Charlop-Christy (Claremont McKenna College) |
| Abstract: One difficult problem when treating children with autism is the population’s failure to develop functional skills. Although children with autism might acquire skills in the training environment, limited maintenance and generalization often means that these skills are not being used when it matters most: in the children’s natural environments, under naturally occurring situations. Naturalistic teaching strategies (NaTS) were developed to address the need to facilitate skill acquisition while promoting generalization in natural environments. The research presented in this symposium highlights the ease with which components of NaTS can be successfully applied to a variety of both treatments and target skills. The first study compared a structured prompt fading technique with a naturalistic intervention when teaching spontaneous eye contact to children with autism. In the second study, NaTS were used with siblings of children with autism to target joint attention. The third study used video modeling to teach a variety of social skills to children with autism. Lastly, the fourth study used a picture communication system to teach requesting behaviors to nonverbal children with autism. All four studies support the application of NaTS to a variety of interventions for children with autism, especially when addressing functional skills. |
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| Teaching spontaneous eye contact to children with autism: Comparing naturalistic and prompting teaching programs. |
| ALISSA GREENBERG (Claremont Graduate University), Marjorie H. Charlop-Christy (Claremont McKenna College) |
| Abstract: Children with autism demonstrate deficits in eye contact, contributing to overall impairments in social interactions. Although previous research has demonstrated that children with autism can learn to make eye contact, the procedures used in these studies have been limited. The present study advances the literature in this area by comparing two frequently used interventions for teaching spontaneous eye contact: 1) a naturalistic teaching program that does not use prompts and 2) a prompting program that uses verbal prompts and prompt fading techniques. Preliminary results suggest that children in both conditions learn spontaneous eye contact. Furthermore, although children consistently generalize spontaneous eye contact across people, generalization across situations (i.e. to greetings and free play sessions) is limited. Results are discussed in relation to the potential problems associated with prompt dependency when targeting spontaneous behaviors. |
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| Teaching Joint Attention to Children with Autism through a Sibling- Mediated Behavioral Intervention |
| SUZANNAH J. FERRAIOLI (Rutgers University), Sandra L. Harris (Rutgers, The State University of NJ) |
| Abstract: Severe deficits in socialization are intrinsic to the diagnosis of Autism Spectrum Disorders. A specific deficit in joint attention has been identified in this population; it appears to be universal and pivotal to the development of more complex social skills and language. Behavioral interventions targeting joint attention are evidenced to be effective in teaching these skills to young children with autism, but these treatments have traditionally been implemented by adults. In the present study three typically developing children were trained to implement a joint attention intervention to their siblings with autism. Gains in responding to joint attention were observed for all three targets; gains in initiations were observed in two targets. These differential results provide information about merits of conceptualizing joint attention as a set of specific skills rather than an individual construct. Siblings found the treatment to be acceptable, and parent ratings indicated high satisfaction with the procedures. The implications of these findings for treatments targeting joint attention and for siblings as interventionists are discussed. |
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| Teaching Social Skills to Children with Autism with Social Stories and Video- Modeling: An Alternating Treatments Investigation |
| SARA J GERSHFELD (Scripts College), Debra Berry Malmberg (Claremont McKenna College) |
| Abstract: Video Modeling has a great deal of research validating its use in behavioral treatment of children with autism (e.g., Charlop-Christy, Le & Freeman, 2002), whereas sound research studies on Social Stories are lacking. In the current study, an alternating treatment design with the additional control of a multiple-baseline design was used to compare the two interventions in teaching social skills to children with autism. The study assessed each child's individual needs and targeted specific social skills using the Video Modeling or Social Stories intervention. Video Modeling, which is based on the visual strengths of children, consisted of sessions where the child watched the video, then was observed to see if they engaged in the target behavior displayed in the video. The effectiveness of social stories was assessed after the child listened to the story, then was observed in a natural play setting to see if they engaged in the behavior described by the story. Results showed that Video Modeling resulted in faster acquisition of social skills than Social Stories and also showed positive findings of maintenance and generalization. Interobserver agreement was greater than 80%. Results discuss the importance of using empirical-validated procedures with children with autism. |
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| A Visually Based Naturalistic Communication Intervention for Nonverbal Persons with Autism |
| GINA T. CHANG (Claremont Graduate University), Marjorie H. Charlop-Christy (Claremont McKenna College) |
| Abstract: Six nonverbal children with autism were taught to request six items using a visually based communication program. All participants met criterion during training and demonstrated generalization of target requests to their primary caregivers. In addition participants demonstrated generalization across additional stimuli, settings and persons. The results of the present study suggest a promising model of teaching augmentative and alternative communication to nonverbal children with autism. There are a number of components to the model that we hypothesize are responsible for the success of the intervention. Primarily, the intervention was implemented using a naturalistic strategy, Multiple Incidental Teaching Strategies (MITS). Multiple Incidental Teaching Strategies are characterized by implementation in the natural environment, child-directed interactions, the use of natural reinforcers, and the incorporation of rehearsal trials after the initial teaching has occurred (Charlop-Christy, 2008). In accordance with previous research that has implemented MITS (Charlop & Berquist, 2007; Charlop-Christy & Carpenter, 2000), this present study demonstrated high rates of acquisition and generalization for all six participants. This result supports the shift in the literature suggesting that more trials and a more structured environment do not equate to improved learning in children with autism (Delprato, 2001). |
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| Improving Social Interactions in Children with Autism: Clinical Applications of the “Conversation Box” |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 124 B |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: David M. Corcoran (Beacon Services) |
| Discussant: Matthew Howarth (BEACON Services) |
| CE Instructor: Katherine A. Johnson, M.A.. |
| Abstract: Challenges in initiating, responding, and maintaining social language are one of the defining characteristics of PDD/autism. Visual supports such as the Picture Exchange Communication System (PECS), Frost & Bondy, (1994), have resulted in the acquisition of functional communication skills. In addition, these procedures have been shown to have positive collateral effects on the production of speech in many children. However, when speech emerges, for some children the speech may be limited to the use of mands and tacts. There is a critical need to expand the use of procedures used in language development for children with autism and other disabilities to teach and maintain intraverbal language. This symposium examines the use of a “conversation box” (Hahn, Filer, & Ross 2008) to support social interactions between children with PDD/ASD in a range of education settings. The interventions in this symposium took place in early childhood education settings, elementary schools and in middle school classrooms. Strategies for incorporating typically developing peers in to the conversation box routines, as well as procedure for fading materials to minimize intrusiveness in public school settings are also reviewed. |
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| Social/Verbal Interaction between Children with PDD and Typical Peers |
| DAVID M. CORCORAN (Beacon Services), Stephanie Beard (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many children with ASD demonstrate significant difficulty in production and fluent use of social language (Ricks & Wing, 1975). However, the use of a “conversation box” has been shown to support the acquisition and spontaneous production of social language (Hahn, Filer and Ross, 2008). The current study assessed the effects of visually cued conversation starters (asking a question and making a statement) as well as topic maintainers (answering a question and returning a comment), through the use of a conversation box, to support production of social language responses, in 5 elementary age children and 1 middle school child, with PDD, with their typical peers. The material used within this study was unique in that it incorporated a physical exchange, which assisted topic maintenance and shifting. When criterion for learning was met, generalization of social and verbal interaction was assessed with untrained topics of conversation, novel peers, and other settings. Fluency of responding was also directly trained and measured. Subsequent fading procedures included; reducing adult support (presence) and use of text scripts rather than the conversation box. Data demonstrate that performances were maintained in the assessed natural contexts. |
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| Using a Communication Box to Increase Social Conversation Skills: A Replication |
| KAREN NAULT (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: One of the core deficits in children with autism is social communication. A number of authors have found that prior to specific instruction social interactions are often quite limited (e.g., Hendrickson, et al. 1982, Krantz & McClannahan 1993) among others. In a previous study conducted with two preschoolers with Pervasive Developmental Disorder, a communication box was used successfully to increase independent social conversation skills, including asking and answering questions and making statements (Hahn, Filer and Ross, 2008) in two preschoolers with Pervasive Developmental Disorder. The present study replicates the previous study, examining the use of a conversation box to teach initiation and maintenance of a topical conversation in three 5-year-olds with ASD. All three participants were in an inclusion program and participated in an after school social group. Each had programs targeting social conversation, but were dependent on verbal cues and modeling to initiate and maintain social conversations with peers. The use of the conversation box successfully decreased their dependence on teacher prompts, and increased the participants’ independence in beginning conversations, responding to questions, asking questions and waiting for the response. Collateral increases in appropriate eye contact, staying on topic, maintaining conversation and switching topics were also seen. |
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| Use of a Conversation Box to Increase Social and Verbal Interactions in Children with Autism |
| LAURA D'ANTONA (BEACON Services), Joseph M. Vedora (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: The spontaneous production of social language is a challenge for many children with Autism Spectrum Disorder (ASD) (Ricks & Wing, 1975). Visual supports have been shown to facilitate language production in children with ASD (Sarokoff, Taylor & Poulson, 2001). The purpose of the current study was to assess the effects of visually cued social interactions for several children with autism. Specifically, a conversation box comprised of visual scripts was used to support production of social language during snack and centers in a reversed integrated preschool. The scripts facilitated initiation of an interaction and topic maintenance of the conversation. Once criterion for learning was met, generalization of social and verbal interaction was assessed with untrained topics of conversation, novel peers, and other settings. The results indicated successful acquisition of targeted social interaction skills and generalization to untrained conditions. |
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| Joint Attention Intervention for Children with Autism Spectrum Disorders |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 124 A |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Anibal Gutierrez Jr. (University of Miami) |
| CE Instructor: Katharine Gutshall, M.A.. |
| Abstract: Joint attention, defined as sharing and following the attention of others (via coordinated attention to toys and people) (e.g., showing, pointing, gaze shifting), is a core deficit in children with Autism Spectrum Disorders (ASD). Research has shown that joint attention consistently predicts cognitive and language outcomes among children with ASD, making it a relevant target for intervention in young children with ASD. Recent studies also indicate that behaviorally-based interventions are successful at increasing joint attention skill, and in some cases these skills can be generalized and maintained over time. This symposium will provide an overview of joint attention from a behavior analytic perspective as well as review structured teaching strategies that increase joint attention and improve engagement. This symposium will present data from a randomized control trial employing behavioral methodologies to increase joint attention skills and interpersonal synchrony, as well as single-subject data from a study aimed at increasing eye contact using pivotal response training. |
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| An Emerging Technology: Using Structured Teaching to Increase Joint Attention in Young Children with ASD |
| BETH REYNOLDS (University of North Carolina Chapel Hill Division TEACCH), Kara Hume (University of North Carolina Chapel Hill Frank Porter Graham Child Development Institute) |
| Abstract: Recent studies have indicated that joint attention, defined as sharing and following the attention of others (via coordinated attention to toys and people, showing toys or pointing to events and objects), can be successfully taught to young children with ASD, and that these skills can be generalized and maintained over time (Kasari, Freeman, & Paparella, 2006; Rocha, Schreibman, & Stahmer, 2007). A number of the teaching strategies used in these studies are similar to the teaching techniques used in Division TEACCH’s early childhood program, including the use of structured activities in the initial teaching phases, building activities around child interest, manipulating the environment to facilitate social and communicative attempts, as well as imitation of child behavior, and planned steps towards generalization. This paper will highlight how structured teaching strategies increase joint attention and engagement, the empirical foundation for these strategies, and includes a number of classroom examples, photos, and video clips. |
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| A Randomized Control Trial Targeting Initiating Joint Attention Skills in Young Children with Autism Spectrum Disorders |
| JENNIFER STELLA DUROCHER (University of Miami), Melissa N. Hale (University of Miami), Anibal Gutierrez Jr. (University of Miami), Michael Alessandri (University of Miami) |
| Abstract: Joint attention involves sharing attention with others regarding interesting objects or events and is a core deficit in children with Autism Spectrum Disorders (ASD). Joint attention has recently become an intervention target based on findings that joint attention consistently predicts cognitive and language outcomes among children with ASD. The proposed presentation will describe the methodology for a current randomized control trial (RCT) of an initiating joint attention (IJA) intervention for 40 children with ASD between the ages of 2 and 5. Pre-assessments are used to confirm ASD diagnosis and lack of well-developed IJA skills, and to measure variables that may predict differential response to the intervention (e.g., the reinforcing value of social consequences and preference for adult attention). Participants are randomized to either a treatment or “wait-list” control group. Intervention consists of a total of 16 sessions (twice a week for 8 weeks) targeting pointing, showing and gaze-shifting. Individual subject data are collected for all sessions. Post-treatment and 3-month follow-up assessments are administered to evaluate generalization and maintenance of skills. Data using a multiple baseline design across subjects will be presented, in additional to preliminary between-group comparisons. Implications of current findings and future direction will be discussed. |
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| Building Interpersonal Synchrony: Teaching Joint Attention in Toddlers with Autism |
| KATHERINE C. HOLMAN (Kennedy Krieger Institute), Rebecca Landa (Kennedy Krieger Institute) |
| Abstract: Introduction: Social and communication development are impaired early in life in children with autism and they are predictors of outcome. This study focused on determining whether interpersonal synchrony (joint attention, social contingent imitation, shared affect) could be improved in 2-year-olds with autism.
Method: 49 two-year-olds with autism spectrum disorder (ASD) were matched on verbal and non-verbal mental age and severity of autism symptoms and then randomly assigned to one of two intervention conditions. The conditions were identical in intensity, schedule, intervention strategies, and parent training. However, in the ‘Interpersonal Synchrony’ condition, sessions were saturated with activities that targeted response to joint attention cues, initiation of joint attention, socially contingent imitation, and affect sharing. Children received assessments pre-treatment, post-treatment, and 6-months following.
Results: Children in both groups made significant improvement in receptive and expressive language and in imitation from pre- to post-intervention (p=0.008 to 0.001), but only children in the Interpersonal Synchrony condition made significant gains in joint attention and shared affect (p’s=0.01).
Discussion: These findings suggest intensive early intervention emphasizing interpersonal synchrony can improve core deficits of autism involving joint attention, imitation, and shared affect. |
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| A Parent Training Procedure Utilizing Video Modeling and Feedback to Increase the Frequency of Eye Contact in Young Children with Autism Spectrum Disorder |
| TARA M. SHEEHAN (Nova Southeastern University Mailman Segal Institu), Heather O'Brien (Nova Southeastern University Mailman Segal Institute), Liliana Dietsch (Nova Southeastern University Mailman Segal Institute), Melissa DeVincentis (Nova Southeastern University), Hernan Dennis Ruf (Nova Southeastern University Mailman Segal Institute) |
| Abstract: This presentation will outline a parent training procedure based on pivotal response training designed to teach parents to evoke and reinforce eye contact behavior when interacting in play activities with their young child with autism spectrum disorder. Video will be used to highlight the training procedure and demonstrate the effects on parent behavior. Data on both parent and child behavior will be presented and the effectiveness of utilizing parents to increase the frequency of eye contact with their child with autism spectrum disorder will be discussed. |
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| The Emergence of Stimulus Classes: Discrimination of Components in Compound Stimuli and the Role of Class-Specific Reinforcement |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 125 |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Kathy Clark (The New England Center for Children) |
| Discussant: Richard W. Serna (University of Massachusetts Medical School - Shriver Center) |
| CE Instructor: Rachel S.F. Tarbox, Ph.D. |
| Abstract: Over the years, matching-to-sample (MTS) procedures have been widely used in the stimulus equivalence literature. More recently, novel procedures and variations of typical MTS have been investigated. These may include MTS with class specific reinforcement, multiple-exemplar training, and discrimination training with compound stimuli. The current symposium will focus on the use of these procedural variations. The first study produced expansion of stimulus classes via class-specific reinforcement which suggests that conditioned and generalized reinforcers can become members of these classes. In the second study, a go/no-go procedure with spatially contiguous pairs of figures presented on a computer screen was used to produce emergent relations. Results suggested some advantages of the go/no-go procedure over matching-to-sample. In the third study, participants learned to respond to small verbal unit-components using multiple-exemplar training. Results suggest that participants acquired re-combinative reading immediately after training. Combined, these studies suggest alternative ways to generate stimulus classes and emergent responding. |
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| Class-specific Reinforcement and the Establishment of Equivalence Classes |
| CAMMARIE JOHNSON (The New England Center for Children), Olga Meleshkevich (The New England Center for Children and RCS Learning Center) |
| Abstract: This study examined the expansion of stimulus classes via class-specific reinforcement. Three typical adults learned conditional discriminations (AC, BC, and DF, EF) with match-to-sample procedures. Equivalence classes were then shown within two groups, each consisting of 3 three-member sets of nonrepresentational visual stimuli (A1B1C1, A2B2C2, A3B3C3 and D1E1F1, D2E2F2, D3E3F3). Throughout training, correct selection of A1, B1, C1 and D1, E1, F1 was always followed by reinforcers, r1/R1; correct selection of A2, B2, C2 and D2, E2, F2 was always followed by reinforcers, r2/R2, and those of A3, B3, C3 and D3, E3, F3 were always followed by reinforcers, r3/R3. None of the stimuli from ABC classes ever appeared on reinforced conditional discrimination trials with stimuli from DEF classes; however, for 2 of 3 participants 3, 6-member classes (e.g., A1B1C1D1E1F1) emerged. Moreover, tests for these 2 participants indicated that the class-specific reinforcers were also class members, thereby demonstrating 3 classes each with 8 members (e.g., A1B1C1D1E1F1r1R1). One implication from this study is the possible generation of equivalence classes with class-specific reinforcement. A second implication is that both conditioned and generalized reinforcers can become members of these classes. |
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| Emergent Conditional Relations In A Go/No-Go Procedure: Figure-Ground and Stimulus-Position Compound Relations |
| PAULA DEBERT (University of Sao Paulo - Brazil), Edson Huziwara (Universidade de São Paulo), Robson Faggiani (USP), Maria Eugênia Simões De Mathis (University of São Paulo and University of Massachusetts Medical School), William J. McIlvane (University of Massachusetts Medical School) |
| Abstract: Past research has demonstrated emergent conditional relations using a go/no-go procedure with spatially contiguous pairs of figures presented on a computer screen. During training, each two-component stimulus was presented successively. Responses emitted in the presence of certain stimulus pairs (A1B1, A2B2, A3B3, B1C1, B2C2 and B3C3) were reinforced, whereas responses emitted in the presence of other pairs (A1B2, A1B3, A2B1, A2B3, A3B1, A3B2, B1C2, B1C3, B2C1, B2C3, B3C1 and B3C2) were not. During tests, new configurations (BA, CB, AC, and CA) were presented. The present study evaluated whether emergent relations would be established with this procedure addressing particularly situations in which the use of matching-to-sample is procedurally cumbersome or impossible. In Experiment 1, we evaluated whether emergent relations would be established when two-component stimuli were displayed as figure-ground (abstract figure displayed on colored background). Five adults showed emergent relations consistent with stimulus equivalence during testing. In Experiment 2, the two-component stimulus was a figure and its location (left or right). Six adults exhibited emergent relations. Thus, both experiments show that the go/no-go procedure with two-component has some advantages as an alternative to matching-to-sample to establish emergent relation when training involves stimuli of the type employed in the present experiments. |
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| The Process of Discriminating Minimal Verbal Units in Reading |
| MARTHA HÜBNER (USP Sao Paulo, Brazil), Leila Bagaiolo (Gradual/USP) |
| Abstract: The current study investigated what has been called re-combinative reading. In other words, reading under the control of minimal verbal units involving the discrimination of the components of a compound stimulus (words). This behavior has been investigated within the equivalence paradigm (to establish reading with comprehension) and via generalization probes consisting of new words formed by syllables and letters from the learned set of words. Participants were typically developing preschool children. Training involved teaching participants to respond to the smaller verbal units using a multiple-exemplar procedure. Results indicated that participants acquired re-combinative reading during training and not during probe sessions since responses during the first probes were always correct. It was also observed that most errors occurred 1) in the presence of compound stimuli in which components topographically resembled each other and 2) when different sequences produced similar vocal responses. |
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| Examining Basic Learning Processes in Persons with Autism |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 126 |
| Chair: Per Holth (Akershus University College) |
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| Establishment of conditioned reinforcers: Comparing the effectiveness of “pairing” versus an SD procedure |
| Domain: Experimental Analysis |
| PER HOLTH (Akershus University College), Monica Vandbakk (Ullevaal University Hospital), Jonny Finstad (Oppland Habilitation Services), Else Marie Grönnerud (Innlandet Hospital), Janne Mari Sørensen Akselsen (Stavanger University Hospital) |
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| Abstract: Experiments conducted more than 40 years ago concluded that a stimulus can become a conditioned reinforcer by being paired with an unconditioned reinforcer. Since that, textbooks on behavior principles have typically maintained the “pairing procedure” as the procedure through which new or conditioned reinforcers are established. However, clinical observations suggest that the “pairing procedure”, at least sometimes, does not very effectively establish new stimuli as conditioned reinforcers. The aim of the present experiment was to compare the “pairing procedure” with a” discriminative stimulus procedure” with respect to how effectively they established previously neutral stimuli as conditioned reinforcers. Eight children were exposed to a sequence of two different training and test procedures. First, a previously neutral stimulus was established as discriminative stimulus for a response that produced a reinforcer, and then tested for conditioned reinforcer effects when being presented contingent upon an arbitrary response. Second, another previously neutral stimulus was repeatedly paired with a reinforcer, and then tested for conditioned reinforcer effects. No additional reinforcers were presented during testing. The results suggest that conditioned reinforcers can be more effectively established through the discriminative stimulus procedure than through simple pairing with an unconditioned reinforcer. |
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| Do individuals with autism experience difficulties in perceiving the passage of time?: Results from a temporal bisection procedure. |
| Domain: Experimental Analysis |
| MELISSA J. ALLMAN (Kennedy Krieger Institute/Hopkins), John H. Wearden (Keele University, UK), Iser Guillermo DeLeon (Kennedy Krieger Institute) |
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| Abstract: Impairments in the typical development of the interval timing system may represent a schema for understanding the basis of autism and its associated deficits. Interval timing allows us to perceive temporal structure in action sequences and events, and is fundamental for adaptive functioning and behavior. Two experiments are reported in which individuals with and without autism completed a temporal bisection procedure. Participants were trained to discriminate between the same visual stimuli, presented for either a ‘short’ or ‘long’ duration (a couple of seconds). During each test stage, stimuli also appeared for durations intermediate to the trained standards and subjects were again required to respond ‘short’ or ‘long’. Results from both experiments reveal that the autistic psychophysical functions are shifted toward the left relative to (typically developing) controls, with lower bisection points (duration giving rise to 50% ‘long’ responses) and higher Weber ratios (less steep psychophysical functions). Interestingly, aspects of behavioral performance on the timing tasks were also correlated with autism diagnostic test scores, and parental responses on a questionnaire about adaptive functioning to time (© R. Barkely, 1998). These results suggest that an impaired sense of time is a fundamental problem for individuals with autism. |
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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 was designed to examine 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 are currently being analyzed and additional data are to be collected. |
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| Measurement and Assessment Challenges in Providing Services for Persons With Autism |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 131 BC |
| Chair: Thomas P. Kitchen (Achievement Center/Mercyhurst College) |
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| Importance of Procedural Integrity to Ensure Effective Intervention Delivery for Children with Autism Spectrum Disorders. |
| Domain: Service Delivery |
| THOMAS P. KITCHEN (Achievement Center; Mercyhurst College), Holly Lynn Kitchen (Dr. Gertrude A. Barber National Institute), Phillip J. Belfiore (Mercyhurst College) |
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| Abstract: As more autism service providers become aware of the growing evidentiary support and scientific merit of Applied Behavior Analysis (ABA), the ranks of those practicing in the field have been growing consistently. This poses both great benefit and great risk to the quality of services available to children with autism and their families, because services delivered ineffectively could actually cause harm. Therefore, it has become extremely important for providers of ABA services to adopt systems to account for procedural integrity as a way to ensure that those implementing such technologies are doing so with a high degree of fidelity to the standards of practice represented in peer-reviewed literature.
Additionally, a current study demonstrated the effects of various parameters of supervision on interventionists’ ability to deliver services with a high degree of procedural integrity. While the study showed that announced observation of interventionists’ behavior resulted in more consistent fidelity to programmatic procedures, there were several other factors integral to these results. These factors included previous comprehensive training of staff, clear expectations (measurable via percentages of items scored on procedural integrity checklists), and the presence of frequent and effective supervision. |
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| Using Observational Data From Neurotypical Children To Teach Age-Appropriate Play Skills To Children With Autism. |
| Domain: Service Delivery |
| CASSIE LE FEVRE (Lizard Children's Centre), Michelle A. Furminger (Lizard Children's Centre) |
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| Abstract: Social interaction, one of the triad of impairments characterizing autism spectrum disorders, is used to describe a set of behaviors including social reciprocity, non-verbal communication and joint attention. These skills, which are crucial for the development of peer relationships, are some of the most difficult to teach children with autism. Previous research has discussed the need for both explicit teaching and peer interventions to assist in the development of play skills (Marwick et al, 2005; Wolfberg & Schuler, 2006). McKinnon (2008) described using observational data derived from a small sample of neurotypical children in order to develop realistic and data-based objectives to teach social skills. In keeping with this line of research, children aged between two and five, from three different preschool settings within Australia were observed during unstructured play sessions by two independent clinicians. Data collected specifically targeted three main areas of social interaction; number of vocalizations made during play, number of initiations made by individual children and frequency of social referencing between children. The data was then used to create social skills targets to teach within a behavioral program ensuring expectations were age-appropriate and could be generalized quickly from a one-to-one environment to unstructured play with same-age peers. |
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| Cold Probe Versus Trial by Trial: A Critical Analysis of Two Data Collection Systems. |
| Domain: Applied Behavior Analysis |
| CRAIG A. THOMAS (TCLC MS Behavior Clinic) |
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| Abstract: Much has been made in the field of the differences between the collections of cold probe data versus the collection of trial by trial data, yet there is little empirical data available, and the literature is nearly replete of any substantial studies favoring one over the other. This paper looks closely at benchmarks attained using both cold probes and trial by trial data and makes a direct comparison of the two methods of data collection. This paper discusses the differences between the two methods of data collection and points out the problems with each as well as discussing the benefits to each. Finally the paper discusses the effect that each collection system had on the overall outcome of acquisition of new behavior. This data is compared and contrasted as well as reviewing which of the two collection systems appeared to perform the best in terms of assisting the analyst to conduct behavior change. |
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| THE ROLE OF FUNCTIONAL BEHAVIOR ASSESSMENT IN THE DIAGNOSIS OF ASPERGER'S SYNDROME |
| Domain: Service Delivery |
| THOMAS ANTONY (Ministry of Education-Spl. Education, New Zealand) |
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| Abstract: Misdiagnosed and undiagnosed students with Autism Spectrum Disorders pose considerable challenge to behaviour specialists working in public school settings. Correct diagnosis can lead to effective and appropriate interventions and can avoid costly and unnecessary treatments. Research studies have clearly indicated the benefits of early diagnosis of ASD. A diagnosis of autism can also facilitate a better understanding of student’s behavioural difficulties by his/her teachers and significant others.
Considerable confusion exists in the area of diagnosis of ASDs, especially Asperger’s Syndrome. DSM classification relies on topographical descriptions of symptoms or specific behaviours. Clinicians can interpret these topographical descriptions of behaviours in totally different ways and arrive at different conclusions regarding diagnosis. One of the methods to eliminate or reduce the confusion is by conducting a functional behaviour assessment. This study describes the use of FBA in identifying the events that triggered challenging behaviours in three students enrolled in public schools in the Waikato region of New Zealand.
The successful elimination of aggressive behaviours and identification of certain behaviour patterns and clusters of behaviours as a result of FBA has helped the respective clinicians to review students’ earlier diagnosis of ADHD/Oppositional Disorders and to re-diagnose them with Asperger’s Syndrome |
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| Science Board Translational Series: Delay Discounting and Drug Abuse |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 226 C |
| Area: BPH/EAB; Domain: Experimental Analysis |
| Chair: Amy Odum (Utah State University) |
| Discussant: Amy Odum (Utah State University) |
| CE Instructor: Florence DiGennaro Reed, Ph.D. |
| Abstract: Delay discounting refers to the decrease in the value of an outcome by delay to its receipt. Choosing a smaller more immediate outcome over a larger but delayed outcome is one form of impulsivity. Delay discounting has been found to be related to drug abuse in several ways. This symposium focuses on delay discounting across a spectrum from basic research with non-humans to prediction of relapse following abstinence in cigarette smokers. Mitchell and Wilhelm will discuss basic laboratory research with rats and mice. They find that alcohol consumption and delay discounting are related, and that both are heritable. Carroll and colleagues have examined the role of delay discounting and other forms of impulsivity in basic laboratory models with rats and monkeys. They report that heightened impulsivity is linked to all phases of drug abuse in these models (e.g., acquisition of drug taking, relapse after abstinence, etc.). Finally, Bickel and colleagues will discuss their attempts to predict a number of treatment outcomes (e.g., initiation of abstinence, duration of abstinence) using measures of delay discounting in cigarette smokers. |
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| Shared heritability of delay discounting and alcohol abuse |
| SUZANNE H. MITCHELL (Oregon Health & Science Univ), Clare J. Wilhelm (Oregon Health & Science University) |
| Abstract: Alcoholics and heavy drinkers discount delayed rewards more than social or light drinkers, but the role of genetics in this relationship is unknown. Genetics is known to contribute to the development of alcoholism, and various experimental techniques have been developed to examine the role of genotype in heightened consumption of alcohol. Delay discounting was assessed in several studies using an adjusting amount procedure in which rats (N = 80) or mice (N= 240) chose between small immediate sucrose solution and larger delayed sucrose reinforcers. Hyperbolic equations were fit to quantify the gradient of the function (k value) relating the immediate amount of sucrose that was equivalent to the larger amount at a series of delays (up to 16 s). Studies using inbred strains demonstrated that k values have a heritable component and that there was a inter-strain correlation with alcohol consumption, i.e., high k value strains are documented as having higher levels of alcohol consumption. Studies using mice and rats selectively bred for different levels of alcohol consumption indicated that high consumption lines showed steeper discounting that low consumption lines. These studies indicate that delay discounting has a heritable component and includes genes associated with heightened alcohol consumption. |
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| Impulsivity, a Predictor and Outcome of
of Drug Abuse: Animal Models |
| MARILYN E. CARROLL (University of Minnesota), Justin J. Anker (University of Minnesota), Jennifer L. Newman (McLean Hospital, Harvard Medical School), Jami L. Mach (University of Minnesota), Jennifer L. Perry (Minneapolis Medical Research Foundation) |
| Abstract: There is a strong relationship between impulsive behavior, determined by choice of a small-immediate reward over a large-delayed reward (delay discounting task) and impaired inhibition of responding for a reward (Go/No-go task), and drug abuse. Several aspects of drug abuse have been modeled in rats and monkeys; such as, acquisition, maintenance, escalation, extinction, withdrawal, and reinstatement, and the influence of impulsivity on each of these phases has been determined in a series of experiments. Results indicate that impulsive behavior is a major risk factor for each stage of drug abuse, and some phases of drug abuse (e.g., withdrawal) elevate the animals’ impulsivity for nondrug substances, indicating that impulsive behavior mediates substitution of drug and nondrug reinforcers. Other risk factors for drug abuse that add to the vulnerability produced by impulsivity are also discussed, such as age, sex, and innate sweet preference. The role of impulsivity in drug abuse is discussed in terms of its ability to predict pathological behavior and as a potential target for prevention and treatment attempts. Supported by NIDA grants R01 DA002486, R01 DA003240, R01 DA019942, P20 DA024196, K05 DA015267 (MEC), F31 DA020237 (JLP), F31 DA023301 and T32 DA007097 (JLN). |
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| Delay Discounting: Comparison with Other Measures in the Prediction of Smoking Treatment Outcomes |
| WARREN K. BICKEL (University of Arkansas for Medical Sciences), Darren R. Christensen (University of Arkansas for Medical Sciences), Richard Yi (University of Arkansas for Medical Sciences), Christine E. Sheffer (University of Arkansas for Medical Sciences), Lisa Jackson (University of Arkansas for Medical Sciences), Reid D. Landes (University of Arkansas for Medical Sciences), John E. McGeary (Brown University), James MacKillop (University of Georgia) |
| Abstract: Relapse poses significant challenges to the treatment of a broad array of behavioral disorders such as cigarette smoking. One neurobehavioral process that may be related to relapse and other treatment outcomes is delay discounting, which refers to the reduced value or worth of a delayed reinforcer compared to the value of an immediate reinforcer. We are conducting a large study (N= 250) to examine whether delay discounting predicts treatment outcome measures. To accomplish this, cigarette smokers complete a battery of measures at intake prior to treatment and then receive a cognitive behavior therapy delivered for 6 weeks. Outcome measures include the initiation of abstinence, duration of abstinence, and time to relapse. To date, we have completed over a 100 participants and we will conduct an interim analysis of those data and present them as part of this symposium. Initial analyses indicate that those who fail to initiate a quit attempt, discount substantially more than those who do. We will also compare the predictive ability of discounting to other theoretically important factors including, trait impulsivity, negative affect, neuro-cognitive functioning, and dopamine alleles. These results should identify which of the several factors best predict relapse and other treatment outcomes. |
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| Expanding the Methodologies Used in Behavior Analysis: Potential Means for Enhancing Progressivity |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 222 AB |
| Area: CBM/TPC; Domain: Theory |
| Chair: Michael Levin (University of Nevada-Reno) |
| Abstract: Behavior analytic research has traditionally emphasized the use of time series designs, somewhat to the exclusion of other potential methodologies. As behavior analysis continues to be applied to new areas, such as clinical behavior analysis, there appears to be an increasing need for expanding the methodological approaches used to address such issues. For example, developing methods to explore processes of change underlying interventions for targeted populations and the potential role of group designs, not only as a means for communicating with other areas of psychology, but also as a way of addressing questions that are important to the field.
A series of talks will be presented describing how methods typically used in other areas of psychology, such as group designs and analysis, can be incorporated into a behavior analytic approach. Studies will also be presented to provide examples of how these methodologies can be specifically applied. These talks will include a discussion of the potential implications of using such methodologies in terms of scientific strategy and progressivity in behavior analysis as a field. |
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| Methodological Considerations to Advance Clinical Behavior Analysis |
| WILLIAM C. FOLLETTE (University of Nevada Reno) |
| Abstract: Behavior analysis has long embraced single subject designs in order to demonstrate control over relevant outcomes in experimental and clinical settings. The fact is that a failure to consider variations of other research designs, including group designs, has limited the influence of behavior analysis on other fields addressing behavior change. This paper will briefly review the virtues of single subject designs and then propose other strategies using modifications of group designs that can satisfy behavior analysts and better impact the larger scientific community. The main focus of the paper will be on how one can maximize information about both individual and group effects while still making reasonable inferences about causal variables. |
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| Combining Elements of Time-Series and Group Designs in an Analysis of Acceptance and Commitment Therapy Components |
| JENNIFER BOULANGER (University of Nevada, Reno), Steven C. Hayes (University of Nevada, Reno) |
| Abstract: In order for a clinical behavioral science to progress, it is necessary to examine treatments packages at the level of processes of change via meditational and component analyses. These are traditionally conducted in large scale dismantling studies in which the full treatment package is compared to a reduced treatment that does not include specific components. Such studies are expensive and difficult to mount, resulting in limited impact and occurring late in the dissemination cycle.
An alternative is to continuously test specific treatment technologies or components and their putative processes of change in small studies, with control conditions and measures selected to focus on theoretically critical comparisons. To demonstrate, we will present a study utilizing elements of both time-series and group designs to examine two components of Acceptance and Commitment Therapy for adults suffering from symptoms of depression and anxiety. Participants completed process and outcome measures at 16-22 different time-points, including baselines of varying length, a specified number of treatment sessions, and monthly follow-up assessments. The mixed design of this study allows for an acceptable degree of experimental control without denying or delaying treatment to participants, while the use of repeated measures allows for better tests of treatment mediation. |
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| The Utility of a Group Design to Assess the Effects of Fluency Training for Early Literacy |
| JONATHAN WEINSTEIN (University of Mississippi), Kelly G. Wilson (University of Mississippi), Kate Kellum (The University of Mississippi) |
| Abstract: Many contemporary behavior analytic approaches to education prefer analytic strategies that maintain the individual student as the unit of analysis. While there are certainly important conceptual and pragmatic reasons for this approach, there may be additional benefits to combining these methods within research designs that can also be studied at the level of the group. Mixed designs of this type have the potential to achieve experimental control and to explore mechanisms of action without the need to reverse or delay an effective intervention. In this study, a small sample of first grade students received fluency training for phonemic awareness. The results of this intervention demonstrate that early exposure to phonemes enhances reading performance over time. Additionally, mechanisms of action relevant to the process of fluency training were explored to determine their relationship to student outcomes. |
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| The Role of Group Design Methods in Behavior Analysis: Contextual Behavioral Science as a Model |
| MICHAEL LEVIN (University of Nevada-Reno), Roger Vilardaga (University of Nevada, Reno), Steven C. Hayes (University of Nevada, Reno) |
| Abstract: Developments within clinical behavior analysis have lead to an increased interest in group design methodologies for testing theoretical models and interventions. These methods can provide unique opportunities for answering important scientific questions as well as for communicating with other fields in psychology. However, behavior analysts have often warned against the use of such methodologies, suggesting the need to address the potential limitations of these approaches and their place in behavior analysis.
In this paper we will present a contextual behavioral science approach to group design methodologies, discussing the potential role of various methods including component, efficacy, and effectiveness/dissemination studies as well as meditational analysis within behavior analytic scientific strategy. We will discuss how these group designs can be used to test principles of behavior change scaled into analytic abstractive theoretical models, providing an opportunity for testing the scope of abstracted functional analysis of complex behavior. This is important for both testing theoretical models linked to basic principles as well as exploring whether interventions can produce a broad impact within targeted populations. We will also review some of the research conducted on Acceptance and Commitment Therapy within this talk to provide an example of this approach. |
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| Behavioral Contributions to Genetic Expression and Back: "The Bigger Picture From Infancy to Evolution" |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 132 BC |
| Area: DEV/TPC; Domain: Theory |
| CE Instructor: Barbara Metzger, Ph.D. |
| Chair: Martha Pelaez (Florida International University) |
| DAVID S. MOORE (Pitzer College, The Claremont Colleges) |
| HANK SCHLINGER (California State University, Los Angeles) |
| MARTHA PELAEZ (Florida International University) |
| HAYNE W. REESE (West Virginia University) |
| Abstract: In an invited symposium, Andronis, Schneider, and invited speakers David Moore and Celia Moore will be discussing the current status of nature-nurture relations and their relevance to behavior analysis and human development. The panelists H. Schlinger, D. Moore, M. Pelaez, and H. Reese will examine and question the case for the priority of final causes (presaging Darwin's selection by consequences). Is this an adequate resolution for the nature/nurture question? This implies the abandonment of overarching statements about causes of behavior and a focus on the particulars. Are epigenetic characteristics genuinely inheritable (i.e., passed from generation to generation, from parent to child)? To what extent can behaviors produced in one generation influence genetic activity in subsequent generations? We know that genes and behavior can influence each other bidirectionally; how often do behavior analysts really need to take genes into account? Do sex differences provide an adequate opportunity to examine the processes that lead to divergent endpoints? |
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| Goal Setting and Goal-Directed Behavior |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 221 AB |
| Chair: Triona Tammemagi (National University of Ireland, Galway) |
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| Dynamics of goal-directed behaviour: The search for the optimal goal |
| Domain: Theory |
| TRIONA TAMMEMAGI (National University of Ireland, Galway), Denis P. O'Hora (National University of Ireland, Galway), Kristen A. Maglieri (School of Psychology, Trinity College, Dublin, Ireland) |
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| Abstract: Goal setting is one of the most commonly used and effective interventions to increase work performance. Behaviour analysts have looked at goal setting in terms of discriminative stimuli, establishing operations, conditioned reinforcers, rules and relational responding. However, few researchers have attempted to prescribe how to identify the optimal goal level for a particular organizational task. An optimal goal level is one that will ensure a consistently high level of performance without negative side effects. In particular, the goal must be easy enough to reinforce performance, but difficult enough to require high levels of performance and to avoid satiation. Behaviour analytic accounts focus in particular on dynamic change in behaviour and, consequently, may be particularly well suited to the task of identifying an ‘optimal goal level’. The current paper reviews the dynamics of goal-directed behaviour over time and suggests an experimental program that will begin to identify how such optimal goals might be set. |
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| An Experimental Analysis of the Dynamics of Goal-Directed Behaviour: Productivity and Persistence |
| Domain: Experimental Analysis |
| TRIONA TAMMEMAGI (National University of Ireland, Galway), Denis P. O'Hora (National University of Ireland, Galway), Kristen A. Maglieri (School of Psychology, Trinity College, Dublin, Ireland) |
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| Abstract: The current study examined the time course of goal-directed behaviour in a laboratory context. In particular, the study attempted to quantify both the beneficial effect of goals on performance and the deterioration of goal-directed behaviour over time. 20 participants were exposed to a data entry task, in which they were required to enter a “patient’s code” and classify patient data as either within or outside guidelines. A counterbalanced ABAC reversal design was employed, consisting of an initial baseline phase, the first intervention phase, a return to baseline conditions and then a second intervention phase. In one condition, participants were provided with a low, easily attainable goal, while in the second condition they were provided with a high goal. In a final fifth phase, participants chose between a high or low goal for the final session. Productivity (the average performance per session) and persistence (change in performance across sessions) were measured. Findings will be discussed in light of recent behavioural accounts of goal setting. |
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| The Effect of Rule Delivery in Relation to Goal-Setting to Improve Employee Adherence to Implementation of Behavior Guidance Program at a Therapeutic Group Home for Adolescent and Teenage Males |
| Domain: Applied Behavior Analysis |
| KARIN TORSIELLO (Behavior Basics, Incorporated), Paula Leonardo (Behavior Basics, Incorporated) |
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| Abstract: The way in which rules impact workplace performance has been a topic of discussion in the Organizational Behavior Management community for some time. However, rules, or contingency specifying stimuli as they have been described, have not been evaluated in an applied setting before. The purpose of this study is to examine the role of rules in the workplace. Participants included employees at a therapeutic group home for adolescent and teenage males. The dependent variable is the accuracy of delivering points on point card according to the rules outlined in the behavior guidance program. First, a goal was set for employees based on baseline performance. Employees were then given one of two randomly assigned goal-rules. Goal-rules consisted of a praise goal-rule or a reprimand goal-rule. Goal-rules were administered at the start of each shift. The corresponding contingency described in the goal-rule was delivered (i.e., praise or reprimand) if the employees met or did not meet the goal. Performance is evaluated based on the goal rules set and a reversal design is used. |
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| Fred Keller is Still With Us: My Personal Encounter |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 227 A |
| Domain: Theory |
| Chair: Sherman Yen (Asian American Anti-smoking Foundation) |
| R. DOUGLAS GREER (Columbia University Teacher's College and Graduate School of Arts and Sciences) |
| RANDY L. WILLIAMS (Gonzaga University) |
| CJ CONRAD (UHS - Keystone Schools) |
| SHERMAN YEN (Asian American Anti-smoking Foundation) |
| Abstract: Paying respect to our fallen comrade and dear old friend has been an annual event. For those of us who had the privilege of meeting and knowing him, this will be the occasion when we can share the most joyful moments spent with him with the next generation of behavior analysts. This is not an occasion to discuss his contribution to behavior analysis (theory and practice, etc), but a true moment to appreciate his lifestyle, his love of fellow comrades, his sense of humor, etc. In 20 years or so, some of us will be joining him. The interesting encounters with Fred will be lost forever. This year, we will produce and distribute a free CD on Fred. His colleagues and fan club contributed different chapters with pictures. This is just a starter CD and we will always add more stories to the CD. Theories are important, and so are data analyses, but what would we be like if we did not have Skinner and Keller with us? This is a unique session as sessions before, and will last years. |
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| Non-Behavioral Sources of Support for Behavior Analysis |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 132 A |
| Chair: Ted G. Schoneberger (Stanislaus County Office of Education, Modesto, CA) |
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| Confessions of a Wayward Chomskyan: Dan I.
Slobin Past and Present |
| Domain: Theory |
| TED G. SCHONEBERGER (Stanislaus County Office of Education, Modesto, CA) |
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| Abstract: In 1988, developmental psycholinguist Dan Slobin published “Confessions of a Wayward Chomskyan.” In that paper Slobin characterized Chomsky’s attitude toward developmental psycholinguistics as one of “despair” (p.131). As Slobin saw it, this despair was the product of Chomsky’s acceptance of the poverty of the stimulus argument (POSA). According to POSA, the linguistic evidence available to the child is too “degenerate” and “narrowly limited” (Chomsky, 1965, p. 58) to account for linguistic competence. Thus, for Chomsky, developmental psycholinguistics research is unlikely to explain much about such competence. As evidence of his waywardness, Slobin demurs from this conclusion, recasting Chomsky’s poverty of the stimulus argument instead as “the argument from the poverty of the imagination” ( p. 131). In short, Chomsky argues as follows: “Since I can’t imagine a reasonable account of language acquisition, no one can” (Slobin, 1988, p. 131). In my paper, I shall present Slobin’s criticisms, both past and present, of traditional Chomskyan psycholinguistics, and what he has proposed in its place. Topics shall include the brief “shelf life” of syntactic theories, the Language Making Capacity, and nativism’s misinterpretation of both deaf children’s use of homesigns and Nicaraguan Sign Language as evidence of innate grammatical knowledge. |
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| Unusual Sources of Empirical Support for Behavior Analysis |
| Domain: Theory |
| SAM LEIGLAND (Gonzaga University) |
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| Abstract: Although the characteristics, progress, and achievements of behavior analysis remain largely unknown in the larger fields of psychology, philosophy, and linguistics, as well as the general public, research programs in other fields have produced empirical findings or theoretical positions that are compatible with or supportive of the products of behavior-analytic science, apparently without any awareness of such possible connections. Some recent examples of such research programs will be reviewed, including language development research which appears to highlight the importance of contingencies of reinforcement, cognitivist research which uses connectionist computer modeling of language development where the results have emphasized the roles of “input” and feedback as sufficient for the development of complex properties of verbal behavior, cognitivist research on “the illusion of conscious will,” philosophical criticisms of nativist theories of language development, and perhaps a few other programs. A critical examination and analysis of such research might (a) broaden the base of empirical support for behavior analysis, (b) demonstrate the power of a more efficient and effective set of explanatory practices as applied to such findings, and (c) lead to new lines of behavior-analytic research on complex human/verbal behavior. |
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| Behaviorism vs. Cognitivism: Why the Conflict? |
| Domain: Theory |
| JOSEPH J. PEAR (University of Manitoba) |
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| Abstract: Two major approaches in psychology are behaviorism and cognitivism. These two views are in such strong conflict that many see them as incompatible. Close examination, however, indicates that the differences are largely semantic. Rather than disagreeing on the phenomena of psychology, about which there tends to be general agreement, different terminology is used to talk about the phenomena. If there is general agreement on the phenomena of psychology, then is the conflict between the approaches necessary? In short, is a reconciliation of these two approaches possible? This paper addresses these questions by first examining the nature of science and the role of language in advanced sciences, such as physics, chemistry, and biology. Building on this examination, the paper then traces the history that gave rise to the behaviorism-cognitivism conflict, culminating in the so-called behavioral revolution and cognitive counterrevolution. The paper then suggests ways in which the conflict may be resolved. |
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| Educating Future Behavior Analysts: Should We Be Reading More Chomsky and Freud in Our Classes? |
| Domain: Theory |
| JENNIFER DELANEY KOWALKOWSKI (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
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| Abstract: Great debaters tell us that the key to winning an argument is to know your opponent’s arguments better than your own. The success of behavior analysis, now just four years short of its 100th birthday, may be traceable to the broad educational backgrounds of many of its founding members. Skinner was an English literature major who learned his psychology from a physiologist. Others were trained in engineering, psychodynamic psychology, and many different fields. In recent years, however, behavior analysis education has become increasingly focused on teaching behavior principles, experimental methodology, and validated interventions--often to the exclusion to other things--sometimes with a syllabus derived from credentialing requirements. The graduates of these programs find themselves in settings that require collaboration with non-behavior analysts, some of whom are misinformed and dismissive of our science. Behavior analysts then discover that they are ill-equipped to defend behavior analytic solutions because they are ignorant of the positions of their opponents, and sound like it. This paper will explore the negative consequences of overly narrow training, and suggest that the field of behavior analysis can only benefit from broadening behavior analytic training to directly contact and explore the positions and contributions of non-behavior analysts. |
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| Data Issues in NeuroBehavioral Rehabilitation |
| Saturday, May 23, 2009 |
| 4:00 PM–4:50 PM |
| North 224 A |
| Area: CBM; Domain: Applied Behavior Analysis |
| CE Instructor: James W. Jackson, M.S. |
| Chair: Michael P Mozzoni (Learning Services NeuroBehavioral Institute of Colorado) |
| MICHAEL P MOZZONI (Learning Services NeuroBehavioral Institute of Col) |
| LINDSAY VEIT (Learning Services of Raleigh/Durham NC) |
| Abstract: These series of papers will cover issues involving key points in working with persons with acquired brain injuries (ABI), data collection, and display systems. The first paper will highlight key issues in working with adults with brain injury including the unique set of issues with programming, development of care plans, and staff training. The presentation of brain injury varies vastly from individual to individual. Educating staff members on brain injury and the different ways it may present in adults and increases the understanding of each individual will be discussed. The second paper will focus on data systems. The lack of an efficient data analysis program can adversely impact clients and all consumers of the data (behavior analysts, behavior specialists, clinicians, case managers, guardians, etc.). Thus, a data analysis program that is both efficient and user-friendly is critical to the time management of behavior analysts. A data analysis program will be presented that can speed analysis and data entry. The third paper will focus on issues involved with graphing data. Behavior analysts use data in order to make evidence-based treatment decisions. This presentation will demonstrate several ways to graph data in order to derive the most useful information. Both behavioral deceleration and acquisition graphs will be discussed. Data sets will be graphed in different ways to demonstrate utility of visual presentation. Time and frequency, cumulative frequency, averaging, and log and celeration graphing displays will be discussed. |
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| Acting to Change the World: Using Behavior Analysis to Make a Difference in Socially Significant Issues |
| Saturday, May 23, 2009 |
| 4:00 PM–4:50 PM |
| North 131 A |
| Area: CSE/OBM; Domain: Applied Behavior Analysis |
| CE Instructor: Kathy Clark, Master's |
| Chair: Jon S. Bailey (FSU, BMC, FABA) |
| KEN WAGNER (ADI: The Human Performance Company) |
| MARCO D. TOMASI (SAIC) |
| JEANINE PLOWMAN STRATTON (Furman University) |
| JON S. BAILEY (FSU, BMC, FABA) |
| Abstract: One of the underlying fundamentals of applied behavior analysis is to address socially significant issues facing our communities, our nations, and our planet. Currently there is no shortage for outlets in which the application of behavior analysis can make a significant impact. Poor economic conditions find the business community in dire need of experts fluent in technology to boost organizational performance. Threats in the form of rogue terrorist elements, malicious cyber attacks, and nuclear proliferation require experts in the science of behavior to improve national security, intelligence, and safety. The effects of global climate change as a direct consequence of human behavior has highlighted the need for experts that can create effective, sustainable interventions to promote environmentally friendly behaviors. The current session brings together experts in behavior analysis working to make a difference in business/organization settings, in the defense/security sector, and in the environment. The panel will discuss their current work to make significant differences in socially significant issues, as well as discuss directions for future efforts. |
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| SQAB Tutorial: Cognitive Aging: A Behavior Theoretic Approach |
| Saturday, May 23, 2009 |
| 4:00 PM–4:50 PM |
| North 120 D |
| Area: EAB/DEV; Domain: Experimental Analysis |
| PSY/BACB CE Offered. CE Instructor: Eric Larsson, Ph.D. |
| Chair: Celia Wolk Gershenson (University of Minnesota) |
| Presenting Authors: : JOEL MYERSON (Washington University) |
| Abstract: As people get older, their behavior on many different kinds of tasks tends to become slower, less accurate, and more variable. I will describe a theoretical framework that focuses purely on the behavior emitted by younger and older adults performing response-time and memory span tasks. Our findings support some distinctions in the cognitive psychology literature but not others, and our approach provides empirical bases for deciding which distinctions need to be made and which do not. For example, data on age-related behavioral slowing support the distinction between verbal and visuospatial processing, with the latter being much more sensitive to the effects of age. Within the verbal and visuospatial domains, however, there is little support for distinguishing between different kinds of information-processing operations, at least from an aging perspective. Similarly, data on age-related declines in working memory are also consistent with greater effects of age on memory for visuospatial information, but within each domain performance on simple span tasks declines as rapidly as performance on complex span tasks. Finally, the increased variability in older adults’ performance turns out to be an indirect consequence of the fact that they are slower, and not a direct effect of aging at all.
Joel Myerson’s convoluted career path began at the University of Michigan. An ardent science fiction fan, he switched from art to psychology after deciding the most important thing he could do with his life was contribute to the development of space travel. The way to do that, he reasoned, was by becoming a scientist, and the only science he was interested in was psychology. As a graduate student at Arizona State University, he trained monkeys for NASA, and was well on the way to fulfilling his dream. Unfortunately, the effort to turn A. S. U. into Fort Skinner in the desert failed shortly after he arrived, and most of the behavioral faculty left, ending the NASA contract. Fortunately, Peter Killeen decided to stay, and Joel became his student. After a series of post-docs and teaching positions, he and his wife Sandy Hale ended up at Washington University. Since 1992, Joel has been a Research Professor, collaborating with Sandy on cognitive aging research and doing behavioral economics research with Len Green. As Seneca the Younger wrote, “non est ad astra mollis e terris via” (especially if you are afraid to fly), but you can still accomplish a lot in St. Louis. |
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| JOEL MYERSON (Washington University) |
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| Experimental Analysis of Human Behavior II |
| Saturday, May 23, 2009 |
| 4:00 PM–4:50 PM |
| North 226 AB |
| Chair: Kathryn Saunders (University of Kansas) |
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| The Making of a Behavior Analyst: Joseph E. Spradlin |
| Domain: Experimental Analysis |
| JOSEPH E. SPRADLIN (University of Kansas) |
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| Abstract: The talk will discuss much human behavior in terms of routines, or repeated sequences of behavior. Many people of a given community engage in common routines, hence it is often easy to predict behavior simply by observing an unknown person in a certain situation. Other routines are idiosyncratic, however repeated observations of the person in situations involving these routines makes individual predictions possible. The conventional routines often serve as targets for teaching persons who do not exhibit those routines. Routines have one major characteristic. Once a person starts a routine, that routine is usually completed. Delays in completing routines have three characteristics of aversive stimuli. First, the introduction of a delay in completing a routine will suppress the behavior that brings about that delay. Second, delays evoke emotional behavior. Third, any behavior that reduces a delay in completing a routine is strengthened. In teaching new routines, one can often simply engage the person in the routine and provide the support needed to complete the routine. This support is gradually withdrawn as the person begins to demonstrate the component skills. |
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| CANCELLED: Self Injurious Behaviour: The Role of Behavioural Function on Tutor Time Allocation on a Computer Simulated Teaching Task |
| Domain: Experimental Analysis |
| TARA BREA CUDDY (Southern Cross University), Lewis A. Bizo (Southern Cross University), Tom Randell (University of Southampton), Martin Hall (University of Southampton), Bob Remington (University of Southampton) |
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| Abstract: The behaviour of caregivers has been implicated as a crucial determinant of self-injury by developmentally disabled children (Hall & Oliver, 1992). The present study aimed to assess how the behaviour of 60 naïve undergraduate students was affected by interactions with simulated children who engaged in self-injurious behaviour (SIB). Using an interactive computer simulation program, participants could interact with simulated children who were configured to represent either a child who self-injures to gain attention (an attention seeker), or one who engages in such behaviour to avoid demands (a demand avoider). Participants’ time allocation was differentially affected by the behavioural function of the simulated children, either attention seeker or demand avoider. Results showed that, as predicted, the simulation program parallels the real world impact of caregivers on SIB with participants utilising ineffective interventions for the management of self-injury (Bromley & Emerson, 1995; Carr, 1977). Results indicate that simulations have the potential to be used as complementary tools in the training of caregivers prior to their working with real self-injurious children. |
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| Professional Development Series: Behavior Analysis Around the World |
| Saturday, May 23, 2009 |
| 4:00 PM–4:50 PM |
| North 121 A |
| Area: EDC; Domain: Theory |
| Chair: Laura J. Seiverling (The Graduate Center and Queens College, CUNY) |
| CHRISTOS NIKOPOULOS (Brunel University) |
| W. DAVID PIERCE (University of Alberta) |
| JOSEPH E. MORROW (Applied Behavior Consultants) |
| PAOLO MODERATO (IULM University ITALY) |
| Abstract: Panelists will describe their experiences working, disseminating, and coordinating behavior analytic projects and programs internationally. |
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| Service Delivery Evaluation From a Distance |
| Saturday, May 23, 2009 |
| 4:00 PM–4:50 PM |
| North 122 A |
| Chair: Pamela G. Osnes (Headsprout) |
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| Developing a Technology of Program Implementation at Headsprout: An Evolutionary Process |
| Domain: Service Delivery |
| PAMELA G. OSNES (Headsprout), Jennifer D. Clayton (Headsprout), Deborah Anne Haas (Headsprout, Inc.), Janet A. Webb (Headsprout) |
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| Abstract: Historically, behavior analytic programs have proven themselves effective at the level of individual behavior change much more frequently than at the systemic level within schools. Even the most well-designed behavior change program cannot be evaluated on its merits if it is implemented without integrity. This paper will present the efforts of Headsprout to increase the fidelity of implementation of its reading program by teachers and other school personnel in multiple districts in the U.S. The results of both indirect and direct measures will be presented, including data from direct observation of Headsprout School Support/ Implementation Specialists at training workshops, levels of treatment integrity gleaned from analyses of critical implementation variables, and survey responses from teachers who use Headsprout. Implementation variables critical in reading acquisition in Headsprout include the requirements of student completion of three episodes per week, speaking aloud during selected episodes, reading accompanying Sprout Stories to program generalization from computer monitor to printed text, and the completion of benchmark readers by students and the entering of their scores online by teachers. The measurement process that yielded an “implementation score” will be described, as will be challenges encountered throughout the evolution of Headsprout’s developing technology of implementation. |
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| Building Effective Teaching Behaviors in a Virtual Environment |
| Domain: Applied Behavior Analysis |
| LEE L. MASON (Utah State University), Nancy Glomb (Utah State University), Peter Blair (Poster Presenter) |
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| Abstract: This study investigates the use of Second Life as a medium for building effective teaching behaviors to fluency. Teacher trainees practiced delivering instruction in an online virtual environment and were provided feedback on specific teaching behaviors. These participants possessed a variety of classroom experiences, but no formal training in Direct Instruction (DI). All training took place on a virtual island in Second Life. Teacher performance was measured using the Direct Instruction Supervision System (Marchand-Martella, Lignugaris/Kraft, Pettigrew, & Leishman, 1995), and DI rating was determined by counting the number of correct and incorrect teaching behaviors over a six minute observation. Teaching behaviors consisted of presentation, calling for responses, error corrections, instructional pacing, and praise. A multiple-baseline across participants design demonstrates the efficacy of training in a virtual environment and generalization to a live class setting. The results of this study will be presented with discussion focused on training specific behaviors in Second Life and generalizing teaching behaviors from the virtual environment to the live classroom. |
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| Math Interventions with Middle School Students |
| Saturday, May 23, 2009 |
| 4:00 PM–4:50 PM |
| North 121 BC |
| Chair: Jennifer Testa (St Cloud State University) |
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| Effects of Peer Tutoring with Electronic Recording Device on Tutor Feedback Accuracy |
| Domain: Applied Behavior Analysis |
| JUAN M SIMON (University of Nevada, Las Vegas), Renee K. Van Norman (University of Oregon), Alicia Nehrkorn (University of Nevada, Las Vegas) |
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| Abstract: Classwide peer tutoring has been shown to be an effective teaching tool by involving students in each other’s learning experience. Placing students in pairs by academic ability can create more opportunities for supplemental instruction and practice. However if the pair is comprised of low-performing students a situation might be created in which students are practicing errors and are not receiving accurate feedback. A possible solution to this dilemma would be to provide tutors with a model of the correct answer during peer tutoring and testing. This study utilized a multiple baseline design across peer tutoring pairs. Its purpose was to evaluate the effects of a systematic peer tutoring program with electronic recording devices on the accuracy tutor feedback given by middle school students receiving instruction in a resource room. An additional aspect of this study evaluated the impact of peer tutoring on the acquisition of basic multiplication facts Weekly 1-minute fluency probes and 5-minute paper and pencil tests were used to measure level of acquisition. Results show that prerecorded answers to multiplication facts increased students' accurate feedback during peer tutoring and testing. |
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| The Role of Diagnostic and Prescriptive Math in Algebraic Preparedness |
| Domain: Service Delivery |
| JENNIFER TESTA (Morningside Academy), Geoffrey H. Martin (Morningside Academy), Julian Gire (Morningside Academy), Kent Johnson (Morningside Academy) |
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| Abstract: The National Mathematics Advisory Panel noted that mathematics achievement drops drastically as students encounter Algebra late in their middle school years. This decrease is partially a result of the cascading effects of dysfluency in component repertoires, which have broad implications as learners encounter progressively higher-order math. Accordingly, skill deficits in basic computation and conceptual understanding become most apparent once students are expected to recruit the wide range of component repertoires required in Algebra.
"Morningside Mathematics Foundations" is a corrective math program that takes a diagnostic and prescriptive approach. The program diagnoses specific component skill deficits through a precision placement test and prescribes an individualized program involving explicit instruction and rate-building practice. The long-term goal of the program is to fill the holes in the learner's computational repertoire. Because success in algebra is heavily predicated on mastery and facility of foundational skills, this program can drastically increase the probability of success in Algebra.
This talk will address how Morningside's math program fulfills the panel's mathematics pedagogy recommendations, specifically focusing on curricular content, learning process, and instructional practices. Moreover, it will reveal how the program will foster a repertoire that prepares the learner for success in Algebra. |
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| Systemic Approaches in School Settings |
| Saturday, May 23, 2009 |
| 4:00 PM–4:50 PM |
| North 122 BC |
| Chair: Benjamin W. Smith (University of Rochester) |
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| Operationally Defining Positive Behavior Supports: The 5 Step Competing Schedules Model |
| Domain: Applied Behavior Analysis |
| BENJAMIN W. SMITH (University of Rochester) |
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| Abstract: Positive Behavior Supports (PBS) is a term used by people in different ways. The purpose of this paper is present an operational definition of PBS using a 5 step competing schedules model based on A.B.A. principles. This model was developed to facilitate the necessary paradigm shift from reactive, coercive based discipline interventions focused on the reduction of functional behaviors to an effective application of positive reinforcement and prevention-based interventions. This model begins with the explicit teaching and promotion of desired behavior and preventative strategies before development of responses to problem behavior. The 5 steps are: (1) active teaching of expected and functional replacement behaviors; (2) successful establishment of stimulus control; (3) ensuring adequate reinforcement for expected and replacement behaviors; (4) removing known antecedent-based stimuli related to problem behavior; and (5) effective responding to future occurrences of problem behavior. This model is used to train pre-service students and established teachers. This model has demonstrated its utility in facilitating greater understanding of what PBS is, and defining an ethically sound and effective application of A.B.A. principles to make meaningful changes in the lives of individuals.
NOTE: submitted and accepted for ABA Convention ’08 but was unable to attend. |
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| Response to Intervention: A Roadmap to Behavior Analysis Services in a Public School Setting |
| Domain: Service Delivery |
| KAREN E. FLOTKOETTER (Marion County Public Schools), Jamie Hughes (Autism Consulting Services) |
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| Abstract: The Exceptional Student Education Department in Marion County, located in Central Florida serves 15.4% of the 42,105 students enrolled within 49 schools, identified as having a disability. The Behavior Support Team serves all 49 schools through a referral process that begins at the student assistance team meeting where members of the multidisciplinary team from the school requesting services, meet with the behavior analyst to determine the proper level of involvement. Services are delivered in accordance to the Response to Intervention model. Tier I services are considered classroom consultations where behavior analysts are ask to help provide a classroom management plan teaching and reinforcing appropriate classroom behaviors. Tier II services include check in/check out systems and behavior contracts established by the behavior analyst. Tier III services include conducting a functional behavior assessment and developing a behavior intervention plan for an individual student. Training, implementation, data collection, and follow up services are included in all three Tiers of the service delivery model. For the 2007 – 2008 school year the Behavior Support Team generated 172 referrals across all Tiers with the majority of these referrals in the Tier II level of service. Kindergarten and 7th grade students were the highest referred grade levels. |
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| Five Things that Guarantee School Success, and may even Close the Achievement Gap for Disadvantaged Learners |
| Saturday, May 23, 2009 |
| 4:00 PM–4:50 PM |
| West 301 CD |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Cathy L. Watkins (California State University, Stanislaus) |
| Presenting Authors: : RICHARD P. WEST (Utah State University) |
| Abstract: Participants will learn why much of what we have been told about learning and school success simply isn’t enough to get the job done. In this era of increased accountability and pressure to meet standards, what really makes the biggest difference? How can we support teachers and enable them to do what they have been prepared to do? Tools and procedures for data-based decision-making will be described and explained. |
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| RICHARD P. WEST (Utah State University) |
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| Presidential Scholar's Address |
| Saturday, May 23, 2009 |
| 5:00 PM–5:50 PM |
| West 301 CD |
| Chair: William L. Heward (Ohio State University) |
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| Understanding Global Climate Change and the Human Response: A Paleoclimate Perspective from the World's Highest Mountains |
| Abstract: Glaciers are among the first responders to global warming, serving both as indicators and drivers of climate change. Over the last 35 years ice core records have been recovered systematically from both polar regions as well as twelve high-elevation ice fields, eleven of which are located in middle and tropical latitudes. Analyses of these ice cores and of the glaciers from which they have been drilled have yielded three lines of evidence for abrupt climate change both past and present. They are: (1) the temperature and precipitation histories recorded in the glaciers as revealed by the climate records extracted from the ice cores; (2) the accelerating loss of the glaciers themselves, specifically Quelccaya ice cap, Peru, Kilimanjaro, Africa and Naimona’nyi, Himalayas will be updated with 2009 results and; (3) the uncovering of ancient plants and animals from the margins of the glaciers as a result of their recent melting, thus illustrating the significance of the current ice loss. The current melting of high-altitude, low-latitude ice fields is consistent with model predictions for a vertical amplification of temperature in the tropics. The ongoing global-scale, rapid retreat of mountain glaciers and more recently the margins of the Greenland and Antarctic ice sheets is not only contributing to global sea level rise, but is also threatening fresh water supplies in many of the world’s most populous regions. The current and present danger posed by ongoing climate change is clear. Climatologically we are in unfamiliar territory and the world’s ice cover is responding dramatically however the human response to this issue is not so clear. Even though the evidence both from data and models becomes more compelling each year, and numerous documentations of global climate change such as in four IPCC documents, the rate of global carbon dioxide emissions for example, continues to accelerate. As a society we have three options (1) prevention, (2) adaptation and (3) suffering. The lecture will explore the human response to environmental changes in the past and what makes the current issues surrounding global climate change different.
Lonnie G. Thompson is a Distinguished University Professor at thee School of Earth Sciences and Senior Research Scientist at the Byrd Polar Research Center at The Ohio State University. Dr. Thompson, one of the world's most renowned paleoclimatologists, has been described as an "ice hunter," and a "translator" who deciphers messages trapped in ice cores that tell the history of the world's climate. He has led more than 50 expeditions during the last 30 years, to remote ice caps in Peru, Bolivia, China, Antarctica, Russia, Kenya, and other regions. Thompson's findings have resulted in major revisions in the field of paleoclimatology by demonstrating how tropical regions have undergone significant climate variability, countering the earlier view that higher latitudes dominate climate change. Thompson's research has been featured in hundreds of publications, including National Geographic and the National Geographic Adventure magazines, and is highlighted in An Inconvenient Truth, Al Gore's documentary film on global warming, for which Thompson was a consultant. One of Time magazine's 2008 Heroes of the Environment, Thompson was identified in the magazine's October 6 issue as one of six scientists and innovators whose work is key to addressing global climate change. Thompson's many honors and awards include the Tyler World Prize for Environmental Achievement (2005), the environmental sciences equivalent of a Nobel Prize, and the U.S. National Medal of Science (2007), the highest honor the United States bestows on an American scientist. The story Thompson's data tell of the history of the Earth's climate and its implications for climactic change should be of great interest to ABAI's membership, as one of the most pressing issues facing humankind is whether we will change |
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| LONNIE G. THOMPSON (The Ohio State University) |
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| AUT Poster Session 1 |
| Saturday, May 23, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 1. Comparison of Traditional vs. Digital Flashcards for Receptive Language Instruction of Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| E. AMANDA BOUTOT (Texas State University) |
| Abstract: Learners with autism often need new information presented with few distractions, hence, when teaching receptive vocabulary a traditional white-background flashcard is often chosen as the stimulus to prevent competing stimuli and aid in focus on the salient qualities of the picture. However, this makes generalization difficult given that few things present themselves non-moving and on a white background in the natural environment. The purpose of this research was to compare digital flashcards and traditional flashcards on receptive vocabulary acquisition and generalization of learners with autism. The digital flashcards used for this study present items in increasingly naturally occurring modes within the same instructional session. Subjects were ages 4-8 with a diagnosis of autism. An alternating treatments design was used, with treatment counter-balanced daily. To measure acquisition, a discrimination probe was done immediately following intervention with frequency and level of prompt data collected for each vocabulary word. To measure generalization, generalization probes were introduced daily during naturally occurring opportunities for each vocabulary word; frequency of spontaneous vocalizations were also collected daily. Data is still being collected. This presentation will provide information on the potential efficacy of digital flashcards vs. traditional flashcards for receptive language instruction for students with autism. |
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| 2. Novel Matching-to-Sample Procedures for Teaching Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MARIANA SIMOES (University of Massachusetts), Harry A. Mackay (Praxis Inc.; U Mass Medical School), William J. McIlvane (University of Massachusetts Medical School) |
| Abstract: We report findings from ongoing study of novel behavioral methods for teaching and evaluating children with neurodevelopmental disabilities. The project is based on the hypothesis that there may be teaching advantages in procedures that give choices of what to do during discrete-trial instruction. In typical matching-to-sample procedures, the series of trials presented is entirely determined by the teacher. The child has no control over which stimuli are presented for matching at a given moment. However, this is not typical of many real-world situations. Individuals often can choose the order of tasks and/or the manner of responding, thus allowing them to organize their own behavior in ways that may promote more rapid and/or more accurate performance.
We present data examining such choice behavior in constructed-response matching-to-sample (CRMTS) procedures. Instead of the single sample that typically appears on CRMTS trials, two are presented and either may be selected and then matched. We also investigate effects of using a “no more” option in the CRMTS procedure, contrasting this procedure with another that lacked this option. Of particular interest is stereotypical behavior that appeared in the context of highly accurate constructed matching and investigation of ways to discourage such behavior. |
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| 3. The Effects of Choice on Intrinsic Motivation for Academic Activities in Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SHANE L. LYNCH (University of Alberta), Judy Cameron (University of Alberta), W. David Pierce (University of Alberta) |
| Abstract: Intrinsic motivation (IM) for academic activities is reduced in children with autism. Low IM limits children's task engagement during behavioral interventions and impedes maintenance and transfer of performance gains. Research has shown that when performance-based reinforcers are delivered in autonomous contexts (i.e., ones with choice), IM for academic activities increases, and these gains maintain and transfer to new settings. Eight children participated in a repeated measure, alternating-treatment design. Each child received performance-based reinforcers while engaging in academic tasks (i.e., math or language arts). Half the children did one activity in a choice setting and the second activity in a no-choice context. For the other children, the order of the settings was reversed (no choice followed by choice). Academic activities were counterbalanced over children. Preliminary results suggest that children prefer those activities associated with choice (high IM for task); analysis of the data for maintenance and transfer is ongoing. The findings will be discussed from both behavioral and cognitive perspectives. |
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| 4. A Comparison of Multiple-Response Error Correction Strategies for Discrete-Trials Teaching |
| Area: AUT; Domain: Applied Behavior Analysis |
| LINDSAY MAUREEN ARNAL (University of Manitoba & St Amant Research Center), Dickie C. T. Yu (U. of Manitoba & St. Amant Research Centre), Daniela Fazzio (St. Amant Research Centre), Carly E Thiessen (University of Manitoba/St. Amant Research Centre), Sandra Salem (University of Manitoba and St. Amant) |
| Abstract: Discrete-trials teaching is one of the main teaching procedures used for children with autism and developmental disabilities. A multiple-practice strategy has been shown to be more effective than a single-practice strategy during error correction, but previous studies have conducted multiple-practice in the presence of the same stimulus from the error trial. The purpose of this study was to evaluate whether multiple-practice would be more effective when conducted in the presence of varied stimuli. Each child was taught two different visual matching-to-sample tasks in each condition. Reinforcement for correct responses occurred in all conditions. During the Differential Reinforcement condition, incorrect responses were ignored. In the Static condition, errors received a multiple-response correction procedure in which the correct behavior was modeled and the child was prompted to emit that behavior 5 times in the presence of the same stimulus from the error trial. In the Varied condition, the correct response was modeled and the child was prompted to respond 5 times, but practice trials were varied in an attempt to narrow the stimulus control under which the child responded. Results showed that the rates of acquisition were similar across conditions and differential reinforcement was the most efficient among the three procedures. |
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| 5. Incorporating Technology In ABA; Social Validity Measures In A Computer Assisted Intervention For Students With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MANYA C. R. VAUPEL (Jigsaw Learning), Christina Whalen (Jigsaw Learning), Shannon Cernich (Jigsaw Learning) |
| Abstract: Many excellent interventions and programs are available for educating and treating children with Autism Spectrum Disorders. One particular intervention that is gaining in popularity in home programs and schools is the use of computer-assisted instructional programs. However, despite the large number of interventions for Autism Spectrum Disorders, there are only a few treatment approaches that focus on curriculum, materials, and resources for school age students. In this poster, several social validity measures were taken to address the importance of a CAI curriculum that targets the K-5th grade ASD population. Over 300 parents, teachers, and clinicians were involved in addressing the need for the program through surveys/questionnaires, presentations, and workshops, while 10 students, age 6-11 with ASD participated in using the curriculum and computer programs to measure effectiveness and motivation. Research findings will be discussed along with future directions for computer-assisted interventions, making treatment more available to older children with ASD, and making implementation more realistic for families and for over-burdened schools. Research studies include descriptive data collected automatically through computers, surveys, questionnaires, video tape, and student interviews. Studies were conducted remotely via the internet, in the community, and in clinical or school settings. |
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| 7. Evaluation of a Stimulus Fading Procedure to Treat Stimulus Overselectivity |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANDREA STEARNS (UNMC), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne Fisher (Munroe-Meyer Institute, UNMC), Kelly J. Bouxsein (Munroe-Meyer Institute, UNMC) |
| Abstract: Children with autism may show problems attending to all characteristics or dimension of a stimulus. For example, with stimulus overselectivity, the individual attends to a restricted attribute of the stimulus and does not attend to the entire stimulus. Previous research has evaluated procedures for reducing stimulus overselectivity and promoting attention to relevant aspects of sample stimuli (e.g., Dube and McIlvane,1999; Wallace Walpole & Roscoe, 2007) Dube and colleagues (1991) found stimulus-fading procedures to be effective for promoting attention to relevant aspects of stimuli. The present study evaluated the effectiveness of using a within-stimulus fading procedure to promote attention to aspects of stimuli that were previously overlooked due to stimulus overselectivity. An evaluation of stimulus overselection showed that the participant attended to only the first two letters in a three-letter sample. In the fading procedure the third letter of the word was initially printed in a larger font size compared to the first two letters to promote attending. The size of the last letter was systematically reduced until the participant correctly matched the three-letter sample stimulus when all letters were uniform in size. This procedure proved effective for making discriminations between topographically dissimilar letters (e.g., top-tot) but was not as effective for fine discriminations (e.g., pan-pam). |
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| 8. Teaching spelling to children with autism via constructed response matching to sample and matrix training procedures. |
| Area: AUT; Domain: Applied Behavior Analysis |
| LACEY HEBERT (Praxis, Inc.), Harry A. Mackay (Praxis Inc.; Shriver Center), Karen L. Mahon (Praxis, Inc.), Elise A. Warecki (Praxis, Inc.) |
| Abstract: We present data from research with children with autism that extends the work of Dube, McDonald, McIlvane & Mackay (1991) who developed a computer-based version of a tabletop program (Mackay, 1985) to teach spelling to individuals with mental retardation. The program involved a form of constructed response matching. A response to the sample (e.g., dictated word; picture) produced a pool of letters with which the student could construct the corresponding word. Failure to construct the appropriate word resulted in a teaching module. Here, the printed word was displayed to guide the student’s letter selections. Across trials, letters of the model word were faded one at a time, last letter first. Acquired words were added to a cumulative baseline. The current research adds matrix training to program systematically the onset and rime components of words (e.g., /m/ and /an/ of the word man and /p/ and /at/ for the word pat) for use in the constructed matching. The training ensures that a student is taught all discriminations required for recombinative generalization, the spelling of words involving onset-rime combinations not directly trained (e.g., mat; pan). Phonic equivalents of the words (e.g., /p/, /a/, /t/) were also used in training and testing.
Supported by Grant # HD049221 |
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| 9. An Evaluation of Task Variation on Skill Acquisition and Aberrant Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| AMANDA ZANGRILLO (University of Southern Maine and Providence's Achieve!), Blair Parker Hicks (The Marcus Institute), Laura D. Fredrick (Georgia State University), Michael E. Kelley (University of Southern Maine) |
| Abstract: Massed-trial and distributed-trial teaching methods were conducted with two participants. In the massed-trial condition, only one target skill was taught. In the distributed-trial condition, multiple targets were taught simultaneously. Sessions were conducted in an alternating-treatments design and target probes were conducted following mastery of each target in the massed-trial condition. Following completion of the teaching trials, maintenance probes were conducted at 1, 2, 3, and 4 weeks. Results were similar across both participants. Additionally, similar levels of problem behavior were observed across both participants. |
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| 10. A Comparison of Two Prompting Strategies in an Early Childhood Developmental Delay Public School Classroom |
| Area: AUT; Domain: Applied Behavior Analysis |
| KRISTEN L. GAISFORD (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The design of the current case study was to compare two prompting strategies; most to least prompting (MTL) and least to most prompting (LMT). These two strategies were compared using a multi-element design, assessing the performance of three children, with ages ranging from 2 to 4 years of age. These children were selected from a classroom that provides services to children with Early Childhood Developmental Delays (ECDD). In order to compare the MTL and LTM strategies, children involved in this study were taught identical three-dimensional matching. The purpose of this study was to determine (1) which strategy resulted in fewer trials to acquisition (2) which strategy resulted in less emotional responding and (3) which strategy resulted in the least amount of time to acquisition. While it was not the focus of the study, generalized matching data are also presented. The study took place in the Early Childhood Developmental Delay (ECDD) Preschool Classroom located within a public special education school in southwest Michigan. |
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| 11. Using A Tactile Prompting Procedure to Teach "Quiet" Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| Kristin Rogener (Bronxville Schools), SHEILA M. JODLOWSKI (Bronxville Schools) |
| Abstract: A seven year old boy with constant inappropriate vocalizations was systematically taught to have a "quiet mouth". This was first introduced as a physical prompt (finger to instructor's and student's mouth). This initial intervention had a range of 40% correct responses to 100% correct responses with a mean of 70% correct responding. A fading procedure was used to decrease dependency on the physical prompt. This intervention had a range of 50% correct responses to 90% correct responses with a mean correct responding of 71%. Prompting was further faded to a tactile prompt (vibrating pager). A pairing procedure was used to ensure that the student knew that the vibration of the pager was the antecedent to have a "quiet mouth". This procedure then generalized to the mainstream environment and allowed the student to participate in group lessons where a quiet environment was a student expectation. |
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| 12. Do Replacement Behaviors Impact the Effectiveness of Functional Communication Training? Manual Signs Versus Graphic Symbols |
| Area: AUT; Domain: Applied Behavior Analysis |
| MIRIAM CHACON BOESCH (Purdue University), Oliver Wendt (Purdue University) |
| Abstract: Given the relationship between communication and aberrant behaviors, there is a need for evidence-based practices that directly address the communicative and behavioral impairments of children with autism. Therefore, a single-subject study using a multi-element design was conducted to evaluate the effectiveness of functional communication training (FCT) in reducing aberrant behaviors.
Four elementary-age students with autism and limited functional speech who displayed self-injurious behaviors (SIB) were taught to use FCT to reduce their aberrant behavior. FCT is the teaching of alternative communicative responses to replace challenging behavior. SIB is referred to as behavior that is aggressive in nature and is self-inflicted such as self-pinching, self-hitting, and self-biting.
The two main goals of this study consisted of determining if FCT is an effective behavioral intervention to reduce SIB in individuals with autism and to determine whether the type of replacement behavior (manual signs or graphic symbols) used impacted the effectiveness of FCT. To date, there is a lack of empirical evidence to examine if different replacement behaviors impact the degree of FCT effectiveness. The data to be collected from this study will help practitioners select a more fine-grained FCT approach. Results will be discussed in light of their implications for evidence-based practice. |
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| 13. Perspectives Regarding Stereotyped Behaviors
And Vocational Implications |
| Area: AUT; Domain: Applied Behavior Analysis |
| JEANETTE JOHNSON (San Diego State University), Bonnie Kraemer (San Diego State University) |
| Abstract: Employment is a key factor to an improved quality of life for individuals with autism and intellectual disabilities. However, little is known about the vocational implications of stereotypy despite its high prevalence and it’s role in the diagnosis of autism. The present study examined perspectives of key stakeholders regarding stereotypy in relation to employment, stress levels, and intervention needs. Results showed an overwhelming agreement that stereotypy could negatively impact quality of life and hinder successful employment. Over 97% of family members agreed that stereotypy could add to family stress, and 84.8% said that their personal stress levels were also impacted. Stress levels were markedly higher when the individual with a disability was younger. Teachers showed little value for intervention, despite agreeing that stereotypy could add to family stress and have detrimental life-long implications. Adult service providers reported that 55% of consumers who displayed stereotypy participated in a day program and were not working, and that many consumers would probably have a better job if not for their stereotyped behaviors. Over 85% of employers indicated that they might be open to hiring individuals who displayed stereotyped behaviors, however this decreased when given specific examples of stereotypy. Professional implications will be discussed. |
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| 14. Functional Analysis of Off-Task Behavior Exhibited by an Adolescent in a Work Context |
| Area: AUT; Domain: Applied Behavior Analysis |
| MAGDA M. STROPNIK (The New England Center for Children), Gregory P. Hanley (Western New England College), Kevin C. Luczynski (Western New England College), Stacy E. Edinburg (New England Center for Children) |
| Abstract: Many individuals with autism engage in problem behavior that interferes with their ability to participate successfully in the workplace. Off-task behavior is one such problem behavior. Off-task behavior can be defined as the failure to persist at assigned tasks in the absence of constant supervision. This study extends functional analysis methodology to the assessment of off-task behavior in vocational contexts. By experimentally evaluating the conditions under which off-task behavior occurs, the function of off-task behavior can be identified and thus inform treatment. An adolescent with autism who engaged in off-task behavior participated in a multielement functional analysis. A clerical task (mass mailing) was presented across each of three test conditions (escape, attention and tangible) and one control condition. Consequences were delivered contingent upon off-task behavior during test conditions. During the control condition, escape and tangibles were delivered contingent upon task completion, while attention (ongoing supervision) was provided noncontingently. Observers using hand-held computers collected data on the duration of off-task behavior exhibited during 5-min functional analysis sessions. Inter-observer agreement was collected during 33% of sessions. Results showed elevated levels of off-task behavior in both escape and tangible conditions. |
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| 15. An Evaluation Comparing a Single versus Varied Punisher for decreasing pinching of an individual with autism. |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHARIS LYNN FARRELL (Munroe-Meyer Institute, UNMC), Andrea Stearns (UNMC), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center), Kelly J. Bouxsein (UNMC), Wayne Fisher (Munroe-Meyer Institute, UNMC) |
| Abstract: Previous research has evaluated the effectiveness of using varied punishers as compared to a single punisher for reducing maladaptive behaviors (Charlop et al., 1988). Results showed that the varied use of punishers was slightly more effective for reducing problem behavior than a single more intrusive punisher. The purpose of the current investigation was to replicate the study by Charlop and colleagues with a six-year-old male diagnosed with autism who engaged in severe pinching. In addition, a stimulus avoidance assessment was conducted to identify the most effective punishers as compared to the Charlop et al., study in which punishers were identified based on procedures already implemented in the natural environment. The results showed that the varied punisher was as effective if not more effective then the single punisher for reducing the participant’s problem behaviors. This procedure may be easier to implement and have better social validity as compared to the use of a single, more intrusive punisher. |
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| 16. Academic self-management: Effects on the noncompliant and oppositional behaviors of a young student with autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| Valerie R. Rogers (University of Nevada, Reno), CHRISTINE M. COFFMAN (University of Nevada Reno), Patrick M. Ghezzi (University of Nevada) |
| Abstract: This procedure examined the effects of discrimination training on a young child with autism’s behavior in a home setting. Prior to implementation, the young learner engaged in oppositional and noncompliant behavior including crying, whining, elopement, aggression, and property destruction in instructional settings. First a functional analysis was conducted which determined that this problem behavior was multiply maintained by attention, assess to physical prompts, and escape. In addition, these behaviors occurred when presented with difficult tasks and upon the emission of an incorrect response. An intervention was then implemented which taught the eight year old girl to correctly label problems on worksheets as either easy or difficult to complete. She was then instructed to complete the easy problems without assistance and would subsequently be provided help for the more difficult problems. A multiple baseline across programs was implemented. Once this academic self-management skill was mastered, problem behavior decreased and appropriate behaviors increased. |
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| 17. Offering Choice to Reduce Problem Behavior in a Student with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| EMILY R. MONN (University of Minnesota), Joe Reichle (University of Minnesota), LeAnne Denise Johnson (University of Minnesota) |
| Abstract: Choice as an intervention has been shown to reduce problem behavior in a variety of populations and settings. In this study, choice and no choice conditions were compared for an elementary student with autism throughout the school day. All phases of the experiment were implemented by the student’s teacher and paraprofessional and occurred within the natural context of the school day. A multielement design with experimental conditions counterbalanced across activities was used to determine the effects of choice on escape and avoidance maintained protest behavior. Results indicated that choice was effective in reducing protest behavior across a variety of activities. Generalization and maintenance data supported the use of choice as an intervention. |
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| 18. The Use of a Self-Management Strategy on the Reduction of Problem Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| DEBORAH A. NAPOLITANO (University of Rochester) |
| Abstract: Problem behavior can interfere with a child’s success and inclusion in the least-restrictive educational setting. Despite the use of function-based interventions, for some individuals there may be unidentified variables affecting their success in reducing problem behavior. The purpose of this evaluation was to demonstrate the efficacy of a self-management procedure in reducing problem behavior for three elementary school aged children with an Autism Spectrum Disorder. Each participant’s problem behavior was initially assessed with an analogue-functional analysis, a paired-choice assessment, or both. All three participant’s problem behavior was identified as maintained by negative reinforcement. After interventions based on function were only partially successful in reducing problem behavior, a self-management strategy, in which the child rated their own behavior, was implemented. The child rated their own behavior by circling a smile or frown face based on their assessment and the classroom staff’s feedback. Initially, a child might only need to earn more smiles than frowns in a day to earn the designated reinforcer. As the child’s rate of problem behavior decreased, the criteria was systematically increased. Results demonstrated that this type of self-management strategy was successful in further reducing problem behavior for all three children. |
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| 19. Functional Analysis and Treatment of Elopement across Two School Settings |
| Area: AUT; Domain: Applied Behavior Analysis |
| Russell Lang (University of Texas at Austin), Mandy J. Rispoli (University of Texas at Austin), Mark F. O'Reilly (University of Texas at Austin), Christina Fragale (University of Texas, Meadows Center), PAMELA WHITE (University of Texas at Austin, meadows center) |
| Abstract: Because elopement involves running away from a particular environment, functional assessment of elopement is complicated and may be particularly influenced by the assessment setting. In this study, a series of functional analyses were conducted in two school settings (classroom and resource room) with a child with Asperger’s Syndrome who engaged in elopement. Functional analysis results indicated that elopement was maintained by access to attention in the resource room and obtaining a preferred activity in the classroom. To test these findings, two interventions (an attention-based intervention and a tangible-based intervention) were implemented in the two school settings using an alternating treatments design. Results of the intervention comparison validated the findings of the functional analyses. Implications regarding the assessment and treatment of elopement are discussed. |
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| 20. Decreasing Stimulatory Behavior Using a Self Monitoring and Sensory Reinforcement Procedure |
| Area: AUT; Domain: Applied Behavior Analysis |
| STEVEN RIVERS (Beacon Services), Robert K. Ross (BEACON Services) |
| Abstract: Many children with autism engage in behavior often described as “self-stimulatory”. These behaviors can interfere with adaptive functioning and the development of positive peer relationships. Prior to the start of the intervention, data collected suggested that the target behavior (finger smelling) functioned to access olfactory sensory consequences. The current study used a procedure where a variety of olfactory sensory consequences were provided for the absence of the stimulatory behavior (finger smelling). The student was first taught to identify the occurrence or non-occurrence of the target behavior. He was then taught to record the occurrence or non-occurrence of the behavior following the passage of a progressively increasing time interval. The interval was signaled by a vibrating buzzer that the student kept on his belt. The results show that both the frequency of finger smelling decreased and that the student was able to learn to accurately self-monitor the target behavior. |
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| 21. An analysis of the treatment of vocal stereotypy in children with autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANDREA CHAIT (Pathways Strategic Teaching Center), Jennifer L. Marshall (Pathways Strategic Teaching Center), Mackenzie J. Milner (Pathways Strategic Teaching Center), Erin Boylan (Pathways Strategic Teaching Center), Roberta N Ryan (Trudeau Center), Kara Paolella (Psychological Centers), Sheila Quinn (Salve Regina University) |
| Abstract: Children with autism often engage in vocal stereotypy which may interfere with their educational and social functioning. Vocal stereotypy includes noncontextual or nonfunctional speech and/or sound to include repetitive scripting. Limited studies have focused on interventions for vocal stereotypy. Ahearn, Clark, MacDonald, and Chung (2007) used response interruption and redirection to successfully reduce the vocal stereotypy of four children with autism. The purpose of this study was to replicate the use of that intervention to reduce vocal stereotypy and expand the treatment implementation to the entire school day. A functional behavioral assessment was conducted on three students with autism who engage in high rates of vocal stereotypy throughout the school day. Results of the functional behavioral assessment indicated vocal stereotypy was maintained by automatic reinforcement. Treatment included interrupting and redirecting students to engage in appropriate vocalizations each time they engaged in vocal stereotypy. A multiple baseline design across subjects was used to evaluate treatment. Data was collected using 5-minute partial interval recording. The results are discussed along with implications for research and practice. |
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| 23. School preparation program-Transition between EIBI and Kindergarten |
| Area: AUT; Domain: Experimental Analysis |
| MARTINE BEAURIVAGE (C.R. Lisette-Dupras and West Montreal), Katherine Moxness (Centre de réadaptation de l'Ouest de Montréal) |
| Abstract: The goal of the program is to teach the children the necessary skills required for integration into regular classrooms. The program is offered to children who have been diagnosed with an autism spectrum disorder. Typically developing school aged children will also participate in the program activities to demonstrate appropriate social interactions normally found in school settings.
The specific objectives of the program are largely found to derive from the preschool teaching program from the Ministry of Education of Quebec. Individual objectives are equally determined with the help of an evaluation grid which is part of a developmental inventory and kindergarten pedagogical objectives (MELS).
The school preparation program is offered during the summer months, three days a week, for 8 weeks. The groups are composed of 8 to 10 children, a teacher and two specialized educators.
A report indicating the mastered skills and recommendations for the school year is given to the parents at the end of the program. |
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| 24. Improving Outcomes for Children with Autism Spectrum Disorders through Data-Driven Decision-Making One Family at a Time |
| Area: AUT; Domain: Service Delivery |
| KELLY L HYDE (Accountability Solutions, LLC), Kathy L Gould (Illinois Autism Training and Technical Assistance) |
| Abstract: Illinois Autism/Pervasive Developmental Disorders Training and Technical Assistance Project (IATTAP) is a technical assistance project of the Illinois State Board of Education focusing on educating and supporting children with autism spectrum disorders (ASD) and their families.
In the 2007-2008 school year, IATTAP provided supports and services to 49 families with children with ASD in Illinois through its FFSASD process, a combination of positive behavior supports and family-centered planning. Families were enrolled in the SIMEO (Systematic Information Management of Educational Outcomes) online evaluation system for extensive tracking of demographic, educational and behavioral outcomes.
The poster session will present findings from repeated measures applied evaluation process and will present information on how these data are used by the Family Focus Facilitators to drive decision making and change in team meetings with families of children with ASD.
FY 2008 IATTAP evaluation findings include:
>Decrease in loss of placement risk
>Increase in general and specifically targeted behavioral functioning (internalizing, externalizing, expressive and physical)
>Increase in classroom behavioral functioning
>Increase in training of autism related topic areas in home, school and community
>Decrease in individual family stressors
>Increase in family satisfaction with school programming and relationships with school personnel |
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| 25. The Implementation of Applied Behavior Analysis in the evaluation of preschoolers with Autism Spectrum Disorders |
| Area: AUT; Domain: Service Delivery |
| ADAM DEAN KEHRER (Summit Educational Resources), Nicole Cafarella (Summit Educational Resources), Jessica Ann Conlon (Summit Educational Resources), Stacy N. Powell (Summit Educational Resources), Kathleen B. Honer (Summit Educational Resources) |
| Abstract: Evaluators often experience challenges when attempting to obtain standardized cognitive scores from children with a diagnosis of an Autism Spectrum Disorder (ASDs). This is due to the nature of the impairment evident in ASDs; such as language processing difficulties and selective attention. This presents as a problem when obtaining eligibility for services and a longitudinal record of cognitive functioning for child outcome and program evaluation. The proposed poster seeks to explore these issues and to discuss modifications to the administration procedures based on methods of applied behavior analysis to obtain standard scores while maintaining the integrity of the standard procedures of administration. The primary modification employed has been manipulation of positive reinforcement schedules during the evaluation session itself. The goal of this poster is to encourage proper administrative methods to obtain scores from children who were once deemed un-testable, given inaccurate score, and/or to avoid inappropriate standardized administrative practices. |
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| 26. Evaluation of Early Social Contingency Behavior in Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KAREN CHIN (Hofstra University), Kurt Salzinger (Hofstra University), S. Stavros Valenti (Hofstra University) |
| Abstract: This study retrospectively examined the early social-behavioral contingencies acting on infants before diagnosed with autism. Investigating behavioral differences would help in determining whether infants later diagnosed with autism experience different contingencies than typically developing infants that may contribute to the pre-diagnosed infants’ risk to autism. Home videos of preschool to school-aged children from six months to 24-months of age were collected and coded across early, middle, and late infancy periods. Coding of home videos occurred in a Stimulus Approach (Sd). . . Infant Response (R) ? Stimulus Consequence (C) format. Behaviors coded included stimulus object, social, and physical approaches, infant approach and withdrawal responses, and stimulus approach and withdrawal consequences. Overall, the autism group approached less and withdrew more to stimulus approaches than the typical group across all infancy periods. In particular, infants in the autism group withdrew more when approached socially during late infancy than infants in the typical group. Moreover, infants in the typical group responded more than infants in the autism group to low level stimulus approaches in mid- and late infancy. Implications of early identification of children at risk for autism and limitations of the study are discussed. |
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| 27. The Stability of Preferences for Tangible Items with Children Diagnosed with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| AMANDA LYNN VERRIDEN (University of Wisconsin- Eau Claire), Kathryn R Glodowski (University of Wisconsin-Eau Claire), Stephany Kristina Reetz (UW-Eau Claire), Elizabeth T Kooistra (University of Wisconsin- Eau Claire), Kevin P. Klatt (University of Wisconsin, Eau Claire) |
| Abstract: Results of previous literature suggest that stability of preferences for tangible items varies across individuals. These results suggest that preferences need to be continuously tracked in order to develop skill acquisition programs for individuals with developmental disabilities. Few studies have examined preference stability for young children diagnosed with autism. Additionally, few studies have conducted repeated preference assessments with children diagnosed with autism. We extended the literature by conducting frequent MSWO preference assessments for tangible items with young children diagnosed with autism to determine the stability of preferred items over time. |
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| 28. A Comparison of the Use of Preferred Stimuli and Novel Stimuli to Increase Play Skills |
| Area: AUT; Domain: Applied Behavior Analysis |
| EMILY LOOKNER (BEACON Services), Amy Muehlberger (Beacon Services), Robert K. Ross (BEACON Services) |
| Abstract: Children with autism often display significant delays and deficits in the area of play skills. Providing access to some toys can be an effective reinforcer for some children with autism. However, the play skills demonstrated with those toys may be stereotypic and lacking in functionality or flexibility. The present study attempted to determine if toys that functioned as reinforcers could be used to teach a play routine more rapidly than toys with no previous learning history. Specifically, the use of preferred toys was compared with the use novel toys, when teaching an 8-step play skill sequence to three-year-old twins with autism. The procedures were compared in an alternating treatments design. The two conditions were: Preferred stimuli sessions, where toys that had previously functioned as reinforcers were used,and Novel stimuli sessions, where teacher-selected toys with no previous learning history. The number of trials to mastery criterion in each condition was compared. Results suggest that previous learning histories may interfere with acquisition of play skill routines for some children with autism and that consideration of an individuals learning history should occur when selecting stimuli for teaching of play skills. |
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| 29. Examination of Scheduling as a Variable in Preference for Positive Versus Negative Reinforcement |
| Area: AUT; Domain: Applied Behavior Analysis |
| AMIN LOTFIZADEH (CSULA), Hank Schlinger (California State University, Los Angeles) |
| Abstract: Many variables effect different aspects of behavior, such as topography, duration, magnitude, etc…The interaction between variables in the environment and their combined effects cause unique changes in behavior. As a result preference for various stimuli in the environment changes, depending on the variables functioning at the moment. Some variables that have previously been investigated to assess preference for positive versus negative reinforcement have been scheduling effects, reinforcer magnitudes, and task preference. It has been demonstrated that by increasing FR schedule requirements a shift in preference for negative versus positive reinforcement occurs, regardless of the function of the behavior, task preference, and reinforcer magnitude. However, results have been inconsistent as to under what FR schedule requirements the shift occurs. DeLeon et al. (2001) demonstrated that under FR 10 schedules a shift in preference occurs from positive to negative reinforcement. However, Kodak et al. (2007) showed that FR schedules could be thinned to FR 40 before a shift in preference starts emerging. Regardless, there is increased variability in choice as a function of increased schedule requirements and it is hypothesized that under VR schedules the shift will occur at thinner reinforcement schedules than FR due to shorter post-reinforcement pauses and higher response rates. The present study will investigate preference for positive versus negative reinforcement as a function of increasing ratio requirements using a combination of a reversal-changing criteria design to assess shifts in preference for positive versus negative reinforcement across thinning FR and VR schedules. Two male participants diagnosed with Autism Spectrum Disorders receiving an average of nine hours of in home intensive behavioral services will participate in the study as part of their ongoing treatment program. |
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| 30. Teaching a child to answer yes/no-questions about actions |
| Area: AUT; Domain: Service Delivery |
| KAZUNARI HASHIMOTO (None) |
| Abstract: A young child who has a possibility of pervasive developmental disability was taught to answer yes/no questions about actions using multiple baseline design across actions. A session consisted of ten trials. For each trial the child was requested to perform a simple action (e.g. tapping a table) and asked either yes or no-question. A yes-question for tapping the table, for instance, was “Did you tap the table just now?” while a no-question was “Did you pretend to be a lion (or any other actions) just now?” Depending on the condition, either ten yes-questions, ten no-questions, or both questions (five questions for each type in predetermined random order) were presented. A correct answer followed verbal praise by a researcher while a wrong answer followed modeling of the correct answer. The results show that the child met the mastery criterion for the first action after 26 sessions and for the second action after 15 sessions. The generalization of the skill was assessed with two other actions that had not been trained. The limitations and suggestions for future research were discussed. |
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| 31. Using Activity Schedules and the Script Fading Method to Teach Cooperative Play to Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANNA BUDZINSKA (Institute for Child Development in Gdansk, Poland), Marta Wojcik (Institute for Child Development in Gdansk, Poland) |
| Abstract: Cooperative play is an important part of a typical child’s development and contributes to the acquisition of language and social interaction skills. Children with autism often do not develop play skills on their own. The study shows the effectiveness of activity schedules and the script fading method in teaching cooperative play to children with autism.
Two four-year old boys with autism participated in the study. They receive four and a half hours of therapy daily at the Institute for Child Development (IWRD) in Gdansk, Poland. During data collection for baseline measurements, no activity schedules, scripts, or manual prompts were used. The teacher gave an instruction “Play together” and explained who will play the role of “teacher” and who will be “student”. During baseline measurements, the participating students were unable to play together. While teaching cooperative play, the therapist used activity schedules, scripts, the script fading method, and graduated manual prompts. Teaching was completed when the boys correctly pretended to be “teacher” and “student”, when instructed “Play together”, without activity schedules, scripts, or manual prompts. After the study ended, the “teacher-student” game became reinforcement for both boys. During the maintenance period, the “teacher” began to give the “student” new instructions, which were never taught before. |
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| 32. “Who’s the Boss?”: Application of Multiple Schedules with Students with ASD to Increase Instructional Compliance |
| Area: AUT; Domain: Service Delivery |
| SUE HEATTER (Sue Heater & Associates), D. Reed Bechtel (Bechtel Behavioral Services) |
| Abstract: A focus of some training programs for children on the Autism Spectrum is to increase engagement by use of child led activities (i.e. floor time, incidental teaching). However, many environments that include neurotypical peers are teacher/adult directed. The poster presents a procedure that can help bridge the transition between the two types of instructional methods. The poster presents examples of the application of a procedure based on a multiple schedule approach (Fisher, 2004; Hanley, et. al, 2001; Hagopian, et. al. 2007). Data are presented on compliance with adult instructions during academic tasks as a function of using a 2 ply multiple schedule with an increasingly attenuated schedule of reinforcement in one component (“student the boss”) to increased amount of time in the other component (“teacher/trainer the boss”). The data are discussed in terms of utilizing the approach as a means of facilitating transition from self directed/child lead activities to external parent/teacher directed activities. The poster also discusses the effects of the procedure with students who may display “obsessive” interests or difficulty in transitions from one activity to another. |
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| 33. The Use of an iPod as a Modern Means of Communication |
| Area: AUT; Domain: Applied Behavior Analysis |
| JUDITH A CRUIKSHANK (Florida Institute of Technology), Lesley Parker (Parent), Josh Pritchard (University of Nevada, Reno) |
| Abstract: Communication is vital in everyday life, and none more so than for Autistic Spectrum Disorder (ASD) individuals. Currently used communication (AAC) devices have proven both costly as well as detrimental to peer acceptance for its users. As a potential AAC device and modern version of the Picture Exchange Communication System (PECS) an iPod was introduced. The study was undertaken with a 15 year old boy with autism who had been on a home-based Applied Behavior Analysis (ABA) programme for 10 years. The iPod was set up with 126 pictures split between three sub-categories under the main category of Photos. Using the principles of ABA the participant was taught how to operate and manoeuvre through the iPod to locate specific pictures and indicate those to a communicative partner. The results indicate that an iPod can be taught easily and quickly as the individual mastered 126 pictures in only 20 sessions. The utilization of an iPod in this capacity can help overcome some of the problems associated with PECS such as bulk and storage space requirements, as well as combating the negative image of AAC devices within peer groups thus promoting positive attitudes towards AAC users within today’s modern society. |
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| 34. Increasing Safety Skills in Children with Autism: A Comparison of Two Intervention Packages |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNIFER SKADDEN (Northwest Behavioral Associates), Mary Tinsley (Northwest Behavioral Associates), Stacey L. Shook (Northwest Behavioral Associates) |
| Abstract: There has been little research conducted on the various methods used to teach safety skills to learners with autism. Safety is an area of vital concern to the many parents and professionals responsible for learners on the autism spectrum. This study evaluated the efficiency of two intervention packages for teaching children with autism to consume only those solids and liquids for which they had permission. The first intervention consisted of delivering a reprimand (stern voice for consumption) plus praise (for not consuming); presumably both punishment and reinforcement conditions. The second intervention consisted of a reprimand alone condition, representing a hypothesized punishment only condition. After the termination of the acquisition phase, one month maintenance probes were conducted as a means of assessing the durability of the intervention packages and to support the authors' hypothesis that the intervention package consisting of both punishment and reinforcement conditions would produce the more durable desired behavior. |
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| 35. The effects of social attention in teaching self-control to children with autism |
| Area: AUT; Domain: Experimental Analysis |
| REBECCA S. RAAS (California State University, Sacramento), Melinda Sandoval (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
| Abstract: Research suggests that children with autism tend to display self-control by choosing a larger, delayed reinforcer over a smaller, immediate reinforcer when a response requirement is available. Intervening stimulation, other than a response requirement may also facilitate self-control training. The purpose of the current study was to evaluate whether self-control could be taught using a progressive delay procedure with (Experiment 1) and without (Experiment 2) a response requirement. During Experiment 2 social attention was delivered during the wait interval. Participants were 4 children diagnosed with autism (ages 3-6). A multiple baseline across participants design was used. Experimental conditions included a choice baseline, self-control training with and without a response requirement, and follow-up probes. Results suggested that both progressive-delay procedures (with a response requirement or social attention) established self-control in children with autism. Some participants generated self-rules which may have partially controlled their choice behavior. |
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| 36. Promoting independent performance of individuals with disabilities: A review on activity schedules |
| Area: AUT; Domain: Applied Behavior Analysis |
| TAKANORI KOYAMA (University of Washington), Hui-Ting Wang (University of Washington) |
| Abstract: Independent engagement and performance of individuals with disabilities is an important measure of educational success. Unfortunately, many individuals with autism are prone to depend on caregivers, teachers, or supervising adults for initiating activities, staying on-task, and transitioning between activities.
One effective strategy to promote independent performance and avoid prompt dependency is the use of activity schedules. An activity schedule consists of a series of objects, photographs, pictures, or words that cue an individual to engage in an activity/task and promote learner independence. The current study examined existing empirical studies on activity schedules and analyzed the extent of effectiveness.
A total of 14 studies were identified from the PsycINFO and by manual search. Results indicated that a wide variety of individuals could learn to use activity schedules independently, including people with severe mental retardation. Activities in the schedule included academic tasks, personal care, housekeeping, and recreational activities. Participants increased engagement and on-task behavior and decreased self-injurious and aberrant behavior. Social behavior could also be elicited by incorporating socially interactive activities into the schedule. Furthermore, maintenance and generalization to novel activities have been demonstrated. Taken together, the existing literature demonstrates the efficacy of activity schedules for a broad range of individuals. |
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| 37. An Assessment of Prompting Tactics to Establish Intraverbals in Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| EINAR INGVARSSON (University of North Texas), Tatia Hollobaugh (Youngstown State University) |
| Abstract: At least three prompting tactics may be employed to establish intraverbal responding: Echoic prompts (i.e., spoken word), tact prompts (i.e., picture), and textual prompts (i.e., typed word). We implemented a three-step assessment procedure to determine the most effective tactic on an individual basis. The participants were three four-year-old boys with autism. First, we carried out a pretest to identify common questions the children could not yet answer (e.g., “what animal says moo?”). Second, we implemented a topography-strength assessment, in which the target answers (e.g., “cow”) were assessed as echoics, tacts, and textuals. Finally, we used a combination of multielement and multiple baseline designs to evaluate the efficiency of each prompting tactic to establish intraverbal responding. The results showed that for the three participants, echoic and tacting repertoires were relatively strong, while textual repertoire was limited. Tact prompts were most effective in establishing intraverbal responding with these participants, followed closely by echoic prompts. More importantly, the study suggests a brief and convenient assessment procedure that may be used to evaluate which prompting tactics are likely to be most useful with individual children. |
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| 38. Using Precision Teaching to teach a 5 year old with ASD to interpret figures of speech |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNA RUDO-STERN (FEAT of WA), Kristin N. Schirmer-Foley (Organization for Research and Learning & FEAT of Washington), Elizabeth B Snyder (FEAT of Washington), Brandi Michelle Allred (FEAT of Washington) |
| Abstract: This data-based poster will use a standard celeration chart to demonstrate interventions used to teach a five year old with ASD how to interpret figures of speech. It will also present incidental data showing generalization of the skill to wider classroom use. |
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| 39. Using the Standard Celeration Chart to Teach Young Children with Autism Dramatic Play Skills in a School Setting |
| Area: AUT; Domain: Applied Behavior Analysis |
| BRANDI MICHELLE ALLRED (FEAT of Washington), Kristin N. Schirmer-Foley (Organization for Research and Learning & FEAT of Washington), Elizabeth B Snyder (FEAT of Washington) |
| Abstract: This data-based poster will demonstrate how dramatic play skills were taught to 3 preschoolers (2 on the autism spectrum and 1 typical peer model) in a school setting. Data will show the generalization of taught dramatic play skills to the classroom including initiations, reciprocations, and number of new ways played. |
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| 40. Using the Standard Celeration Chart to Track the Self-advocacy Statements of a Young child with ASD |
| Area: AUT; Domain: Applied Behavior Analysis |
| SARA GOLDSTEIN (FEAT of Washington), Kristin N. Schirmer-Foley (Organization for Research and Learning & FEAT of Washington), Elizabeth B Snyder (FEAT of Washington), Brandi Michelle Allred (FEAT of Washington) |
| Abstract: This data-based poster will show data on the number of appropriate self advocacy statements the student made throughout the school year, as well as breaks requested and misbehaviors . It will also show the effects that teaching self-advocacy statements had on the number of misbehaviors the student engaged in and the number of breaks breaks he requested on a daily basis. |
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| 41. Establishing a Generalized Manipulative Imitation Repertoire in Children Diagnosed With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| BREANNE HARTLEY (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: A generalized manipulative imitation repertoire is a fundamental collection of skills for all children to acquire because it leads to the acquisition of new behaviors, such as social behavior and appropriate play behavior. The current study was designed to evaluate the necessary training required to establish a generalized manipulative imitation repertoire in two children diagnosed with autism. The study took place in an Early Childhood Developmental Delay (ECDD) Preschool Classroom located within a public special education school in Southwest Michigan. The intention was to: a). determine whether or not training two manipulations with the same object would facilitate the acquisition of a generalized manipulative imitation repertoire, and b). to identify the essential components of manipulative imitation training required to obtain responding under imitative stimulus control of the model rather than stimulus control of the object. The data from this study demonstrated that, for some children, training two manipulations per object may not be enough to establish a generalized manipulative imitation repertoire. In addition, teaching two manipulations per object resulted in more responding under imitative stimulus control than in responding under stimulus control of the object. Additional data must be collected in order to expand on the findings in this study. |
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| 42. Acquisition of matching words to pictures in a child with autism: A comparison of prompting procedures. |
| Area: AUT; Domain: Applied Behavior Analysis |
| Kathryn E. Sutter (Alpine Learning Group), Barbara Hoffmann (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), ARIANNA SCATTONE (Alpine learning group) |
| Abstract: This study used an alternating treatment design to compare the effects of two interventions on the acquisition of matching words to pictures in a child with autism. One set of words were taught using manual prompts. The other set of words were taught using an intraverbal prompting procedure where the participant was provided with an echoic prompt to fill in the last word, when provided with a carrier phrase (e.g., B-a-l-l spells “ball”). All Intraverbal prompts were eventually faded until the participant matched the words to the pictures without the intraverbal prompt. The participant was a child with autism, age 9, with a history of slow acquisition of matching words to pictures with standard prompting procedures. Results indicated that the participant acquired new word-to-picture correspondence using the intraverbal prompting procedure. |
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| 43. Using a Communication Box to Increase Social Conversation Skills: A Replication |
| Area: AUT; Domain: Applied Behavior Analysis |
| Karen Nault (BEACON Services), Robert K. Ross (BEACON Services), PRISCILLA LESCARBEAU (BEACON Services) |
| Abstract: One of the core deficits in children with autism is social communication. A number of authors have found that prior to specific instruction social interactions are often quite limited (e.g., Hendrickson, et al. 1982, Krantz & McClannahan 1993) among others. In a previous study conducted with two preschoolers with Pervasive Developmental Disorder, a communication box was used successfully to increase independent social conversation skills, including asking and answering questions and making statements (Hahn, Filer and Ross, 2008) in two preschoolers with Pervasive Developmental Disorder. The present study replicates the previous study, examining the use of a conversation box to teach initiation and maintenance of a topical conversation in three 5-year-olds with ASD. All three participants were in an inclusion program and participated in an after school social group. Each had programs targeting social conversation, but were dependent on verbal cues and modeling to initiate and maintain social conversations with peers. The use of the conversation box successfully decreased their dependence on teacher prompts, and increased the participants’ independence in beginning conversations, responding to questions, asking questions and waiting for the response. Collateral increases in appropriate eye contact, staying on topic, maintaining conversation and switching topics were also seen. |
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| 44. Using a Visual Organizer to Increase Social Conversation Skills |
| Area: AUT; Domain: Applied Behavior Analysis |
| Karen Nault (BEACON Services), Robert K. Ross (BEACON Services), PRISCILLA LESCARBEAU (BEACON Services) |
| Abstract: Social communication deficits are common in individuals with Pervasive Developmental Disabilities, often interfering with their ability to appropriately engage in social conversations with their peers. The present study examines the use of written cues in the form of a visual organizer, to increase independence in initiating and maintaining social conversation. This was done in the context of a social group with the four middle-school boys aged 10-12. Skills targeted included appropriate greetings, turn-taking and social conversations. A visual organizer displaying written cues in four sections was provided; ask a peer, make a statement, ask a question, attend to the speaker and answer the question. Separate cues to initiate the conversation at the beginning of each participant’s turn and give a friend a turn at the end of each turn, were presented to each participant, in order to promote appropriate conversation. The visual organizer was effective in reducing teacher prompts for conversation initiation, staying on topic and responding, asking related questions, and waiting for their peers’ responses. Further, the presentation of topics through a random draw increased the number and variety of conversation topics in which each participant initiated and engaged. |
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| 45. Teaching Joint Attention to Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| NATALIE A. PARKS (Marcus Autism Center) |
| Abstract: Joint attention is thought to be a core deficit of autism (Landa, 2007; Sigman, Dijamco, Gratier, & Rozga, 2004) and researchers have turned their focus to identifying effective interventions to teach this skill (Charman, et al., 1997; Kasari, Freeman, & Paperella, 2006; Whalen & Schreibman, 2003; Whalen, Schreibman, & Ingersoll, 2006). While several researchers have effectively taught joint attention skills to children with autism, none have investigated whether these skills have generalized to their peers. The current study examines a joint attention intervention that combines discrete trial teaching with Milieu instruction to teach children to respond to joint attention bids of others. Once skills were mastered, researchers assessed whether taught skills generalized to natural settings with typically developing peers. Four preschool children diagnosed with autism spectrum disorders participated in the study. Two participants generalized learned skills to a classroom setting with typically developing peers. One participant also began initiating joint attention with both peers and adults in natural settings. |
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| 46. Combining PECS with a Prompt Delay Procedure to Increase Vocalizations in Young Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SUE HOULE RAPOZA (BEACON Services), Amy Muehlberger (Beacon Services), Robert K. Ross (BEACON Services) |
| Abstract: Children with autism who demonstrate very few vocalizations are often introduced to functional communication strategies such as the Picture Exchange Communication System. While PECS was initially intended to function only as an alternative communication strategy, it has been shown to increase vocal/ verbal behavior in children with autism (Bondy and Frost 2001, Carr and Felce, 2006). Other studies have indicated that implementing a time delay or prompt delay procedure following the presentation of a vocal model, has increased the frequency of vocal sounds and vocal spontaneity (Matson, Sevin, Box and Francis 1993). A poster presented at the 34th Annual Conference of Applied Behavior Analysis combined Phase 1 of PECS with a vocal prompt delay and differential reinforcement procedures, increased sound production in 3 young children with autism (Rapoza-Houle, Muehlberger, and Ross 2008). While the frequency and variety of vocalizations did increase immediately following the implementation of procedural modifications to Phase 1 of PECS, the study did have several limitations. These included the limited number of participants, insufficient procedural integrity and inter-observer agreement data. The current study extended previous research by confirming those findings with additional students, more stringent procedural integrity and reliability measures. |
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| 47. Teaching a Student with Autism to Mand for Attention During a Picture Activity Schedule |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA VALENCIA-ZIEBA (BEACON Services), David Robert Dilley (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Picture activity schedules are widely used in educating children with Autism Spectrum Disorders. The most frequent applications of this approach have been to teach children to play with a variety of items and extend overall duration of leisure time or task engagement (Alberto & Fredrick, 2000; Bondy & Frost, 2002; Kamps, Kravits, & Ross, 2002; McClannahan & Krantz, 1999; Quill, 2000; Savner & Myles, 2000). Less research has been focused on teaching more socially mediated behaviors, such as manding, in the context of activity schedules (Krantz et al., 1993; Krantz & McClannahan, 1998; Stevenson, Krantz, & McClannahan, 2000). The current study assessed the effectiveness mand training within the context of a picture activity schedule. Specifically a two-year-old girl with autism was taught to mand for attention from adults after completing preferred activities within an activity schedule. These results demonstrate that the student was able to acquire, and expand and generalize targeted skills to various settings, materials and individuals. |
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| 48. Use of a Conversation Box to Increase Social and Verbal Interactions in Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA D'ANTONA (BEACON Services), Joseph M. Vedora (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: The spontaneous production of social language is a challenge for many children with Autism Spectrum Disorder (ASD) (Ricks & Wing, 1975). Visual supports have been shown to facilitate language production in children with ASD (Sarokoff, Taylor & Poulson, 2001). The purpose of the current study was to assess the effects of visually cued social interactions for several children with autism. Specifically, a conversation box comprised of visual scripts was used to support production of social language during snack and centers in a reversed integrated preschool. The scripts facilitated initiation of an interaction and topic maintenance of the conversation. Once criterion for learning was met, generalization of social and verbal interaction was assessed with untrained topics of conversation, novel peers, and other settings. The results indicated successful acquisition of targeted social interaction skills and generalization to untrained conditions. |
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| 49. Effects of Video Modeling on Peer Advocacy by Child with Autism |
| Area: AUT; Domain: Experimental Analysis |
| KELSEY URGO (FACES) |
| Abstract: We examined the effectiveness of video modeling (based on methods from Nikopoulos & Keenan, 2004) as a teaching tool to increase advocacy and assertiveness toward peers in natural social initiations and play; the subject of which is a five-year-old autistic male. Using typical peers as models in videos, areas of assertiveness targeted include an increase in frequency of eye contact, volume of speech, and requests (targets developed from Bornstein, Bellack, & Hersen, 1977). Each target's videos is scaffolded according to level of difficulty and complexity. Videos average 30-s in length and immediately following the video the child was presented with an opportunity to imitate what was viewed. In this procedure videos were presented according to degree of difficulty, beginning with the most basic presentation of the given skill. Video modeling training was generalized into natural settings (playground, classroom, etc...), aided by the use of common stimuli in the training video. A baseline was taken across one week and was examined at a two week follow-up probe session after cessation of intervention. |
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| CBM Poster Session 1 |
| Saturday, May 23, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 50. The Acquisition of Chewing in a Typically Developing Child |
| Area: CBM; Domain: Applied Behavior Analysis |
| KATHARINE GUTSHALL (Center for Autism and Related Disorders), Jennifer Purcell (Center for Autism and Related Disorders, Inc.) |
| Abstract: Differential reinforcement has been demonstrated to increase numeerous different behaviors, including that of chewing (Shore, LeBlanc & Simmons, 1999). Using that basic protocol with the addition of vocal counting,a typically developing child was taught to chew using non-edible and edible objects. The purpose of the current treatment was to teach the discrete behavior of chewing, increase the number of chews per bite, and generalize this skill to food in a child with a pediatric feeding disorder. Data were collected on the number of chews per bite during all sessions. Results demonstrated that the child was able to increase independent chews per bite to an acceptable level with one food when the food was presented alone and with the non-edible object. The child’s higher level of chewing was also able to be maintained when other foods were introduced. |
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| 51. Temporal Discounting in Obese and Overweight Children |
| Area: CBM; Domain: Experimental Analysis |
| ALYSSA FISHER (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute) |
| Abstract: Temporal discounting procedures are commonly used to assess the extent to which individuals make impulsive choices (i.e., choose the smaller, sooner reward over the larger, later reward). Individuals who are impulsive are more likely to discount the value of delayed rewards (Madden, Petry, Badger, & Bickel, 1997). Certain individuals, such as substance abusers, smokers, or gamblers have been shown to engage in greater discounting of delayed rewards (Dixon, Marley, & Jacobs, 2003; Madden, Petry, Badger, & Bickel, 1997). Given the recent increase in the prevalence of childhood obesity, research on impulsive choice in this population may aid in the development of more efficacious behavioral interventions. Children who are overweight/obese may be at risk to make impulsive decisions that result in weight increases. The purpose of the current study is to compare the discounting rates of overweight/obese to healthy weight children. Overweight/obese children, with a Body Mass Index (BMI) greater than the 85th percentile, and healthy weight children, with a BMI between the 5th – 84th percentile served as participants. A computer-based task presenting hypothetical scenarios is used to assess choices between and immediate or a delayed food reward. Overweight/obese children are hypothesized to discount at a higher rate than non-overweight children. |
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| 52. Impact of Food Type and Texture on Emesis |
| Area: CBM; Domain: Applied Behavior Analysis |
| DIANA A. SHIF (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
| Abstract: Vomiting is a problematic behavior commonly exhibited by children with feeding disorders. Vomiting (emesis) during meals is often associated with decreased food consumption, longer meal durations, and negative interactions between caregiver and child. Variables associated with vomiting include medical conditions, physiological dysfunctions, oral-motor delay or dysfunction, and reinforcement of inappropriate behavior during feeding. Research on feeding problems has demonstrated that the characteristics of food (e.g., type and texture) influence various feeding topographies (e.g., expulsion, packing, grams consumed). However there is limited research examining the environmental variables associated with the onset and maintenance of vomiting during mealtimes. The current study systematically evaluated the impact of specific food groups (i.e., protein, starch, fruit, vegetable) and textures (i.e., puree, junior) on the frequency and volume of emesis for a child diagnosed with a pediatric feeding disorder.
The results demonstrate that specific food groups may be associated with increased episodes of emesis. The implications for identifying food types or textures associated with emesis on the treatment of food refusal will be discussed. |
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| 53. A Preliminary Evaluation of Generalization of Acceptance from Solids to Liquids |
| Area: CBM; Domain: Applied Behavior Analysis |
| REGINA MEREDITH ELKINS (Kennedy Krieger Institute), Danielle N. Dolezal (Kennedy Krieger Institute) |
| Abstract: Previous research has shown that escape extinction procedures are often the critical component to increase acceptance in children with feeding disorders. From a clinical perspective, separate applications of escape extinction are typically required for solids and liquids. However in some cases, following escape extinction for solid foods, acceptance may generalize to drinks without the use of escape extinction. The purpose of the current study was twofold: (a) to evaluate whether generalization of acceptance occurred for liquids following escape extinction with solid foods in two children, and (b) to summarize if generalization of acceptance occurred for 20 patients admitted to the Pediatric Feeding Disorders Unit for low levels of acceptance. A multiple baseline design was used to evaluate whether acceptance generalized to liquids following escape extinction for solid foods for two participants. Results indicated that both participants’ liquid acceptance increased during baseline conditions following escape extinction procedures for solid foods. With regard to the second purpose, the percentage of patients who demonstrated similar results is discussed, as well as relevant demographics. |
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| 54. Long-term Outcome Measures of an Intensive Home-Based Pediatric Feeding Disorders Program: What Happens After the Program |
| Area: CBM; Domain: Applied Behavior Analysis |
| JENNIFER LEIGH KING (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Angela Pruett (Clinic 4 Kidz), Michelle L. Waddell (Clinic 4 Kidz) |
| Abstract: Pediatric feeding disorders are common in children with autism and other disabilities and may also be evident in typically developing children. Feeding problems are generally treated by a single disciple or a team of professionals that include pediatric gasteroenterology, occupational/speech therapy, nutrition, and/or behavioral psychology. Treatments may involve services that are delivered in a clinic/hospital or in the home. The purpose of this presentation is to give the audience an overview of how intensive treatment can be initiated for children with pediatric feeding disorders in the home environment using an interdisciplinary model. The outcome measures from the initial treatment and follow-up will be presented. Results indicate that home-based programs using applied behavior analytic techniques to treat feeding problems are effective in a relatively short period of time (i.e., 5 days). Follow-up data also indicate that treatment gains are sustained long-term. The advantages and disadvantages of a home-based feeding program will be discussed. This presentation should further the knowledge of BCBA’s or BCABA’s in the use of data-based practices for treating children with feeding problems and the importance of collecting outcome measure data. |
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| 55. Does Consumer Satisfaction Matter: An Analysis of Satisfaction Data
from a Home-Based Pediatric Feeding Disorders Program |
| Area: CBM; Domain: Applied Behavior Analysis |
| MICHELLE L. WADDELL (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Jennifer Leigh King (Clinic 4 Kidz), Angela Pruett (Clinic 4 Kidz) |
| Abstract: In applied behavior analysis treatment integrity is critical to the long-term success and lasting behavior change. In most cases treatments must be implemented by caregivers or other individuals in the community; therefore, it is critical to understand what motivates caregivers to implement treatment programs. It may be easy for caregivers to implement these treatments in a controlled environment like a clinic but this may be more difficult in the natural environment when there are many other environmental variables in place. In order to understand how treatment programs can be implemented by caregivers it may be important to analyze their satisfaction of the program. The purpose of this study was to analyze consumer satisfaction data from a home-based pediatric feeding disorders program. Data from various questions will be presented. The data indicate that majority of the caregivers who participated in the treatment program were very satisfied with the program and observed long lasting change in their children’s feeding problems. Majority of the consumers also noted that they would continue to follow the treatment plan in the absence of trained therapist. |
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| 56. What’s in a Name?: Modified Spaced-Retrieval Training for Improving Recognition of Family Caregivers in Persons with Alzheimer’s disease |
| Area: CBM; Domain: Applied Behavior Analysis |
| MERRY SYLVESTER (University of Nevada, Reno), Jane E. Fisher (University of Nevada, Reno) |
| Abstract: Persons with dementia often experience a decline in recognition behaviors. Though persons with dementia may be able to generate veritable historical information associated with their family caregivers, the caregivers’ current stimulus properties may fail to elicit these verbal descriptors. These behaviors are associated with increased caregiver distress and risk of institutionalization of persons with dementia. The spaced-retrieval method utilizes shaping procedures in which acquisition and retention of information is achieved through successive recall tasks administered over increasing time intervals. The present study examined a modified spaced-retrieval procedure for training an individual (WW) diagnosed with dementia puglistica to recall the name and identification of his caregiving wife. On each trial, WW was instructed to match a temporally-remote photograph to a current photograph of his wife presented amongst distractors while stating his wife’s name. The caregiver recorded the daily frequency of correct and incorrect naming and identification prior, during, and post-intervention in the natural environment. WW demonstrated improved recall within training sessions and an increase in correct naming and identification of his wife in the natural environment. These data provide preliminary evidence that modified spaced-retrieval training may aid persons with dementia in naming and identification of familiar persons in the natural environment. |
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| 57. Assessment of a Child Management Skills Questionnaire based on Raising Hypothetical Situations. |
| Area: CBM; Domain: Applied Behavior Analysis |
| SILVIA MORALES CHAINE (National Autonomous University of Mexico) |
| Abstract: The effectiveness evaluation of a parent training program includes the confident assessment of child management skills on Health Professionals. The goal of this paper is to evaluate the validity of the Child Management Skills Questionnaire based on Raising Hypothetical Situations about children with behavioral problems and their parents. It was designed an instrument of 17 hypothetical Situations related with skills based on behavioral principles that adults could use to solve child problems situations. The Questionnaire includes a scoring sheet for each answer of the professionals. 130 health professionals from Ministry of México answered the questionnaire, by pre-experimental design pre-post evaluations around of a parent training program. We obtained a liability index from the answer sheet codification, the Cronbach reliability index, and the construct and concurrent validity of the instrument. The results showed that the questionnaire has validity and that is a confidence tool for evaluate the effectiveness of the parent training program. Further research will indicate the process of the acquisition of the skills throughout observation techniques of these hypothetical situations. |
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| 58. An analysis of treatment failure with the high-p instruction sequence |
| Area: CBM; Domain: Applied Behavior Analysis |
| KATHRYN M KESTNER (Western Michigan University), Matthew P. Normand (University of the Pacific), Joshua Jessel (University of the Pacific) |
| Abstract: The high-p instruction sequence is an intervention used to increase compliance by presenting a series of several instructions with which a child is likely to comply (high-p) immediately prior to the delivery of an instruction with which the child is unlikely to comply (low-p). For the two typically developing preschoolers who participated in this study, compliance with the high-p instructions decreased following repeated presentations of the sequence immediately preceding the low-p instruction. The purpose of this study was to determine whether this decrease was caused by the introduction of stimuli associated with the low-p instructions (e.g., having the toy box present) during the implementation of the high-p sequence. The high-p instructions were delivered without the low-p instruction either in the presence or in the absence of stimuli previously associated with the low-p instruction, with these conditions arranged according to an ABAB design with one participant and AB design with the other. Compliance with the high-p instructions was low when the instructions were presented in presence of stimuli associated with the delivery of the low-p instruction. Compliance was high when the high-p instructions were presented without these stimuli. |
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| 59. The Wall o’ Data: Self-Management Projects at The Chicago School of Professional Psychology |
| Area: CBM; Domain: Applied Behavior Analysis |
| KYOSUKE KAZAOKA (The Chicago School of Professional Psychology), Jennifer Klapatch (The Chicago School of Professional Psychology), Kerin Ann Weingarten (The Chicago School of Professional Psychology), Tamry L Juntunen (The Chicago School of Professional Psychology), Marissa J Tybor (The Chicago School of Professional Psychology), Traci M. Cihon (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology) |
| Abstract: Students and faculty of The Chicago School of Professional Psychology’s Applied Behavior Analysis Department participated in self-monitoring and/or behavior-change projects. Participants collected data on the relevant dimensions of behavior they wanted to track or change (e.g., frequency or duration of working out, frequency of smoking). They were encouraged to create their own intervention plans and implement them and to evaluate the effects on their behavior. Data were publicly posted, and input from other students and faculty was encouraged. This input took the form of social consequences and/or suggestions for intervention. Data and interventions will be presented. |
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| 60. Telephone and Written Prompts to Increase Attendance at Domestic Violence Groups |
| Area: CBM; Domain: Applied Behavior Analysis |
| Katherine K. Martinez (Florida International University), STEPHEN E. WONG (Florida International University) |
| Abstract: This study investigated the effects of telephone calls and written reminders on attendance at group support meetings by 15 Hispanic women in a long-term residential facility for survivors of domestic violence. The women were informed of the group support meetings at the time of intake and then the prompts were introduced, removed, and reintroduced within an ABAB reversal design. Results showed that prompting procedures at least doubled attendance at the support meetings. Data analysis indicated that in addition to increasing overall attendance the combination of prompts also raised the number of new attendees. The potential benefits to survivors of domestic violence from participating in support groups and possible means of maintaining attendance at such meetings will be briefly discussed. |
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| 61. The Moderational Role of Child Gender following the 9/11/2001 WTC Attacks |
| Area: CBM; Domain: Experimental Analysis |
| KELLY DUGAN BURNS (Virginia Tech), Russell T. Jones (Virginia Tech), Claude M. Chemtob (Mount Sinai School of Medicine), Robert Abramovitz (Jewish Board of Family & Children's Services, Inc.) |
| Abstract: Many young children were directly affected by the September 11th, 2001 WTC attacks. Several studies found that not only did children experience posttraumatic stress reactions, they also experienced elevated rates from a variety of disorders, including depression, anxiety, panic, and agoraphobia, suggesting a wide range of possible psychopathology in children following a trauma. Other studies have implicated child gender as a potential moderator for psychological distress following a traumatic event. The general consensus is that girls are more likely to develop subsequent psychopathology after experiencing a traumatic event compared to same aged boys. Similarly, studies of the WTC attacks also found girls to be at an increased risk for developing negative post-trauma symptomatology compared to boys. The current study attempted to address the impact of child gender of the development of subsequent symptomatology following the WTC attacks. It was hypothesized that: 1) girls would experience higher rates of overall symptomatology; 2) girls would experience greater internalizing symptoms; and 3) boys would experience greater externalizing symptoms. Data was collected as part of a larger study assessing the effects of the September 11th, 2001 WTC attacks on directly affected families with young children. Child symptomatology was obtained via parent report (ITSEA). |
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| DDA Poster Session 1 |
| Saturday, May 23, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 62. A Comparison of Continuous and Intermittent Data Collection: Effects on Skill Acquisition and Maintenance |
| Area: DDA; Domain: Applied Behavior Analysis |
| BETHANY L. CONDO (May Institute), Mary Elisabeth Hannah (May Institute), Jennifer Dawn Magnuson (Kennedy Krieger), Susan Wilczynski (National Autism Center) |
| Abstract: Continuous data collection during discrete trial instruction can be a tedious and time consuming practice for teachers who educate students with developmental disabilities. Currently there are few studies examining the need to take data continuously versus intermittently. Cummings and Carr (manuscript in preparation) investigated the effects of intermittent data collection (i.e., first trial only) as an alternative to continuous data collection, but found that maintenance of skills differed across data collection systems. This study expands on Cummings and Carr, using a simultaneous treatment design to compare continuous and intermittent (i.e., first 3 trials only) data collection systems during discrete trial instruction. One 17 year old student diagnosed with Pervasive Developmental Disorder was taught within her usual classroom environment to receptively identify 2 sets of pictures of U.S. Presidents, each paired with a data collection system. The effects of each system will be examined through the maintenance of skill acquisition in follow up sessions where additional data will be collected. Given the lack of current research on intermittent data collection and the importance of data collection on discrete trial instruction, the results of this study have practical significance for teachers who educate students with developmental disabilities. |
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| 63. Functionally-Based Versus Nonfunctionally-Based Treatments: Effects On Noncompliant Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| DANA SWARTZWELDER (The University of Southern Mississippi), Heather Sterling-Turner (University of Southern Mississippi) |
| Abstract: The present study investigated the effectiveness of functionally-based versus nonfunctionally-based treatments addressing noncompliant behavior. The participants were 4 preschool-aged children from a preschool classroom. Brief functional analysis conditions were conducted in order to determine the function of the children’s noncompliance. The two conditions included in the study were the attention and escape conditions. Two children had noncompliance maintained by escape from task demands, and 2 children had noncompliance maintained by access to attention. Physical guidance and time-out treatment effects were assessed using an alternating treatments design. It was hypothesized that physical guidance would reduce noncompliance in children with noncompliant behavior maintained by escape from task demands, while time-out would reduce noncompliance in children with noncompliant behavior maintained by access to attention. Results indicated that the functionally-based and nonfuntionally-based treatments were both effective in reducing noncompliant behavior. Future research directions for functional analysis research and treatments for noncompliant behavior are discussed. |
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| 64. The Effects of Sensory Materials on the Rate of Head Directed SIB |
| Area: DDA; Domain: Applied Behavior Analysis |
| LAWRENCE L. LOCKWOOD (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
| Abstract: Self-injurious behavior (SIB) may present health risks to individuals with developmental disabilities. Head-directed SIB may require the use of protective equipment, like helmets, which can be stigmatizing in public. This study evaluated the effects of different sensory materials on the rate of head-directed SIB in an adolescent developmentally delayed autistic girl. Initially, a functional behavior analysis was conducted with and without a protective helmet for head-directed SIB and produced little differentiation between traditional FBA conditions. An alternating treatment design was used to assess the rate of attempted head-directed SIB with different sensory materials. A weighted baseball cap, a protective helmet, hand- held vibrating toy, and physical massage were compared for rates of attempted SIB. The results showed some decreases in response rates between sensory materials. Since SIB attempts continued, however, with all sensory material, the protective helmet had the greatest safety effect and could be worn throughout the day without the need for constant supervision. Fading of the size of the helmet was accomplished by gradually removing small 1 inch pieces with reduced rates of attempted SIB. |
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| 65. Training Early Childhood Special Education Teachers to Embed Instruction during Recess for Students With Severe Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| Christian Atlas Martin (University of South Carolina), Erik Drasgow (University of South Carolina), JAMES W. HALLE (University of Illinois) |
| Abstract: Like students, teachers anticipate recess periods as a break from the rigors of teaching. However, for many students with significant disabilities, recess does not offer opportunities for play and recreation because they lack functional skills that permit independent engagement. Recess is an ideal setting for the display of such skills and, therefore, an ideal setting to target their acquisition. Whereas embedded instruction serves as an effective method for enhancing student performance, teachers are likely to abandon such practices when they are not a part of their existing routine. The purpose of our study was to extend the existing research on teacher training by assessing the direct and indirect effects of a training package to increase and maintain teachers’ use of embedded instruction during recess. Results of the study revealed immediate increases in four teachers’ instructional interactions following an initial 20-minute training session (i.e., instructions, modeling, and rehearsal), the introduction of self-monitoring interaction cards, and brief daily performance feedback. After the trainer systematically faded delivery of interaction cards and performance feedback, all four teachers maintained their levels of interaction. Collateral increases in student engagement were associated with the intervention. Implications for future research and practice are suggested. |
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| 66. USING FUNCTIONAL COMMUNICATION TRAINING AND INTERRUPTIVE DEMAND FADING TO TREAT AGGRESSION IN A CHILD WITH AUTISM. |
| Area: DDA; Domain: Applied Behavior Analysis |
| NICOLE ALIYA RAHIM (Brock University; Surrey Place Centre), Carobeth Zorzos (Surrey Place Centre) |
| Abstract: Functional communication training (FCT) is an effective procedure in reducing problem behaviours presenting in individuals with developmental disabilities (Hagopian., Fisher., Sullivan., Acquisto., & LeBlanc, 1998). During the initial use of FCT, attempts to provide continuous reinforcement are used to strengthen the contingency between language and the reinforcer. Using FCT in community based settings present challenges, in that reinforcement is not always available (Hagopian, Contrucci Kuhn, Long, & Rush, 2005). Introducing delays to the schedule of reinforcement during FCT is imperative to the success of the FCT procedure in natural settings. Interruptive demand fading is a procedure used by Hagopian, Bruzek, Bowman, and Jennett, (2007) as a means of thinning the schedules of reinforcement produced by FCT.
The current study uses descriptive analyses and a functional analogue to determine the function of aggression in a 12 year old boy with autism in a community based treatment center. Analyses yield that the function of behaviour was maintained by access to task completion (positive reinforcement).
Results and clinical implications of using FCT and interruptive demand fading in the natural environment will be discussed. |
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| 67. Treatment of Severe Feeding Problems; Outcome Measures of an Outpatient, Behavioral-Based, Feeding Clinic |
| Area: DDA; Domain: Service Delivery |
| JENNIFER E. DAWSON (SPARC), Sarah Wood (SPARC), Cherie Ann Fishbaugh (Southeastern Pennsylvania Autism Resource Center), Corinne M. Murphy (West Chester University), Phillip K. Duncan (West Chester University) |
| Abstract: One factor that limits the acquisition and maintenance of appropriate feeding behaviors by individuals who exhibit severe feeding problems is inadequate generalization to home settings. Treatment in a structured, clinical setting is the norm for treating severe feeding problems. However treatment can only be viewed as successful when the individual is able to perform the new feeding skills in settings alternate to the teaching environment. This poster will provide outcome data for approximately 20 children who have completed an outpatient feeding program. The program consists of one to two intensive weeks of once daily sessions conducted at the clinic. At the conclusion of the intensive training, caregivers are trained and treatment is moved to the home. Once to twice weekly appointments in the home are continued until therapists can fade to a consultative basis. Results indicate that all children who participated in the intensive feeding program made significant gains while in the program and that for the majority of clients, gains were generalized and maintained at home. Follow up data will be provided. Results suggest that an outpatient approach to treat severe feeding problems is a viable option and can result in successful generalization to the home. |
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| 68. Decreasing Packing and Negative Vocalizations Using a Flipped Spoon in Combination with a Pacifier |
| Area: DDA; Domain: Applied Behavior Analysis |
| HEATHER KADEY (Munroe-Meyer Institute, University of Nebraska Med), Cathleen C. Piazza (Munroe-Meyer Institute), Kristi Rivas (Munroe-Meyer Institute), Leisa Krull (Munroe-Meyer Institute), Tara D Harper (Munroe-Meyer Institute) |
| Abstract: Research has shown that the etiology of feeding problems is multiple and complex and may arise from medical, oral motor, and/or behavioral problems either individually or in combination. In the current investigation, we identified a child whose feeding problems appeared to have both a behavioral and oral motor component (negative vocalizations and packing). The treatment consisted of the presentation of a pacifier to address negative vocalizations and presentation of bites of food on a flipped spoon (the therapist inserted an upright spoon into the child’s mouth, turned the spoon 180°, then dragged the bowl of the spoon along the child’s tongue). Levels of negative vocalizations decreased when the caregiver presented the pacifier to the child during the meal, and levels of mouth clean (a product measure of swallowing) increased when the therapist presented bites on a flipped spoon. The combination treatment (pacifier plus flipped spoon) resulted in an overall increase in intake with low levels of negative vocalizations. |
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| 69. CANCELLED: Comparison of the CRMTS and the repeated copying procedure in the acquisition of the Kanji writing by a student with learning disabilities. |
| Area: DDA; Domain: Applied Behavior Analysis |
| HIROSHI SUGASAWARA (Keio University), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: Students with learning disabilities have difficulty to writing skills. Especially, Japanese students often showed difficulty in Kanji-writing situation. I have showed that a constructed-response matching to sample (CRMTS) made the equivalent relations, and showed transfer to other responses such as writing without direct training. Some researchers argued that CRMTS procedure was more effective than repeated writing. Any researches do not show yet the effectiveness of CRMTS procedure by the direct comparing with repeated writing. In this study, a student with learning disabilities was participated. We introduced the alternating treatment design including the Kanji-Kanji CRMTS task, the picture-Kanji CRMTS task, and the repeated copying task. All tasks included the differential outcome procedure in which the spoken Kanji stimulus was presented after construction or copying response. After training, we assessed the Kanji-writing responses to spoken kanji stimulus. As a result, the picture-Kanji CRMTS task with differential outcome procedure showed most transfer to writing responses without direct writing training, and maintained this response after one month. The result is discussed in terms of the effect of the CRMTS on the transfer of writing Kanji characters. |
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| 70. Acquisition and transfer of English as second language through constructed-response matching-to-sample procedure |
| Area: DDA; Domain: Applied Behavior Analysis |
| MIKIMASA OMORI (Keio University), Hiroshi Sugasawara (Keio University), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: Students with developmental disabilities have difficulties to acquire three types of stimulus relationships, pictures, words, and sounds, in their daily life. Japanese students, who study English as second language often show the difficulty of learning English. Especially, students with developmental disabilities also have difficulty on English writing. Previous researches suggested equivalence-based training, such as matching-to-sample (MTS) procedure and constructed-response matching-to-sample (CRMTS) procedure were effective for the acquisition of writing. The present study examined the controlling variables on the acquisition of English writing skills and the effect of transfer from MTS and CRMTS procedure to writing. Both trainings were based on pictures to words relation responding by choosing from four choices or typing words. When correct response was made, spoken feed back of that word was produced as differential outcome. 13 Japanese students with developmental disabilities ranged from 8 to 17years old participated in the present study. Results indicated that 8 of 13 children showed better results in acquisition and transfer on writing words after CRMTS procedure than MTS training. This result suggests that CRMTS procedure is better to transfer to writing words, because typing words is closer to writing words than choosing words. |
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| 71. Functional Analysis of Crying |
| Area: DDA; Domain: Applied Behavior Analysis |
| SAMANTHA HARDESTY (Kennedy Krieger Institute), Katharine Leigh Litman (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute) |
| Abstract: Few studies have systematically examined variables that maintain emotional behavior (Hanley, Iwata, McCord, 2003). The purpose of the current study was to extend the functional analysis procedures described by Iwata et al. (1982/1994) to emotional behaviors, specifically crying. The participant was a 14-year-old boy diagnosed with q 10 chromosomal deletion and developmental disabilities. Descriptive data collected from staff and parents suggested that crying, heavy breathing, and stereotypic movements frequently occurred when the participant observed others who were displaying emotional behaviors (e.g., crying or yelling). Based on these observations and reports, a video was created depicting emotionally charged scenarios (e.g., children crying). Six experimental conditions were evaluated in a multi-element design and data were collected on the duration of crying per session. Sessions were 3 minutes in length and the same video was used across all sessions. Results suggested that crying was almost exclusively maintained by access to caregiver attention delivered in a soothing manner. Findings extend the literature by evaluating environmental variables that may be maintaining crying behavior in children diagnosed with developmental disabilities Reliability data were collected for at least one-third of observations and averaged above 80%. |
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| 72. An Evaluation of Preference Assessment Procedures with Children with Developmental Disabilities and Challenging Behaviors |
| Area: DDA; Domain: Applied Behavior Analysis |
| SOYEON KANG (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Mark F. O'Reilly (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Christina L. Fragale (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Jeannie M. Aguilar (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Russell Lang (Meadows Center for Preventing Educational Risk, University of Texas at Austin) |
| Abstract: Children’s preferences are commonly incorporated into effective interventions for individuals with developmental disabilities. As preference assessments become an important component of intervention for the population, research regarding the assessment and relevant variables has increased. However, many questions still exist and wait for more inquiry. This study examined the occurrence of challenging behaviors with different functions across three different preference assessment procedures: Paired-Stimulus (PS), Multiple-Stimulus without Replacement (MSWO), and Free-Operant (FO). The participants were six children with a developmental disability who exhibit challenging behaviors maintained by tangible or attention functions. The result suggests that the occurrence of challenging behavior with different functions was different depending on procedure modes. This study discussed possible variables that may affect the outcomes of preference assessments. In addition, this study can provide practical guidance on factors to consider when using such procedures with individuals with developmental disabilities who display challenging behaviors. |
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| 73. Self-Injurious Behavior in Children Under 5: Case Examples from a Longitudinal Study |
| Area: DDA; Domain: Applied Behavior Analysis |
| MICHELLE D. CHIN (The Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute), John M. Huete (Kennedy Krieger Institute), Olivia Hird (Kennedy Krieger Institute) |
| Abstract: While self-injurious behavior (SIB) is a serious problem affecting individuals with intellectual disabilities, little is known about its early childhood course. A clear understanding of why SIB persists in some children and not others is needed to develop prevention and early intervention strategies. In this longitudinal study, potential risk factors for persistent SIB in children ages birth to 5 years with developmental delay are assessed every three months across a two-year period. Three case examples will be presented, examining data from developmental testing, parent report, and direct observation from the initial and 12-month assessments. Specifically, the relationship among SIB and other problem behavior, parent responding and child communication are examined. For example, improvements in one child’s language skills over the course of a year were associated with increased parent responding to child communication; concomitantly, decreases in SIB and other problem behavior were observed. Implications for the emergence and persistence of SIB will be discussed. |
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| 74. Using a Timer to Reduce Packing Behavior in a Student with Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| NEELIMA GUTTI (University of Southern Mississippi), Dana Swartzwelder (University of Southern Mississippi), Daniel H. Tingstrom (The University of Southern Mississippi) |
| Abstract: Feeding problems are common in children with developmental disabilities and intervention is usually necessary to mitigate these problems. The present study highlights an intervention that used a timer to decrease packing of food in a 5 year old male diagnosed with Pervasive Developmental Disorder, Not Otherwise Specified. All data were collected in a specialized preschool setting for children with communication and developmental disabilities. Initial intervention for the participant was focused on increasing solid food consumption using differential reinforcement and extinction procedures. The participant began to ingest solid foods; however, packing of food was over 1.5 minutes per bite. A subsequent intervention was introduced to decrease packing behavior. A timer was used to gradually decrease the duration of packing. The student was rewarded each time he was able to chew and swallow his food before the timer went off. A changing criterion design was used to analyze the effects of the intervention. The intervention resulted in the student decreasing the duration of packing to 20 s. Implications for the use of timers in feeding protocols and the limitations of the current investigation will be presented. |
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| 75. Acceptability of Various Language Interventions: Views of Preschool Special Education Teachers |
| Area: DDA; Domain: Experimental Analysis |
| AUDREY NIBLOCK (SanDiego State University), Yasemin Turan (San Diego State University), Dilek Durusoy Erbas (Anadolu University, Turkey) |
| Abstract: Traditionally, researchers and practitioners have evaluated intervention programs in terms of their outcomes (Von Brick & Elliottt, 1987). However, these evaluations did not necessarily afford insights about the preferences for consumers such as teachers and parents. This is important because effectiveness is not the only criterion for choosing and implementing an intervention program (Kazdin, 1980). The purpose of this study is to examine the views of preschool special education teachers regarding the acceptability of various language interventions for young children with disabilities.
Preschool teachers were sent a survey packet including vignettes describing two children with different levels of language impairment (mild and severe), descriptions of three different intervention strategies for each level and rating scale to measure. Results from a 2 X 3 ANOVA indicated that participants found the naturalistic intervention approaches are more acceptable than the therapeutic intervention approach for the child with mild language delay and the child with severe language delay. Educational implications and directions for future research were presented. |
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| 76. The Effects of Preferred and Nonpreferred Staff on Problem Behaviors in Individuals with Developmental Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| ASHLEY HOGAN (Kennedy Krieger Institute), Heather K. Jennett (Kennedy Krieger Institute), Nicole Sweeny (Kennedy Krieger Institute) |
| Abstract: Relationship quality between children with disabilities and their caregivers has been suggested to be an important variable that influences the likelihood of problem behavior (McLaughlin & Carr 2005). However, preference for different staff and the potentially reinforcing characteristics of staff personnel lacks research. Individual preference for staff has been assessed using an adapted version of the stimulus preference assessment (SPA) (Sturmey et al. 2003 & 2008). In the current study, two adolescents with developmental disabilities identified preferred and nonpreferred staff using written or pictorial representations of staff personnel in a SPA. Then, correlations between preferred and nonpreferred staff and rates of problem behaviors were calculated. Results suggested that, for one participant, higher rates of problem behaviors were observed with nonpreferred staff. For the other participant, the opposite results were obtained. This contrary result was further assessed though a descriptive analysis in which staff were rated as being either authoritative or permissive. Correlations between the two categories and rates of problem behaviors were calculated. Results suggested that permissive staff were associated with higher rates of problem behaviors. Implications of these findings are discussed. |
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| 77. Emergence and reduction of dropping within the context of an ongoing intervention for elopement |
| Area: DDA; Domain: Applied Behavior Analysis |
| TODD M OWEN (Munroe-Meyer Institute; UNMC), Carrie E Combs (Munroe-Meyer Institute; UNMC), Kasey Stephenson (Munroe-Meyer Institute; UNMC), Henry S. Roane (University of Nebraska Medical Center & Munroe-Meyer Institute), Rebecca A. Veenstra (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Previous research suggests that noncontingent reinforcement (NCR) may be a critical treatment component for reducing elopement (Kodak, Grow, & Northup, 2004). In the current study, a 7-year-old male diagnosed with autism engaged in high rates of elopement in public settings. A treatment package consisting of NCR and response blocking produced significant decreases in elopement. Although this procedure produced decreases in elopement, it was associated with the emergence of a novel form of problem behavior: dropping to the ground during walks. Thus, the treatment was modified to reduce the occurrence of dropping while maintaining low levels of elopement. The modified treatment effectively decreased elopement and dropping to clinically significant levels. Reinforcement thinning was then implemented contingent on low levels of elopement and dropping, and the NCR schedule was eventually thinned to one reinforcer delivery every 5 min. Finally, the treatment was generalized to novel settings and caregivers. Reliability data were collected on 45% of the sessions, resulting in a mean agreement of 96%. |
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| 78. Using a self-monitoring procedure to increase toileting initiations in a child with autism |
| Area: DDA; Domain: Applied Behavior Analysis |
| ELIZABETH M GAWLEY (Munroe-Meyer Institute/UNMC), Kasey Stephenson (Munroe-Meyer Institute; UNMC), Henry S. Roane (University of Nebraska Medical Center & Munroe-Meyer Institute), Kelly J. Bouxsein (UNMC), Rebecca A. Veenstra (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: A child with autism who was toilet trained but did not engage in toileting self-initiations was taught to engage in self-initiations via the use of a self-monitoring protocol. Specifically, the child wore a digital watch and was taught to initiate a trip to the toilet by approaching a caregiver and emitting the ASL sign for “bathroom” when the watch timer alarmed, after which the typical toileting routine ensued. The child was prompted to approach a therapist and sign “bathroom” every 30 s in training. Following training, the timer alarmed every 30 s and independent initiations increased to near 100%. Functional control was demonstrated through reversals between the baseline (no timer) and treatment (timer) conditions. During post-training probes in which the timer alarmed every 30 min, the child independently initiated a toileting trip across all sessions. Thus, prompt fading was not necessary to increase independent initiations over extended durations. Results suggested that a self-monitoring protocol may increase independent toileting initiations with a child who is already toilet trained, but who lacks the skills to independently initiate toileting trips. |
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| 79. The Effect of Wrist Weights and a Helmet on Self-Injurious Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| SANDRA F KOKOLIS (Bancroft NeuroHealth), Frances A. Perrin (Bancroft NeuroHealth) |
| Abstract: Antecedent interventions such as the application of a helmet or wrist weights have been used successfully for reduction of self-injury directed towards the head (e.g., Hanley, Piazza, Keeney, Blakeley-Smith, & Worsdell, 1998; Silverman, Watanabe, Marshall, & Baer, 1984). The purpose of the present study was to asses the use of a helmet and wrist weights as separate interventions to decrease the rate of self-injurious behaviors. The participant was a 17-year old male diagnosed with autism who was residing in a behavioral stabilization program. A reversal design across three conditions (academic, vocational and toy play) was used. Self-injurious behaviors were tracked by frequency recording of either self-injury to the head or self-injury to the body. Results indicate that while the wrist weights were effective in reducing rates of self-injury the helmet was more effective in academic and vocational conditions. The wrist weights were more effective in the toy play condition than in the other two; it was in this condition that the wrist weights were more effective than the helmet. Future data collection will address the effect of correction for helmet removal on rates of self-injury. |
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| 80. Treatment of Self-injurious Behavior Occurring During a Highly Stimulating, Highly Preferred Activity |
| Area: DDA; Domain: Applied Behavior Analysis |
| JENNIFER M. SILBER (The May Institute), Nicole Heal (Southern Illinois University), Gary M. Pace (The May Institute), Jennifer M. Derderian (The May Institute) |
| Abstract: Self-injurious behavior often serves an automatic function and is thus difficult to treat. In the current study, a 12-year-old boy diagnosed with Dandy-Walker syndrome engaged in self-injurious biting. Classroom data suggested that self-injurious behavior occurred almost exclusively when the student was listening to music, a highly preferred activity. The purposes of the current study were to verify the function of the self-injurious behavior and attempt to treat it using two alternative procedures: negative punishment and prompting of an incompatible behavior (i.e., non-contingent access to a teething tube). Functional analysis results verified that the behavior occurred only during the high stimulation alone condition, in which the student had continuous access to preferred music. A mode assessment showed that the self-injurious behavior occurred most often when the student listened to music over a stereo’s speakers as opposed to ear buds or head phones. During the treatment analysis, the student engaged in less self-injurious behavior during both treatment conditions as compared to baseline. However, non-contingent access to the teething tube was the more effective and more practical intervention procedure. Interobserver agreement was assessed during at least 30% of all sessions and averaged at least 90% on all measures. |
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| 81. Applied Use of a Current Arrangement to Evaluate Academic Choice Making |
| Area: DDA; Domain: Applied Behavior Analysis |
| JEFFREY R. LUKE (University of Iowa), Todd G. Kopelman (University of Iowa - Hospitals and Clinics) |
| Abstract: A subgroup of young children display challenging behaviors when required to complete academic tasks, especially those that are lesser preferred. The matching law predicts that when given a choice of two incompatible responses, a child will engage in the behavior that is likely to result in relatively higher rates of reinforcement (Herrnstein, 1961). For instance, if completing a low preferred work task results in a more preferred reinforcer then completing a concurrently available highly preferred work task - children might be more likely to engage in the low preferred work task that produce more opportunities for reinforcement. This poster will describe an application of a concurrent operant evaluation designed to identify the environmental arrangements under which children will choose to complete low preferred academic tasks within an outpatient evaluation. In each case, a concurrent operant evaluation was conducted in which specific dimensions of reinforcement (quality of reinforcement, effort to obtain reinforcement, and amount of reinforcement) were systematically manipulated within a choice format and evaluated in terms of amount of low preference work completed. The potential use of this assessment within a classroom setting for increasing work completion will be discussed. |
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| 82. CANCELLED: Increasing Room Cleaning Behavior in an Individual with Traumatic Brain Injury |
| Area: DDA; Domain: Applied Behavior Analysis |
| TESSA SCHEFFLER (St. Cloud State University) |
| Abstract: A treatment package was used to increase room cleaning behavior in an individual with Traumatic Brain Injury that consisted of self-monitoring and reinforcement. Room cleaning was divided into 9 subtasks and each task was explicitly defined along with examples of appropriate and inappropriate room cleaning behaviors. The number of criteria scored as clean was recorded throughout baseline and intervention sessions by the experimenter and trained observers. We used a changing criteria design to evaluate the treatment package. Results demonstrated that the treatment package was effective in increasing the number of tasks completed by the individual. Increasing room cleaning behavior was essential to strengthen independent living skills as well as to offer a set of choices to the individual. Reinforcement earned included a phone card which allowed the participant to stay in contact with family while attending an inpatient facility. This was essential to increase and maintain the quality of life for the individual. |
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| 83. Functional Analysis of Verbal Perseveration and Behavior Escalation |
| Area: DDA; Domain: Applied Behavior Analysis |
| F. J. BARRERA (FBPP Corp.), Michael James Williams (St. Lawrence College), Carobeth Zorzos (Private Practice) |
| Abstract: We sought to analyze the functional relation between perseverative speech (verbalizations) and behavior escalation (aggression, self-injury and non-compliance) in a 27-yr old male with tuberous sclerosis and developmental disability, to determine if verbal perseveration was precursory of the more severe behaviors.
First, a sequential analysis of perseverative speech and escalation behaviors showed that non-compliance and aggression occurred most likely following verbal perseveration, whereas self-injury most likely co-occurred with perseveration.
Second, a functional analyses of perseverative speech showed that the Alone Condition generated the highest frequency of verbal perseverations (38%) followed by undifferentiated results in the three other conditions (Attention, Demand and Tangible) averaging 21%.
Third, a re-analysis of the above results examined the behavioral escalations during sessions that met criteria for the client’s ongoing treatment plan, wherein he was briefly relocated to a separate room. Self-injury was responsible for relocation in the Alone (83%) and Demand Conditions (56%). This suggested that when staff attention was not available or was terminated escalation tended to occur, thus pointing to attention as the maintaining variable.
Lastly, this hypothesis was tested by replacing the relocation contingency for self-injury with social extinction. This manipulation led to an 84% drop in all escalation behaviors. |
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| DEV Poster Session 1 |
| Saturday, May 23, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 84. Evaluation of preference formats and types of activities offered in nursing homes with older adults with Alzheimer’s disease |
| Area: DEV; Domain: Applied Behavior Analysis |
| AMANDA LEONE RYAN (Southern Illinois University), Maranda Trahan (Southern Illinois University Carbondale), Levon Johnson Jr. (Southern Illinois University), Kari A Porter (Southern Illinois University), Paula K. Davis (Southern Illinois University) |
| Abstract: There has been little research in the field of older adults and preference assessments. In fact, only one study previously has investigated if different preference assessment formats predict activity engagement (LeBlanc, Cherup, Feliciano, & Sidener, 2006).The purpose of this study was to replicate the previous study by comparing verbal and tangible formats of preference assessments and it extends that work by comparing relative work and leisure activity preferences. Three older adults with dementia participated in the current study. Results replicated the findings of LeBlanc et al. in that preferences identified by both the verbal and tangible formats were comparable. In addition, work activities were generally ranked higher than leisure activities, and participants engaged in more preferred activities for longer durations. These results have implications for the types of activities offered in nursing homes (i.e., more work activities) and the format used in conducting preference assessments. |
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| 85. An Update of the Data on the Developmental Patterns of Specific Language and Learning Skills of Typically Developing Children as Measured by the ABLLS-R. |
| Area: DEV; Domain: Theory |
| JAMES W. PARTINGTON (Behavior Analysts, Inc.), Josh Pritchard (University of Nevada, Reno), Mark Malady (University of Nevada, Reno), Jill DeFreitas (University of Nevada, Reno) |
| Abstract: Practitioners who work with children diagnosed with Autism Spectrum Disorder (ASD) are often asked to compare the developmental levels of a child with ASD to those of typically developing children. Data will be presented on the patterns of acquisition of basic language and learning skills of typically developing children ranging in age from six months to five years of age. These data will provide criterion-based measures that can be used to help identify specific skill differences between children with ASD and typically developing children. |
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| 86. Testing children’s perseverative errors with two A-B distances |
| Area: DEV; Domain: Experimental Analysis |
| PABLO COVARRUBIAS (Universidad de Guadalajara), Francois Tonneau (Universidad de Guadalajara), Carlos F. Aparicio (University of Guadalajara-CUCS-Neuroscience), Mariana Torillo (Universidad del Valle de México), Imelda Alejandra Chavarin (Universidad del Valle de México) |
| Abstract: Recent studies show that two-year-old children make the A-no-B error when the target object is buried in a sandbox. This error is usually described as continuous in magnitude and reported as mean deviation from target (computed across subjects). In contrast, we suggest that motor responses are directed toward either A or B in a discrete fashion and that the mean deviation from target is a statistical artefact. In our study, two-year-old children watched the experimenter hiding a toy at Location A and then at Location B. After a 10-s delay, children were allowed to search for the toy. Two distances between A and B (22 cm and 50 cm) were tested across conditions. An analysis of motor responding showed that the children reached the A location, the B location, or the midpoint between A and B. These data are consistent with a discrete model of the A-no-B error. |
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| EAB Poster Session 1 |
| Saturday, May 23, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 87. Impulsivity as a Predictor of Preferences for Gambling-Like Outcomes |
| Area: EAB; Domain: Experimental Analysis |
| MONICA T. FRANCISCO (University of Kansas), Adam T. Brewer (University of Kansas), Jeff S. Stein (University of Kansas), Patrick S. Johnson (University of Kansas), Gregory J. Madden (University of Kansas) |
| Abstract: “Impulsivity” is defined as a preference for a smaller, sooner (SS) reinforcer over a larger, later (LL) reinforcer (Rachlin, 1974). Although previous research suggests a link between impulsivity and preference for gambling (Madden, Ewan, & Lagorio, 2007), this relationship is still unclear. We tested this hypothesis by providing with rats with a choice between a SS reinforcer and LL reinforcer in Phase 1 of the experiment, in which the delay to the LL reinforcer was varied (i.e., 0, 5, 10, 15 s). In Phase 2, subjects were exposed to an adjusting procedure in which choices could be made toward a fixed-time (FT) schedule of reinforcement (i.e., a predictable outcome) or a mixed-time (MT) schedule (i.e., a gambling-like outcome). Our pilot data support the predictions made by Madden et al., as the degree of impulsive choices (as measured by the area-under-the-curve metric) made in Phase 1 were positively correlated with preference for the gambling-like MT schedule in Phase 2 (r2 = .86, p <.05). Additional data are currently being collected and will be presented. |
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| 88. An Experimental Analysis of Multiple Schedule Behavior in Rats: Does the Matching Law Apply? |
| Area: EAB; Domain: Experimental Analysis |
| MATTHEW CAPRIOTTI (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Although matching law has been shown to describe concurrent schedule performance well, little research has directly examined its application to multiple schedule performance. In this ongoing study 4 male Long-Evans rats are exposed to five, two component multiple schedules (VI 15 VI 240, VI 30 VI 120, VI60 VI60, VI120 VI 30, VI 240 VI 15). Subjects complete 63 minute sessions twice daily for 30 sessions per condition. Upon completion of the study, the results will be analyzed using the generalized matching equation, with special attention paid to the value of the undermatching parameter and the goodness of fit of the equation. Thus far, the data obtained from this study indicate that the undermatching parameter may be higher (i.e. closer to 1) than the median value reported by previous multiple schedule studies using pigeons. To date, response allocation has stabilized quickly in each condition, suggesting that sensitivity to reinforcement may rapidly approach an asymptotic level in multiple schedules, as it has been shown to in concurrent schedules. The findings of this study will further knowledge on the application of matching law to multiple schedules, and provide an important step toward a cross species understanding of this phenomenon. |
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| 89. Preference for Variable Schedules and the Experimental Dissociation of Temporal Discrimination and Choice |
| Area: EAB; Domain: Experimental Analysis |
| MICHELLE ENNIS SORETH (Rowan University) |
| Abstract: To investigate the role of temporal discrimination in preference for variable schedules, a peak procedure was embedded within the terminal links of a concurrent-chains arrangement with fixed interval (FI) 30 s and random interval (RI) 60 s terminal links. The RI was generated by first sampling a probability distribution after the programmed delay to reinforcement on the FI schedule had elapsed, resulting in a RI that never produced a component schedule value shorter than the FI. The probability of obtaining this minimum delay to reinforcer availability on the RI schedule was manipulated across conditions, and it was found that as the probability increased, preference for the RI terminal link also increased. After the preference ratios of four pigeons stabilized on this concurrent-chains procedure in each condition, a peak procedure was embedded in the terminal links of the two schedules, allowing for the simultaneous comparison of the effects of the probability of the minimum delay on both temporally discriminated behavior in the terminal links and preference for those terminal link schedules. These data were compared with the results of a previous post hoc analysis of temporally discriminated behavior and challenge the assertion that temporal discrimination necessarily mediates choice. |
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| 90. Analysis of concurrent-chains performance under constant terminal-link duration |
| Area: EAB; Domain: Experimental Analysis |
| REBECCA SHARP (University of Auckland), Douglas Elliffe (University of Auckland) |
| Abstract: A concurrent-chains procedure was arranged in which the terminal-link duration was kept constant to prevent concomitant changes in delay to primary reinforcement that occur in changes to the terminal-link reinforcer ratios. Across parts of the experiment, a delay of either 0.5 s or 16 s was added between the initial links and terminal links and 15.5 s was added to either the initial or terminal links. The results were analysed through the qualitative predictions of several models of concurrent-chains performance. Delay reduction theory (Fantino, 1969), the contextual choice model (Grace, 1994), the hyperbolic value-added model (Mazur, 2000) and incentive theory (Killeen, 1982) similarly predicted changes in initial-link sensitivity to terminal-link reinforcement, despite differential underlying assumptions. Each model was able to account for some of the data obtained, however all were unable to account for the average sensitivity values obtained when additional time was added to the initial links, suggesting that the experimental design effectively separated delay from reinforcement rate but that preference was affected in a way not demonstrated in typical concurrent-chains procedures. Terminal-link sensitivity to terminal-link reinforcement was also analysed under a multiple schedules paradigm, providing support for the extraneous reinforcer reallocation hypothesis (McLean & White, 1983). |
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| 91. RESISTANCE TO CHANGE, ACCURACY, AND RATE OF RESPONSE
IN A CONDITIONAL DISCRIMINATION PROCEDURE |
| Area: EAB; Domain: Experimental Analysis |
| REBECA MATEOS MORFÁN (Universidad de Guadalajara), Rosalva Cabrera (UNAM-Iztacala), Oscar Garcia Leal (University of Guadalajara-CEIC) |
| Abstract: The present study evaluated the contribution of the differential outcomes procedure to study the rate of response and the accuracy of responding in a resistance to change situation. Rats were trained in a conditional discrimination task. Different probability of reinforcement was correlated to each stimulus (0.2 vs. 1.0) for one group of rats; while other four rats were exposed to the same conditions except that each stimulus was correlated with the same probability of reinforcement value (0.6). When the accuracy was stabilized, an interstimulus interval was introduced in both groups. After five sessions the subjects were exposed to the same conditions as the baseline until the subjects show stability in their performances. After that the subjects were exposed to one extinction session. The result show differences between groups, the acquisition in the differential group was faster than no differential group. The differential outcomes procedure modulates the resistance to chance effect. |
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| 92. Remembering in the Pigeon: The Effects of a Titrating Delay Match to Sample Procedure |
| Area: EAB; Domain: Experimental Analysis |
| JONATHAN E. FRIEDEL (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: The titrating-delay match to sample (TDMTS) procedure is an effective procedure to study short-term remembering. In standard delayed match to sample (DMTS) procedures, global accuracy is the main dependent measure and the delay from sample offset to comparison onset (hereafter, the retention interval) is an independent variable. The TDMTS procedure, to be described here, reverses the nature of the relation between accuracy and delay typically found in the DMTS procedure by allowing the accuracy of the animals’ performance to adjust the retention interval. The current study arranged for the retention interval to increase given six consecutive correct matching responses and for it to decrease given one incorrect matching response. These parameters tend to hold the session accuracy around 85.7%. The number of observing responses required was manipulated within this procedural context. Results suggest that the titrating retention interval value was a function of the observing response requirement. |
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| 93. Slow Development of Steady-State Performance Under a Delayed-Matching-to-Sample Procedure |
| Area: EAB; Domain: Experimental Analysis |
| MEREDITH S BERRY (University of Florida), Brian D. Kangas (University of Florida), Marc N. Branch (University of Florida) |
| Abstract: This experiment 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 measures were used to quantify the 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 continued well-beyond 200 sessions (>12000 total trials, >2400 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 longer delays was still increasing after 200 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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| 94. The correlation between eating and drinking in a Schedule-Induced Drinking situation |
| Area: EAB; Domain: Experimental Analysis |
| ARA VARSOVIA HERNANDEZ ESLAVA (National University of Mexico), Carlos A. Bruner (National University of Mexico) |
| Abstract: Water reinforces the water-producing response in a Schedule-Induced Drinking (SID) situation because drinking is positively correlated with eating. Drinking is reduced in the home-cage because food is restricted and is subsequently reestablished during the SID session because food becomes available. A progressive-ratio 5 schedule of water reinforcement was used to determine the reinforcing value of water in the SID situation and in two control conditions, using rats as subjects. While in the SID situation the rats were hungry and food was available, in one of the control conditions food was available but the rats were not hungry. In the other control condition the rats were hungry but food was not available. Results showed that in comparison to the SID situation, water lost about 80% of its reinforcing value in both of the control conditions. It was concluded that if eating is suppressed for whatever reason in the SID situation drinking is reduced concomitantly. |
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| 95. Operant control of licking an empty-water tube by rats |
| Area: EAB; Domain: Experimental Analysis |
| JORGE A. RUIZ (Universidad Nacional Autonoma de Mexico), Carlos A. Bruner (National University of Mexico) |
| Abstract: When rats lick an empty tube to occasionally produce drops of water, licking appear to occur at a steady rate and to resist shaping into recognizable patterns controlled by schedules of reinforcement. These results may suggest that licking rate by mammals is determined phylogenetically. However, some research done in our laboratory suggest that the apparent constant rate of licking an empty tube may be an artifact of the time necessary to consume entirely the occasional drop of water delivered by the tube. To test for such possibility, we conducted an experiment where licking an empty tube produced a drop of water on a 128s fixed interval schedule. The drop was delivered by a dipper separated 10 cm from the empty-tube. On successive conditions, the rats were deprived of water either 22, 17:5, 11:30 or 5.45 hours prior to the experimental session. For all rats, the fixed-interval schedule differentiated scalloped patterns of licking the empty tube. As would be expected, the overall rate and the curvature of the scallops flattened with decreases in water deprivation. Thus, contrary to common belief, these results show that scalloped patterns of licking an empty tube can be differentiated by a fixed-interval schedule of water reinforcement. |
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| 96. Effects of Acute and Chronic Cocaine Administration on Eating “Free” Versus “Earned” Food in Pigeons |
| Area: EAB; Domain: Experimental Analysis |
| DAVID R MAGUIRE (University of Florida), Marc N. Branch (University of Florida) |
| Abstract: The purpose of the present study was to compare the acute and chronic effects of cocaine on reinforcer production with effects on reinforcer consumption. Six pigeons responded under a multiple fixed-interval (FI), fixed-time (FT) schedule of grain presentation. During the acute phase, the effects of a range of doses of cocaine (0.3 mg/kg to 13.0 mg/kg) on measures of key-pecking (e.g., post-reinforcement pause length and response rate) were compared with effects on measures of eating (e.g., latency to approach the grain hopper and duration of hopper entry) across the two components. During the chronic (daily) administration phase, a single dose of cocaine was given prior to each session, and a range of doses was tested as during the acute phase. Comparisons of dose-effect curves in the acute phase suggest very modest, yet systematic differences across both behavioral measures and component type in some subjects. Comparisons of dose-effect curves across the acute and chronic phases suggest that, in most subjects, tolerance to the initial effects of cocaine developed for most behavioral measures. |
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| 97. F3; A Rapid Method for Determining Forgetting Functions in Pigeons |
| Area: EAB; Domain: Experimental Analysis |
| CALEB D. HUDGINS (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: The exponential decay function that describes changes in the discriminability of stimuli as a function of the delay interval has often been referred to as a forgetting function. Prior research related to forgetting has shown that the initial discriminability (d0) and the rate at which discriminability decays (b) are conceptually separate and empirically separable aspects of forgetting functions. For example, prior work in our lab shows that spending a small amount of additional time in the presence of the sample stimulus affects initial discriminability but not the rate of decay whereas spending a large amount of time in the presence of the sample stimulus affects both initial discriminability as well as the rate of decay. This information can prove useful in identifying a variety of sub-types of forgetting and for exploring the effects of pharmacologic and other behavioral variables on forgetting.
One limitation of the research on forgetting, however, is the time required (12-18 months) to generate robust forgetting functions. In this experiment, we investigated a procedure which allowed us to generate forgetting functions more rapidly. Four white carneau pigeons were run in a TDMTS procedure with response requirements that varied randomly each day. Rapid daily cycling of observing response requirements within the more sensitive TDMTS procedure allowed forgetting functions to be obtained more quickly than has been possible in the past. The fast development of forgetting functions will facilitate the investigation of a host of independent variables on the dynamics of short-term remembering or its converse – forgetting. |
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| 98. Evaluation of Operant Conditioning and Reversal Learning Deficits in Fragile X Mice |
| Area: EAB; Domain: Experimental Analysis |
| LORENZ NEUWIRTH (Eden II Programs/College of Staten Island), Eileen Hopkins (Eden II Programs), Brian Iskra (College of Staten Island), Abdeslem El Idrissi (College of Staten Island) |
| Abstract: Fmr 1 Knockout mice are an animal model for Fragile X, an autism spectrum disorder that is largely a common form of heritable mental retardation in humans. KO mice exhibit cognitive and behavioral deficits equivalent to human phenotypes. Previous designs have established learning deficits with short term memory after operant conditioning regardless of the task learned. However, these designs only employed single tasks and have yet to identify the KO’s ability to learn more than one task. WT and KO animals were exposed to a week’s exposure of passive avoidance testing (PAT) followed by active avoidance testing (AAT). Animals were permitted a two week period without testing in order to establish retention of the behavioral consequences associated with both behavioral tests. Animals were retested under the PAT to see whether the animal’s behavior would rely on primacy (i.e. exhibiting the conditioned behavior of the PAT) versus recency (i.e. exhibiting the conditioned behavior of the AAT) in retention of the PAT. The intended study compares the KO against the WT model to examine the use of higher order cognitive functions to selectively switch from one learned task to another in order to escape a negative reinforcer (foot shock 0.5mA/2sec in duration). |
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| 99. Offensive Play Calling in Professional Football: An Operant-Choice Analysis |
| Area: EAB; Domain: Experimental Analysis |
| STEPHANIE STILLING (Illinois State University), Erik Meeks (Illinois State University) |
| Abstract: Previous research shows that decision-making in everyday circumstances is well described by laboratory-based models such as the generalized matching law (GML). This model of operant choice has been shown to predict 75% of the variance in offensive play-calling in professional football (Reed et al., 2006). The goal of the current study is twofold. The first is to see how well passing and rushing plays called will be anticipated by the GML when yards gained through passing and rushing are used as reinforcement. The second is to see how changes in time left in the game, score, down, field position, and yards to first down affect how well the target behavior of play calling will be anticipated by the GML. |
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| 100. Using Distributed Research Teams and Private Blog Sites to
Monitor Interobserver Agreement and Treatment Integrity |
| Area: EAB; Domain: Experimental Analysis |
| LEAH C. GONGOLA (Youngstown State University), Lyle E. Barton (Kent State University) |
| Abstract: Single subject research places an emphasis on extended data collection for interobserver agreement (IOA) and treatment integrity, however, distributed research teams and reactivity issues make this effort difficult. If researchers live too far apart, the opportunity to collectively take data on IOA and treatment integrity has been challenged. To minimize travel distance and distributed research team variables, private blog sites have been successfully integrated into data collection practices.
Data collection should begin with baseline video recording of the participant(s). Video records produce a permanent product which can be continually accessed for data collection purposes; however, tape stretching can jeopardize data results when using traditional video. Using digital video both eliminates this potential for error and permits distal reliability recording. Considering this quandary, the use of a private blog site can solve tape stretching and distance issues as well as protecting the subject’s identity. Using private blog sites as a technological modality allows video to be feasibly reviewed (i.e., researchers and research assistants can view video from home as opposed to driving lengthy distances). This poster will delineate the process of posting video to private blog sites as a technological option when striving to increase IOA and treatment integrity data. |
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| 101. A Comparison of the Effects of Quality and Duration of a Relationship on Mind Reading Accuracy |
| Area: EAB; Domain: Experimental Analysis |
| EMILIE WARK (University of Nevada, Reno), Genevieve M DeBernardis (University of Nevada at Reno), Josh Pritchard (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: It has been shown that the nature of the relationship between persons is a determinant in the capacity of each to predict the other's behavior, otherwise known as "reading the mind of the other". In particular, the quality and duration of the relationship appear to be critical factors. Using a stimulus equivalence paradigm, the effects of varying degrees of relationship quality and duration on the transfer of rules derived from a shared history to novel stimulus sets are examined. The methods employed for this investigation and the results obtained will be presented, with particular focus on determining whether relationship quality or duration is the critical factor. |
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| 102. 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), 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 Subasec (University of North Carolina Wilmington), Carol Pilgrim (University of North Carolina - Wilmington) |
| Abstract: The present study employs equivalence procedures with compound class-specific consequences and class-specific responses to teach math facts to young children. A small-n, test-train-test-train-test design is utilized in this study. Each testing phase will include a pretest for the subsequent training phase and the relations that may emerge after this training, as well as a post-test for the training phase that the test follows. Three participants will receive all training and testing phases, while three will act as controls, only receiving testing phases. Six participants currently take part in this study. Three participants mastered the initial conditional-discrimination training phase of this study. Quantity-to-quantity training consisted of participants matching pictures representing different configurations of quantities. Responses designated correct were followed by class-specific consequences. Class-specific response training was mastered for these three participants as well. Numerals, spoken number words, and printed number words were elements of class-specific consequences, and counting beads was the class-specific response trained. Following training, test results indicated some emergent skills, with others to potentially follow with further testing. Three control participants completed the initial testing phase of the experiment. This study has implications for basic research, as it may support Sidman’s (2000) account of equivalence, and addresses classroom teaching efficacy. |
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| 103. Using Stimulus Equivalence Procedures to Promote Facial Expression Skills |
| Area: EAB; Domain: Applied Behavior Analysis |
| GLEN L. MCCULLER (Stephen F. Austin State University), Chris Ninness (Stephen F. Austin State University), Robin Rumph (Stephen F. Austin University), Jill Bonner (Stephen F. Austin State University) |
| Abstract: Much of the research on stimulus equivalence procedures has focused on relating arbitrary stimuli. Increasingly, this methodology is proving effective and efficient in establishing functional relations. In addition, a variety of populations have been targeted for intervention, and with demonstrated results. However, one population with little research demonstrating the effectiveness of equivalence procedures is learners with autism. Certainly, one of the defining characteristics of autism is the difficulty in demonstrating generalized responding. One skill with particular difficulty for children with autism is identifying facial expressions commonly associated with the behavior of others. The purpose of this poster presentation is to present the results of a study in which stimulus equivalence procedures are used to efficiently teach children with autism a stimulus class of facial expressions. |
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| 104. ATTENTIONAL BIAS TOWARDS TOBACCO, TOBACCO CONSUMPTION, SELF-REPORTED FEARS AND SCHOOL PERFORMANCE IN UNIVERSITY STUDENTS |
| Area: EAB; Domain: Experimental Analysis |
| ROCIO HERNANDEZ-POZO (FES - Iztacala; UNAM - Mexico), Angeles Mata Mendoza (UNAM Mexico) |
| Abstract: 50 college students, from a public university participated in a computerized discriminative task based on the emotional version of the Stroop task where words associated to tobacco were used as sample stimulus. Students had to identify the name of the color in which sample words were presented in a 60 trial session which lasted less than 8 minutes. Interference indexes, were computed by subtracting latencies to tobacco words in milliseconds, minus latencies to neutral words of the same length and lexical frequency. Before and after the computerized discrimination task, blood pressure and heart rate were recorded by means of a digital wrist device. Students responded to a 28-item fear list, rating from 0-5 the degree of emotion produced by four themes: fear of affective loss, fear to become a victim of non contingent negative events, fear of vulnerability, and fear of death. Additional self-report measures of tobacco consumption were recorded. Verbal, behavioral and physiological measures were analyzed in relation to academic performance. Results showed a significant relationship between Stroop performance, fear to become vulnerable and fear to death. Gender also produced significant differences in fear scores and physiological reactivity. |
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| 105. Behavioral outcomes Associated with Eating Habits in Post-Surgery Radiation Therapy Head and Neck Cancer Patients. |
| Area: EAB; Domain: Experimental Analysis |
| CHARLES GILPIN (Missouri State University), Ann Branstetter-Rost (Missouri State University) |
| Abstract: Cancer not only affects the body physically, but also the mind in the form of psychological disorders, most of which are eminently treatable. The prevalence of psychological distress from a cancer diagnoses range from 43.4% for lung cancer patients to 29.5% for gynecological cancer patients (Zabora, Brintzenhofeszoc, Curbow, Hooker, & Piantadosi, 2001). The purpose of the current study is to begin to gain information about the prevalence and potential stimuli that provoke anxiety, distress, and decreased quality of life in post-surgical radiation therapy head and neck cancer patients. An online focus group of head and neck cancer patients who had received radiation therapy was asked open-ended questions in regard to distress, adjustment to new eating habits following radiation therapy, and social concerns. These answers were then reviewed and coded. Data is currently being analyzed for presentation. |
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| 106. Temporal discounting of social interaction: Does duration of interaction and/or type of interaction matter? |
| Area: EAB; Domain: Experimental Analysis |
| LAURA CROCKER (Univeristy of Central Arkansas), Shawn R. Charlton (University of Central Arkansas), Kallie Wilson (University of Central Arkansas) |
| Abstract: Charlton and Fantino demonstrated temporal discounting of delayed social interaction by showing that the same hyperbolic discounting function as best describes discounting of non-social commodities also provides the best fit for delayed social. However, their data data does not address whether the variables that influence the observed discount rates for non-social commodities have a similar effect when the outcome is a social interaction. This poster presents an experiment testing whether the magnitude effect (more shallow discounting when the magnitude of the reinforcer is increased) and the commodity effect (rate of discounting changes with reinforcer type) occur for delayed social interactions. The tested magnitudes are: 10 min, 20 min., 40 min., and 80 mins. of face-to-face conversation with a friend. The different commodities tested are (all for 30 min. duration): face-to-face, on-the-phone, online chat, and text messaging. The magnitude effect was demonstrated (less discounting the longer the social interaction). The commodity effect was not observed (no difference across the four types of social interactions). The significance of these findings will be discussed. |
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| 107. Analysis of complex behavior across of two types of protocol analysis: concurrent and retrospective |
| Area: EAB; Domain: Experimental Analysis |
| Rosalinda Arroyo (Universidad Nacional Autónoma de México), DIANA MORENO (Universidad Nacional Autónoma de México), Maria Luisa Cepeda (Universidad Nacional Aut�noma de M�xico), Hortensia Hickman (Universidad Nacional Autónoma de México), Patricia Anabel Plancarte Cansino (Universidad Nacional Autónoma de México), Ana Patricia Rosas (Universidad Nacional Autónoma de México) |
| Abstract: Some behavior analysts have recovered from behavioral cognitive psychology some methodological tools to study certain of complex phenomena (Horne, Lowe, & Randle, 2004; Wulfert, Hayes, Mont, Korn, Wulfert, Rosenfarb, & Zettle, 1986). Of these, which has had the greatest impact is the so-called Verbal Protocol Analysis developed by Ericsson and Simon (1993). The advantage of this tool is that even was designed to know the cognitive structures, given their methodological rigor and reliability have permited its application in different fields of psychology, for example in the basic research to study of complex phenomena (Dick & Carey, 1996; Visser & Visser, 2002; Yang, 2003; Wulfert, Greenway, Karmas, Hayes & Dough, 1994), and applied research (Robinson, 2001 ; Taylor & Dionne, 2000). This paper shows the results of a study that evaluated two forms of protocols analysis, it used and contrasted the concurrent protocols and retrospective protocols to know solution strategies in a matching serial task. Two experimental groups were trained following the methodological proposal of Ericsson and Simon (1993), and a control group didn´t received any training. The results did not show significatives differences in performance beetwen the groups in training trails and transfer test. However significatives differences in quantity of verbal segments and the kind of solution strategies reported were observed. |
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| 108. Recombinative Generalization of Onsets and Rimes: Short and Long Vowel Sounds |
| Area: EAB; Domain: Experimental Analysis |
| MEGAN N STEIN (University of Kansas), Christy A. Alligood (Disney's Animal Kingdom), Tanya Baynham (University of Kansas), Anna C. Schmidt (University of Kansas), Janna N. Skinner (University of Kansas, Juniper Gardens Children's P), Kathryn Saunders (University of Kansas) |
| Abstract: The literature on reading in persons with intellectual disabilities (ID) contains little guidance for teaching long and short vowels. Previous studies have demonstrated recombinative generalization of within-syllable rime units within CVC words following multiple-exemplar training. The present study extended this work to CVC and CVCe words. One adult completed training via a computerized word-construction task designed to establish relations between spoken and printed words. There were 4 word groups with long and short a (at/ate, an/ane, ap/ape, ad/ade) and two control groups, with et/ete and ot/ote. Groups had 16-24 words. After pretesting, teaching and testing occurred one word group at a time. Procedures followed a pattern: (a) test all four words in the group, (b) teach two words (e.g. rat/pate), and (c) test for recombination of the components (e.g. pat/pate). Beginning with the 4th teaching-testing cycle for the at/ate word group, the participant demonstrated high accuracy in the recombination tests for “a” words across 11 of 14 of the remaining tests. There was no evidence of generalization, however, across different a-containing rimes. We discuss ways that training efficiency might be improved in future participants and skills that may contribute to success. |
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| 109. Delay and probability discounting for healthy versus palatable food types |
| Area: EAB; Domain: Experimental Analysis |
| WILLIAM J.P. REILLY (Idaho State University), Erin B. Rasmussen (Idaho State University), Steven R. Lawyer (Idaho State University) |
| Abstract: We used the delay and probability discounting paradigms to determine if discounting for hypothetical food differed based on food type (healthy versus “junk” food). Seventy-five participants chose a favorite healthy food item and a favorite “junk” food item from two lists. Participants were asked to imagine a 1-in cube as a standardized bite of one these foods and completed a computer-based discounting task, which presented a series of hypothetical choices between food amounts that varied in delay (hours), and value (e.g., “Would you rather have 1 bite of your favorite healthy/”junk” food now or 4 bites in 10 hours?”). Choices were presented also as varied probabilities to the food amounts (e.g., “Would you rather have 3 bites of your favorite healthy/”junk” food for sure or have a 25% chance of receiving 10 bites?”) This procedure was repeated for the other food type, such that all participants completed the discounting tasks for both types of food. Data for each subject were fit to the delay discounting and probability discounting exponential and hyperbolic equations. Preliminary results suggest that the majority of participants’ data fit the discounting equations. Interestingly, healthy and junk foods were discounted equally, though lifestyle variables are still under analysis. |
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| EDC Poster Session 1 |
| Saturday, May 23, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 110. Review of Video Modeling with Students with Emotional and Behavioral Disorders |
| Area: EDC; Domain: Service Delivery |
| Russell Lang (University of Texas at Austin), Mark F. O'Reilly (University of Texas at Austin), SONIA DENISE BAKER (The University of Texas at Austin) |
| Abstract: Students with EBD often engage in behavior that is disruptive in the classroom impedes educational progress, and inhibits their ability to form and maintain peer relationships. Video modeling has been demonstrated to be an effective intervention for other challenging populations (e.g. autism) and has been identified as a feasible intervention within school-based settings. This review examined the efficacy of video modeling as an intervention for students with emotional and behavioral disorders. The seventeen included studies are evaluated in terms of participants, intervention procedures, setting, research design, and outcomes. Studies are categorized and discussed according to the behavior targeted for intervention (i.e. increasing peer interaction, increasing on-task behavior, increasing peer interaction and on-task behavior in tandem, & decreasing inappropriate behavior). The results suggest that video modeling is an effective intervention for each of these target behaviors. However, gaps in the research (i.e. ) exist and warrant future research. |
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| 111. The Effects of a Yoked Contingency Game Board on Teaching Science Tacts |
| Area: EDC; Domain: Applied Behavior Analysis |
| JOANNE MARIE HILL (Columbia University), Darcy M. Walsh (Teachers College Columbia University), R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences) |
| Abstract: The purpose of this study was to examine the effects of a yoked contingency game board
on the acquisition of science tacts by 4 middle school participants diagnosed with emotional/behavioral disabilities using a delayed multiple probe across participants. Probes were conducted pre and post the intervention on the participants’ emission of correct science tacts related to grade level science curriculum. During treatment, progression on a game board was contingent upon both students emitting correct observational tact responses to stimuli previously presented to their peer through direct learn unit instruction. If both participants did not emit correct responses, the teacher advanced on the game board. As a result, the game board created an establishing operation by motivating the participants to attend to the direct learn units presented to their peer. The results of the study show a functional relationship between the implementation of the yoked contingency game board and the participant’s acquisition of science tacts through observational learning. In comparison to direct instruction, the data indicated a greater number of correct observational learning responses across all four participants. The results of this study are educationally significant by providing insight on how to effectively structure learning when teaching students new operants. |
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| 112. The Hidden Transformer: Using a Tactile Prompt to Reduce Problem Behavior with Children with Emotional-Behavior Disorders |
| Area: EDC; Domain: Applied Behavior Analysis |
| CHRISTY SHAFFER (The Chicago School of Professional Psychology), Traci M. Cihon (The Chicago School of Professional Psychology), Charles Merbitz (Chicago School of Professional Psychology) |
| Abstract: Children with Emotional-Behavior disorders exhibit a diverse array of problem behaviors that are often resistant to change through traditional interventions. Self-monitoring has been effective at reducing problem behaviors and has shown maintenance and generalization of treatment effects. Self-monitoring incorporates a stimulus prompt to direct the individual’s attention to their current behaviors. However, the effectiveness of the intervention may be limited if the cue is perceived as intrusive or disruptive. This study assessed the effects of a tactile prompt in a self-monitoring procedure on on-task and disruptive behaviors with children with emotional behavior disorders. |
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| 113. Taking Strides to Improve the Academic Outcome of Students with Behavior Disorders |
| Area: EDC; Domain: Applied Behavior Analysis |
| AMY BARANEK (University of Southern Mississippi), Joshua Needelman (USM), Matthew W LeGray (University of Southern Mississippi), Nichole Weakley (University of Southern Mississippi) |
| Abstract: This poster will provide a detailed overview of the academic assessment and intervention process which were applied to a district-wide day treatment classroom for special education children in an elementary setting. Children placed in this day treatment classroom were experiencing significant academic problems that were hypothesized to be the result of chronic behavior problems. Brief experimental analysis (BEA) were conducted for each child to determine the most appropriate reading intervention. Reading interventions compared were chosen based on the literature available and the feasibility for implementation with the population. The intervention chosen for implementation was based off of words correct per minute on generalization probes with high content overlap to the instructional probes. Academic interventions occurred twice weekly. Interventions were conducted by graduate students from a local university. Data-based decisions were made throughout the intervention process. The data-based decision process for all changes in interventions will be discussed. Implications of the use of a BEA will be discussed along with the decision process involved in the use of a BEA (i.e., interventions to include, what data to base decisions from). |
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| 114. Effects of Increased Learn Unit Presentations on Academic Performance of High School Students |
| Area: EDC; Domain: Applied Behavior Analysis |
| MARIA GENEVIVE DOMINGUEZ NOLASCO (The Chicago School of Professional Psychology), Marissa J Tybor (The Chicago School of Professional Psychology), Denise E. Ross (Chicago School of Professional Psychology) |
| Abstract: This study compared the effects of increased learn unit presentations on criterion-referenced test scores for two classes of high school students in a major urban area. Participants in this study were 20 high school freshmen who were two to three grade levels behind in reading, writing, and math at the beginning of the study, and their two teachers. During baseline, the students’ teachers presented few learn units during instruction, and students had few correct responses to weekly tests that were administered as part of the curriculum. During the intervention, teachers were shown how to reliably present learn units as part of the school’s curriculum. Following the intervention, baseline data on students’ correct responses to weekly tests were collected again. Results suggest that participants emitted more correct responses during the intervention when compared to baseline, and that results were maintained following the intervention. Additional data are being collected. |
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| 115. A Comparison of Transfer of Stimulus Control or Multiple Control on the Acquisition of
Mands, Tacts, and Echoics in Young Children: An Extension of Cihon (2007) |
| Area: EDC; Domain: Applied Behavior Analysis |
| ERIKA HAMER (The Chicago School of Professional Psychology), Traci M. Cihon (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology) |
| Abstract: The objective of the present study was to compare two procedures for facilitating the acquisition of verbal operants. During transfer of stimulus control, stimulus blocking may slow the acquisition of new verbal operants by blocking the new stimulus from acquiring stimulus control over the response. The initial use of multiple control may prevent stimulus blocking and may be more efficient in establishing verbal operants under single sources of control. In one condition, participants were first taught to emit verbal operants using a transfer of stimulus control. In another condition, participants were taught to emit verbal operants under multiple control. Furthermore, little information is available regarding the acquisition of verbal operants with typically developing individuals. This study compared the efficiency of these two procedures in teaching mands, echoics and tacts to young children who were typically developing. |
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| 116. IMAGE - Innovative and Modern Approaches to General Education |
| Area: EDC; Domain: Applied Behavior Analysis |
| JAYME LYNN CROOKS (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology) |
| Abstract: A specialized curriculum designed around the vocational interests of individuals is an age-appropriate method for teaching fundamental skills to older students with special needs. In this study, four ninth-grade girls enrolled in the special education inclusion program of a public high school participated in a nine-week course of study based on their common interest of fashion design. Each module within the course pertained to the theme of fashion and aligned with state and national education standards as well as each student’s Individual Education Plan (IEP). The purpose of this study was to accelerate learning measured by the acquisition of IEP goals and to decelerate off-task behavior (i.e., talking without permission, motor movements disruptive to other students) identified as problematic by the students regular classroom teachers. It is hypothesized that by incorporating academics into an instructional unit based on identified areas of personal interest, learning will become a natural reinforcer. In addition to increasing student engagement, this type of curriculum may also eliminate the need for a token economy widely used in special education classrooms. |
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| 117. Alerting assignments by interspersing additional briefer tasks hinders persistence: Applied and theoretical implications |
| Area: EDC; Domain: Applied Behavior Analysis |
| Emily Kirk (University of Tennessee), Michael Orsega (Univesity of Tennessee), Christopher Skinner (University of Tennessee), RICHARD A SAUDARGAS (University of Tennessee) |
| Abstract: A between-subjects design was used to assess the impact of interspersing additional briefer math problems (i.e., 1-digit by 2-digit problems) among target math problems (3-digit by 2-digit problems) on high school students' persistence when completing computer-delivered problems. Students were randomly assigned to two groups. Students in the control group only worked target problems, while those is the experimental group had briefer problem interspersed following every third target problems. Problems were delivered one at a time via a PC with students receiving a new problem after they entered their answers. Students were give 1 hour to work but allowed to quit whenever they chose. Those in the control group completed significantly more target problems and worked more seconds than those in the experimental group, but those in the experimental group had higher problem completion rates. These results suggest that altering assignments by interspersing additional brief discrete tasks does not always enhance, and may hinder, academic responding. Discussion focuses on theoretical and applied implication related to the additive interspersal procedure, the discrete task completion hypothesis (Skinner, 2002), stimulus contrast and preference (Fisher et al.,1992) and the delay reduction hypothesis (Fantino, 1969). Directions for future applied and theoretical research are provided. |
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| 118. Using a Token Economy to Increase Academic Performance of Adjudicated Youths |
| Area: EDC; Domain: Applied Behavior Analysis |
| L. ROBIN WEEKS (Florida Institute of Technology), Mark T. Harvey (Florida Institute of Technology), Ada C. Harvey (Florida Institute of Technology) |
| Abstract: This study evaluated the effects of a token economy procedure on the academic performance of 4 youths in a residential facility for juvenile offenders. An ABAB1 withdrawal design was used to demonstrate a functional relation between points earned and changes in accuracy of assignments and academic productivity. During treatment conditions, academically based points were exchangeable for preferred items (e.g., food, drinks, or small tangibles). Results showed increases in the academic performance for 3 out of 4 participants. A change in point values after the second baseline proved more efficacious for increasing accuracy of completed assignments. Both teachers and students highly rated the procedures on a social validity scale. A second behaviorally-based token economy was used across all sessions, as per the institution’s behavior management strategy. The current study provides support for the use of token economies to increase academic performance which may lead to reduced recidivism. |
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| 119. Assessing the Learning Span: Identifying Efficient Amounts of New Material to Present |
| Area: EDC; Domain: Service Delivery |
| JOSLYN N. CYNKUS (Louisiana State University), George H. Noell (Louisiana State University), Kristen Abbondante (Louisiana State University), Amanda M. Dahir (Louisiana State University), Carolyn Barahona (Louisiana State University) |
| Abstract: School children are expected to learn large quantities of information. Often, the material that children are taught is presented in sets, such as spelling words. The amount of information that is presented is typically selected arbitrarily (i.e., 10 spelling words or 5 math facts). However, arbitrary rules of thumb can not address the reality that students should be expected to vary widely in the amount of new material they can attend to and learn at one time. Since children tend to learn at different rates, it is plausible that children will acquire information differently based on the amount of material presented. It is possible that when the set is too large, some students will exhibit poor progress due to an overwhelming number of discriminations to be made and insufficient practice of each relationship. It is also possible that the set size is too small, which would prevent growth and may bore the student. The purpose of the current investigation was to evaluate an assessment method used to select the optical learning set for an individual students. The assessment examined students’ response to instruction in a brief instructional assessment to learning sets ranging from 1 to 64 stimuli in mathematics. Results were idiosyncratic across participants, with the hypothesized optimal learning set ranging from 4 items to 32 items. |
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| 120. Examining and Promoting the Generalization Effects of Self-Monitoring Interventions |
| Area: EDC; Domain: Applied Behavior Analysis |
| SCOTT P. ARDOIN (University of Georgia), Katherine L. Dryden (None) |
| Abstract: Self-management interventions have been identified as having both high prevention and utilization potential in increasing appropriate classroom behavior and preventing undesirable behavior within school settings. Research findings have indicated that self-management procedures are relatively more effective and have greater generalization potential than traditional teacher-managed procedures. Using a multiple baseline design across settings, the current study investigated the effectiveness of a behavioral self-management intervention designed to increase three students' appropriate behavior across home and two classroom environments. All three students’ appropriate behavior increased as a result of the training and matching conditions in the home setting. Despite not conducting training in the classroom settings, students’ behavior increased substantially in each classroom, suggesting that home-school collaborations can decrease the effort required by teachers to implement self-management interventions. However, significant changes in behavior were not observed in each setting until implementation of the matching condition, in which students were rewarded for appropriate behavior. Substantial changes in student behavior were not observed when students were required to self-evaluate their behavior in the absence of changes in contingencies. Implications of the current findings to practice as well as research regarding self-management interventions and generalization will be discussed. |
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| 121. An Evaluation of the Interactive Effects of Antecedent Variables on Accuracy with Academic Tasks |
| Area: EDC; Domain: Applied Behavior Analysis |
| PATRICK ROMANI (University of Iowa), Melanie H. Bachmeyer (University of Iowa), David P. Wacker (University of Iowa), Brenda J. Engebretson (University of Iowa), Lindsay Stangeland (Grant Wood Area Education Agency) |
| Abstract: Poor academic performance is often characterized by low task accuracy and often assumed to be related to noncompliance. Common factors contributing to task accuracy include the difficulty of the task and provision of feedback (Daly & Martens, 1997). Stimulus characteristics within directives have been shown to have an effect on task accuracy (Richman et al., 2001). The present study evaluated the interactive effects of task difficulty (i.e., below grade-level vs. grade-level), schedule of feedback (trial-by-trial vs. end of task completion), and mode of directives (visual vs. verbal instructions) on a student’s accuracy with academic tasks within a multi-element design. The evaluation was conducted in an outpatient clinic with a child who was referred for behavioral concerns including noncompliance during academic tasks. Results suggested that the more dense schedule of feedback (i.e., trial-by-trial feedback) resulted in increased accuracy on the below grade level tasks. A combination of the trial-by-trial feedback and visual instructions was necessary to achieve the highest level of accuracy on the grade level tasks. Inter-observer agreement was collected during 25% of the sessions with above 90% agreement. Results will be discussed in terms of the potential benefits of manipulating multiple antecedent variables to increase academic performance. |
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| 122. The Effects of Waiting for Kindergarteners to be "Ready" for Reading Intervention |
| Area: EDC; Domain: Applied Behavior Analysis |
| NANCY L. COOKE (UNC Charlotte), Allison G. Kretlow (University of North Carolina at Charlotte) |
| Abstract: Substantial research supports the need for early intervention efforts for students at risk for failure. However, many kindergarten teachers prefer to focus on readiness skills at the beginning of the year rather than immediately starting with an academic focus. We compared the progress of kindergarten students who received Direct Instruction small group reading intervention across the full school year with those who began the same intervention in mid-year. Two separate univariate repeated measures of analysis of variance were used to test the differences between early start and mid-year start on tests of phoneme segmentation fluency and nonsense word fluency, aggregated by student risk level (i.e., strategic or intensive). Results indicated a statistically significant within subject effect for both tests. Students with a full year of intervention outperformed those who had just a half year of intervention. Given the concerns about starting the kindergarten year with structured and intensive academic instruction, it is important to find ways to combine both readiness activities and early reading intervention. We illustrate how many readiness skills are addressed within a Direct Instruction program. |
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| 123. The Effects of DI Math Flashcards with Back-3-For-Errors in teaching Multiplication Facts |
| Area: EDC; Domain: Applied Behavior Analysis |
| KIMBERLY M HOPEWELL (Gonzaga University), Sarah M Mortensen (Gonzaga University), Kimberly P. Weber (Gonzaga University) |
| Abstract: Many children and teachers have felt consequences of the No Child Left Behind (NCLB) act of 2002. The residual effect of this law means that teachers and students are held more accountable for academic success than ever before (Altwerger, Arya, Jordan, & Martens 2004). This excess pressure can take its toll on students with learning and behavior considerations. Effective instruction is imperative in helping them succeed in mathematics (Maccini, Gagnon, & Mulcah, 2006). This study was designed to test the effectiveness of direct instruction flashcards with multiplication cards to help the participants become more successful in their academics. The participants chosen for the study were three male students with learning and/or behavioral concerns: one in high school and two in middle school. The three boys were struggling in mathematics and specifically multiplication skills. A direct instruction flashcard system with a back three for errors method was used to teach the students. One of the students worked on the facts six through twelve and the other students worked on all their basic facts. The data indicated that the participants increased their knowledge of all the facts as well as increasing trends from baseline to the end of the study on the facts they were provided instruction. |
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| 124. Effects of Direct Instruction Flashcard System and Math Racetracks on Multiplication Fact Mastery of Three Students |
| Area: EDC; Domain: Applied Behavior Analysis |
| Katie Zielinski (Gonzaga University), Adam Skarr (Gonzaga University), Kellen Ruwe (Gonzaga University), Hannah Sharp (Gonzaga University), RANDY L. WILLIAMS (Gonzaga University) |
| Abstract: The present study examined the effects of the Direct Instruction Flashcard System combined with the "Math Racetrack" on the multiplication fact mastery of three elementary-aged students. Two of the children, a third-grade boy and fifth grade girl, were "typical" and the third student was a fourth grader receiving special education for learning disabilities. None of the three children had mastered all the multiplication facts. The Direct Instruction Flashcard System and Math Racetrack were individualized for each student. The flashcard system used 15 cards (half mastered facts). The children received praise and corrective feedback. The Math Racetrack had 28 facts on a board (half mastered facts) and the children were to say each fact to go around the board. Children were challenged to beat their previous rate. A multiple baseline design across three sets of facts was used to evaluate the effectiveness of the combined intervention. A clear functional relationship was shown between the DI Flashcard System and Math Racetrack and fact mastery. All three children mastered all facts. The procedure was practical in terms of time, money, and effort. Additionally, the students enjoyed these methods for learning the multiplication facts. |
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| 125. The Game in the Teaching of Reading and Writing: Anagrams Construction |
| Area: EDC; Domain: Applied Behavior Analysis |
| SILVIA REGINA DE SOUZA (State University of Londrina), Martha Hübner (USP Sao Paulo, Brazil) |
| Abstract: This work investigates if pre-school children learn to write and read two syllable words through a board game that teach relations among printed word and CRMTS, printed word and figure, figure and CRMTS, printed word and handwritten word, spoken word and figure, printed word and word spoken by the child. The participants were nine 5 to 6 year old children. The work was carried out in 3 stages (pre-test, intervention, post-test). During the pre-test, the relationships between the printed word and the spoken word, the spoken word and CRMTS, spoken word and the handwritten word and the figure and the printed word were tested. Next, the study carried out 15 intervention sessions using a board game. Finally, the same relationships tested during the pre-test were evaluated again (post-test). Results showed an increase in number of taught words read correctly by the children, number of syllables of the taught words correctly selected, number of correct pairing up between the figure and the taught words, number of syllables in the taught words written correctly by the children and in the number of syllables selected correctly of the generalization words. Results suggest the effectiveness of the game and recommend further investigations. |
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| 126. Effects of Response Cost on Academic Skills |
| Area: EDC; Domain: Applied Behavior Analysis |
| MARK MALADY (University, Nevada Reno), Josh Pritchard (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: The study of punishment has declined rapidly over the past few decades due to societal pressure unrelated to scientific pursuit. Unfortunately, while the examination of this principle and related procedures may have declined, this is not indicative of its occurrence in the lives of people. Therefore, until it is no longer an interaction that occurs commonly, we must not cease investigating it. This current study focuses on response cost, a punishment procedure which has been examined in the literature and demonstrated as an effective means to decrease problem behavior. There has, however, been limited examination into the effects of response cost on academic skills. In educational settings where skill acquisition is equally, if not more important, than behavior deceleration, this relationship is paramount. The current investigation examines an analogue analysis of a classroom point system and the effects of response cost on the acquisition of academic skills. Specifically, the study aims to compare the differences which arise between pre and post-test scores on new mathematical skills when utilizing positive-reinforcement only, response cost, and no contingent consequences. Data will be collected |
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| 127. Effects of the Teach Your Child to Read in 100 Easy Lessons Program on Early Literacy Skills of Preschool Children |
| Area: EDC; Domain: Applied Behavior Analysis |
| KATHLEEN MARIE WALDRON-SOLER (Eastern Washington University) |
| Abstract: An investigation of the effects of the Teach Your Child to Read in 100 Easy Lessons (TYCR100) program on the early literacy skills of preschoolers was conducted. Using a multiple baseline across participants design, the three learners received instruction with 100 lessons from the TYCR100. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency and Nonsense Word Fluency subtests were used to monitor the effectiveness of this instruction. Results showed that all learners made significant gains in oral reading fluency and letter-sound correspondence skills as measured by DIBELS. Results are discussed in terms of the implications for providing effective, systematic reading instruction to preschoolers. |
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| 128. Effects of Peer-Mediated Direct Instruction and Repeated Reading on the Reading Skills of Incarcerated Juveniles |
| Area: EDC; Domain: Applied Behavior Analysis |
| CHRISTOPHER D YAWN (The City College of the City University of New Yor) |
| Abstract: This study investigated the effects of peer-mediated Direct Instruction (DI) and the repeated reading strategy on the oral reading fluency and comprehension of eight 15 to17 year-old struggling readers who reside at a facility for juvenile delinquents. All participants were identified as having a disability. Students were assigned as a tutor or tutee based on pretest measures. Tutors used the Corrective Reading (Englemann, Hanner, & Johnson, 1999) program and the repeated oral reading strategy for their tutees (Therrien & Kubina, 2006).
Using a single subject multiple probes design (Horner & Baer, 1978), the effectiveness of peer-mediated Corrective Reading DI and repeated reading was primarily determined by comparing pre-intervention fluency data obtained (i.e., 1-minute timings) with fluency data obtained during the intervention (i.e., comparing baseline with the experimental conditions). Students receiving peer-mediated instruction all made gains in their levels of oral reading fluency. Although, comprehension was not directly taught, pre-intervention and intervention probes of reading comprehension data were collected to assess if changes occurred.
Finally, pretest and posttest data from standardized tests were used to determine the effectiveness of this intervention. Pretest and posttest results indicated that both students who taught and students who received instruction made gains in their reading achievement. |
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| 129. CANCELLED: Effects of Word Prediction and Text-to-Speech on the Writing Skills of Students with Learning Disabilities |
| Area: EDC; Domain: Applied Behavior Analysis |
| MONICA SILIO (Miami-Dade County Public Schools), Patricia Barbetta (Florida International University) |
| Abstract: This study investigated the effects of word prediction and text-to-speech on the writing skills of 6, fifth-grade Hispanic boys with learning disabilities (LD). A multiple baseline design across subjects was used to explore the efficacy of word prediction and text-to-speech alone and in combination on four dependent variables: writing fluency, syntax, spelling accuracy, and overall organization. Participants were equally divided into Cohorts A and B, and two separate but related studies were conducted. Throughout all phases of the study, participants wrote compositions for 15-minute sessions. During baseline, participants used word processing only. During the assistive technology intervention condition, Cohort A participants used word prediction followed by word prediction with text-to-speech. Concurrently, Cohort B participants used text-to-speech followed by text-to-speech with word prediction. The results of this study indicate that word prediction alone or in combination with text-to-speech has a positive effect on the writing skills of students with LD. Overall, participants in Cohorts A and B wrote more words, more T-units, and spelled more words correctly. Additionally, the quality of writing improved as measured by holistic rubric scores. When participants in Cohort B used text-to-speech alone, with the exception of spelling accuracy, inconsequential results were observed on all dependent variables. |
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| 130. Increasing Sight-word Reading and Math Skills Using Response Repetition |
| Area: EDC; Domain: Applied Behavior Analysis |
| MICHELLE STENSKE (St. Cloud State University), Kendra L Wickland (St. Cloud State University), John T. Rapp (St. Cloud State University) |
| Abstract: Response repetition (RR) is a consequent intervention wherein an individual is required to engage in one or more repetitions of a specified operant after erring on a problem. In Experiment 1, the effects of RR on sight-word reading by three participants were evaluated using a multiple baseline design and generalization was assessed by evaluating the participants’ performance on (a) classroom reading assignments and (b) passages containing targeted and untargeted words. In Experiment 2, the effects of RR on math skills for two participants were also evaluated with a multiple baseline design. Results from Experiment 1 indicated that reading accuracy increased for all participants after RR was introduced and generalization of behavior change was noted for nearly every participant. The results of Experiment 2 indicated that accurate completion of math problems increased for one participant following the introduction of RR; however, additional contingencies were needed to increase correct responding for the other participant. Taken together, the results from these two studies suggest that procedures involving positive punishment may be useful tools in academic settings. |
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| 131. Using Cover-Copy-Compare Strategy to Improve Performance in Math Word-Problem Solving |
| Area: EDC; Domain: Service Delivery |
| RUTH G. AULD (Mercyhurst College), Colleen Siobhan Brennan (Mercyhurst College), Phillip J. Belfiore (Mercyhurst College) |
| Abstract: Students often struggle with the abstract nature of mathematics word problems. This study using cover-copy-compare strategy provides 4th grade students with repeated practice in recognizing mathematic vocabulary to increase proficiency in word problem computation. Pre-baseline assessment determined that participants were below basic performance in mathematics, but were able to read the math word problems successfully. This multiple baseline across math behaviors study measured the effects of training urban at-risk to use cover-copy compare (CCC) to practice recognizing operations for math computation. The strategy included verbal prompts and repeated practice. During baseline, students completed a worksheet of math word problems which were scored for accuracy in computation. During intervention, each student worked for 10 minutes with a CCC template. The students read the prompt aloud together. Each student recorded answers for the verbal prompts. Students then opened the template and check answers. If the answer was correct, the student proceeded. Incorrect answers required students to reread the prompt, state the correct operation, erase their incorrect answer and rewrite the correct operation. Post-intervention assessment included student completed worksheet similar to the baseline measure of percentage steps correct to complete mathematics word problem. |
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| 132. Effects of Explicit Phonological Awareness Instruction With Preschool Children At Risk for Reading Failure: Comparing Single and Multiple Skill Instructional Strategies |
| Area: EDC; Domain: Applied Behavior Analysis |
| TEMPLE SHARESE LOVELACE (Duquesne University), Ralph Gardner III (The Ohio State University) |
| Abstract: Phonological awareness skills (i.e., phonemic awareness, rhyme awareness, awareness of alliteration, etc.) are important to the reading ability of all students (National Early Literacy Panel, 2007; National Reading Panel, 2000). More specifically, these skills are critical to the success of students defined as at risk for reading disabilities (Adams, 1990; Juel, 1988). This study analyzed the effects of explicit instruction in phonemic awareness, rhyme awareness and awareness of alliteration as well as instruction in discrimination of the differences among the skills and their relationships. Results indicate that students responded favorably to explicit instruction through increased responding if they had evidence of the individual skills prior to the beginning of instruction and emergence of the skill and growth in responding after instruction started. Lastly, contributions of this study and future research will be presented. |
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| 133. Effects of Computer-assisted Reciprocal Peer Tutoring on Phoneme Awareness of Kindergarteners at Risk in Reading |
| Area: EDC; Domain: Applied Behavior Analysis |
| APRIL L. MUSTIAN (NSTTAC/UNC- Charlotte), Charles L. Wood (University of North Carolina at Charlotte), Ya-Yu Lo (University of North Carolina at Charlotte) |
| Abstract: Millions of children in the United States are left behind due to early reading failure, and the adverse effects can last a lifetime. For these at-risk children, early identification and effective interventions in reading become critical in setting the precedent for successful future outcomes. Reciprocal peer tutoring with audio prompting is effective in providing the needed supplemental reading instruction to children who are academically at-risk. The purpose of this presentation is to provide an overview of the procedures and results of a single subject study that used a multiple probe design across students to evaluate the effects of a computer-assisted peer tutoring program on students’ phoneme segmentation fluency. Participants included 4 minority kindergarteners identified as at-risk based on the DIBELS Phoneme Segmentation Fluency winter benchmark (Good & Kaminski, 2002). Visual analysis of graphed data indicated a functional relationship between computer-assisted peer tutoring and participants’ phoneme segmentation fluency. Presentation participants will gain knowledge of the positive effects of computer-assisted reciprocal peer tutoring and how this intervention can be practically applied for use in the acquisition of multiple skills with individuals who may be at risk for academic failure. Future research areas, implications for practice, and response to intervention will be discussed. |
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| 134. The Effects of Computer Assisted Instruction on Student’s Knowledge of Post-School Outcomes |
| Area: EDC; Domain: Applied Behavior Analysis |
| VALERIE MAZZOTTI (NSTTAC/UNC- Charlotte), David W. Test (UNC Charlotte) |
| Abstract: Students with disabilities have consistently had poor post-school outcomes. Teaching students self-determination skills in high school have been significant predictors of postschool success (Wehmeyer & Palmer, 2003). Therefore, focusing instruction on teaching self-determination skills in high school should enhance post-school outcomes for this population of students. One component of self-determination that has been instructionally effective for improving the self-determination skills for student with disabilities is choice making. Unfortunately, many students with disabilities are not given the opportunity to participate in choice making regarding post-school options. This presentation will provide an overview of results of a study that used a multiple-baseline design across behaviors replicated across participants to examine the effects of computer assisted instruction on student’s knowledge of post-school options (i.e., employment, education, independent living). Subjects included two students with moderate cognitive disabilities and two with mild cognitive disabilities.Visual analysis of graphed data showed a functional relationship between baseline and intervention for all four students. Presentation participants will leave with knowledge of an innovative instructional computer program that was developed to teach students about options for post-school life. Recommendations, implications for practice, and areas for future research will also be discussed. |
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| OBM Poster Session 1 |
| Saturday, May 23, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 136. The Use of Written Guidelines, Performance Feedback, and Datasheet Checks to Increase Timely Data Collection |
| Area: OBM; Domain: Applied Behavior Analysis |
| JESSICA SEEMAN (New York CEnter for Autism Charter School), Jamie Pagliaro (New York Center for Autism Charter School), Hannah E. Hoch (REED Academy), Julie Fisher (New York Center for Autism Charter School) |
| Abstract: The timely and accurate manner in which data on problem behavior are collected plays a crucial role in behavior intervention planning. IN this study a reversal design was used to examine the effects of written guidelines, performance feedback, and teacher checks on he timeliness of data collection on problem behavior. Timely data collection was defined as data scored within 5 minutes of the close of the designated interval. In the first condition, teachers were provided with written guidelines on data collection requirements. in the second condition, the experimenters delivered performance feedback to teachers and assistants 1-2 times per day. During the third condition, teachers were required to conduct datasheet checks 4 times per day, and provide the results to the experimenters. Results indicated that during the third condition, accurate data collection reached a mean of 88%. Performance maintained during the reversal, when performance feedback and teacher checks were removed. It is therefore not possible to determine whether teacher checks alone were effective, or if improvements in performance were a result of all 3 interventions combined. Though a functional relationship between intervention and performance was not demonstrated, the results have important implications for clinical practice and can inform future research efforts. |
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| 137. Feedback Procedures to Improve Staff Reinforcement of Client Behavior |
| Area: OBM; Domain: Service Delivery |
| KERIN ANN WEINGARTEN (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Charles Merbitz (Chicago School of Professional Psychology) |
| Abstract: Performance management is a behavior analytic system for changing behavior in the workplace. Empirical methods are used to analyze human performance across environments, to not only improve staff persons quality of work, but also to analyze methods that foster productivity and accomplishment. The Six Boxes™ model (Binder, 2007) represents such a comprehensive categorical system that analyzes variables into six categories across environments and individuals; this system helps one to identify areas within an organization that could use improvement. One box of the six is labeled ‘expectations and feedback;’ expectations and feedback are the primary components to evaluate in any environment. Feedback procedures have been widely used across many settings and subjects to improve behavior performance and increase communication. This research project investigated to which extent staff persons’ performance could be improved through the application of a treatment package including expectations and feedback procedures. The treatment package included (1) an in-service training session, (2) stating expectations prior to the observation, (3) a written feedback form highlighting the positive behaviors emitted by the staff person, together with (4) the delivery of a token for every correct response made. This treatment package appeared to be an effective and all-positive approach to improve staff persons reinforcement of client behavior at a vocational training agency. |
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| 138. Functional Assessment and Treatment of Group Behavior: Increasing Timeliness of Meetings |
| Area: OBM; Domain: Applied Behavior Analysis |
| DANIEL MARK FIENUP (The May Institute), Megan R Joy (May Institute), Debborah Eda Smyth (May Institute), Ravit Stein (May Institute), James K. Luiselli (The May Institute) |
| Abstract: An important aspect of organizational behavior is the scheduling of meetings. Data were collected on the timeliness of meetings at a behavioral consultation organization in the Northeast. Baseline data collected across several types of meetings revealed that meetings routinely started between 5-30 minutes late. Findings were presented at a division-wide staff meeting and a functional assessment interview (FAI, O’Neill et al., 1997) was conducted to assess the antecedents and consequences of current group meeting behavior. Transitions between meetings, expectations regarding meeting start times, and lack of reminders were among the identified antecedents. There were no positive or negative consequences associated with time of arrival to meetings. Following the FAI, the interventions implemented were: e-mail reminders with time/place of meetings, meeting agendas to increase efficiency during meetings, 10-minute transition periods between meetings, and opportunities to earn rewards for arriving at meetings on time. The interventions resulted in increased timeliness of meetings and a higher percentage of staff present at scheduled meeting start times. Data also indicate that it was the implementation of the intervention, and not simply calling attention to the problem, that led to changes in staff behavior. Implications for making system-wide changes using behavioral technology will be discussed. |
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| 139. Examining changes over time in employee preference for specific performance rewards |
| Area: OBM; Domain: Service Delivery |
| BYRON J. WINE (AdvoServ of New Jersey), Shawn Patrick Gilroy (Rowan University) |
| Abstract: This study examined methods for evaluating changes in employee preference for specific performance rewards. Preference assessments were administered to ten employees over a period of six months. A survey-based assessment from Daniels (1989) and a stimulus ranking assessment were administered once per month for six consecutive months. Data from the assessments are presented, and discussed in terms of the potential implications for employee reward systems. |
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| 140. Decreasing Procrastination Behavior in Adult Mexican Employees with a Time-Management program |
| Area: OBM; Domain: Applied Behavior Analysis |
| MARIANA QUINTANAR MEL&EACUTE;NDEZ (Monterrey Technological Institute Campus Estado de México), DÁnae VelÁzquez Rivero (Monterrey Technological Institute Campus estado de México), Denise Michelle Espaillat Durán (Monterrey Technological Institute Campus Estado de México), Alma Teresa Reyes Gutiérrez (Monterrey Technological Institute Campus Estado de México), Mélany Citlalli de Lucio ávila (Monterrey Technological Institute Campus Estado de México), Aixa Lanett Powell (Monterrey Technological Institute) |
| Abstract: Nowadays, people have to develop a great number of skills and be able to perform effectively several tasks. Nevertheless, these people are scarce to find due to the fact that modern societies suffer from a serious procrastination problem. Whether this behavior is a reaction to an underestimation or overestimation of tasks, fear of consequences, or misunderstanding instructions; procrastination can be controlled with an efficient management of time and resources.
This research is based on the idea that improving QWL will raise job satisfaction and performance, and the company will have an effective workforce. The research was carried out with five adult Mexican employees, male and female, working at administrative levels for a worldwide corporation.
The research design is ABA. During Baseline1 daily self-monitoring records, direct observation, and tests were applied to measure the level of procrastination and mental work load. During Treatment, a Cognitive-Behavioral Program with time management techniques was used. The same tests and observational records were applied in Baseline2 to compare the results of the program with Baseline1.
The level of clients’ procrastination decreased 70% and this tendency was maintained during Baseline2. This research proved that a Time-Management program with time management techniques reduces procrastination in Mexican employees. |
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| 141. The Effects of Task Clarification, Public Posting, and Goal Setting on Staff Set Up and Clean Up Behaviors |
| Area: OBM; Domain: Applied Behavior Analysis |
| MELISSA DANCHETZ (Marcus Autism Center), Crystal N. Bowen (Marcus Autism Center), Kelly McKnight (Marcus Autism Center) |
| Abstract: Performance feedback is often used in organizational settings to increase staff performance and has been evaluated in numerous empirical studies (Balcazar, Hopkins, and Suarez, 1985; Alvero, Rucklin, and Austin, 2001). While the use of manager feedback seems to be prolific in performance management, individual feedback can be cumbersome to implement and potentially aversive for some managers and staff. In addition, other interventions may be as effective. The current study considers the improvement of staff performance for two daily behaviors in a Verbal Behavior clinic in the absence of individual performance feedback. The set up and clean up of teaching areas was evaluated through direct observation to calculate the percent of client tables ready each morning and clean each afternoon. Following baseline, set up and clean up tasks were clarified for all staff via vocal and email announcements. Public posting was then implemented. Graphs of staff performance were posted on the inside of all classroom doors after each data update. A third intervention phase included the addition of goal setting and a group contingency to public posting of performance. No vocal or individual performance feedback was provided in any phase. A multiple baseline design across behaviors was used to evaluate intervention effects. |
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| VRB Poster Session 1 |
| Saturday, May 23, 2009 |
| 6:00 PM–7:30 PM |
| North Hall A |
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| 142. The Effects of a Speaker Immersion Protocol on the Number of Accurate Mands Emitted by Two Children Diagnosed with Autistic Spectrum Disorders |
| Area: VBC; Domain: Applied Behavior Analysis |
| LIN DU (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences), Erik D. Grasso (Teacher's College, Columbia University) |
| Abstract: Two elementary school age students diagnosed with Autistic Spectrum Disorders took part in this study to test the effect of a Speaker Immersion Protocol on the number of accurate autoclitic mands emitted in both instructional and non-instructional settings. Both participants demonstrated emerging listener and emerging speaker levels of verbal behavior, reliably emitted echoics in the classroom, and responded to vocal and gestural prompts from classroom teachers to mand for specific items or events. The independent variable was the Speaker Immersion Protocol that consisted of the arrangement of sixty establishing operations per session. The dependent variable was the number of accurate autoclitic mands emitted by the participants during the sessions. During baseline conditions the students were presented with the establishing operation and given an opportunity to respond. During training sessions the students were presented with the establishing operation and an echoic model. Correct responses were recorded only for accurate independent mands. Following the meeting of mastery criterion the students were presented with the same number of establishing operations. The results show the number of accurate independent mands increased dramatically in both participants during the protocol and the number of mands emitted has remained stable during follow up probes. |
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| 143. The Effects of a Writer Immersion Treatment Package on Teaching Functional and Structural Writing Skills |
| Area: VBC; Domain: Applied Behavior Analysis |
| Yasmin J. Helou-Care (Teachers College, Columbia University), SARAH E. ORLANS (Columbia University Teachers College) |
| Abstract: We used a delayed multiple probe design to test the effectiveness of a writer immersion package that included the writer immersion procedure, peer reader responses, a yoked contingency, and teacher editing on increasing the numbers of accurate structural and functional components of two middle school students’ written responses. A probe was first completed with Participant A prior to the implementation of the intervention. Intervention then began with just Participant A. Following Participant A’s achievement of the criterion, probes were conducted with both participants. Participant B then began her first phase of intervention, and Participant A entered his second phase of treatment. Participants completed additional phases of treatment until they met criteria in the post-probes. The results of this study demonstrated a functional relationship between the independent variable and the accuracy of the participants’ functional and structural writing. The numbers of structural components, the numbers of correct structural components, and the numbers of components drawn by the reader increased from the participants’ pre-probes to their post-probes. |
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| 144. The Effects of Implementing Speaker Immersion and Social Listener Reinforcement
on Verbal Operants of Two Students |
| Area: VBC; Domain: Applied Behavior Analysis |
| SHARLENE JOO (Teachers College, Columbia University), Tracy Reilly-Lawson (Teachers College, Columbia University) |
| Abstract: This study evaluated the effect of two experiments, the speaker immersion procedure and social listener reinforcement, on speaker behavior with two 9-year old elementary school students diagnosed with Autism. Experiment 1 was the speaker immersion procedure, which included using establishing operations to motivate the participants to mand for specific items. This study was conducted in the participants’ school, including the bus-loading area, hallway, cafeteria, and classroom. Correct responses to target mands as well as independent mands and tacts were reported. All verbal operants decreased when participants were returned to baseline. While verbal operants increased during Experiment 1, interactions were primarily between student and teacher. To increase verbal interactions between students, Experiment 2 was conducted. Experiment 2 was the social listener reinforcement procedure, which was implemented in two different games, I-Spy and 20 Questions. The two games involved reinforcement of Wh-questions using a yoked-contingency game board. The participants worked as a team, competing against the experimenters, to increase verbal operants between peers. Pre- and post-probe data were taken in a 30-minute free-play session. After the first game, conversational units increased and peer disapprovals decreased for both participants. Wh-questions increased for Participant AW. |
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| 145. The Effects of Writer Immersion on the Aesthetic Writing of Two Students Diagnosed with Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| ALISON CORWIN (Teacher's College, Columbia University), Tracy Reilly-Lawson (Teachers College, Columbia University) |
| Abstract: The purpose of this study was to test the effects of writer immersion on aesthetic writing for two students diagnosed with autism. Participant A was a nine-year old male in the fourth grade and Participant B was an eleven-year old female in the fifth grade. These participants were selected because they did not have the structural or aesthetic components of writing in their repertoires. The design of the study was an ABA multiple baseline design across students. The pre and post probes consisted of the student’s written responses to the presentation of a famous painting and the vocal antecedent “Write how this painting makes you feel.” The pre and post probes were given to multiple independent scorers with a rubric for scoring the overall aesthetic components of the writing. The structural elements of the pre and post probes were also scored and compared. The intervention, writer immersion, consisted of thirty minutes in which all communication between the teacher and the student was done through writing. The student was instructed to write a story that evoked a specific emotion. The first fifteen minutes was devoted to the teacher guiding the student’s planning of the story, while the student wrote the story independently in the second fifteen minutes. A naïve reader read the story and completed a survey in which they were asked to tact the emotion the story evoked, and give suggestions to improve the students writing. The results of the study showed that writer immersion was an effective intervention to increase both the aesthetic and structural components of writing for two students with autism. |
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| 146. Effects of tact and receptive-discrimination training on intraverbal behavior for young children with autism. |
| Area: VBC; Domain: Applied Behavior Analysis |
| JENNIFER LYNN JORANDBY (University of Wisconsin-Eau Claire), Stephany Kristina Reetz (UW-Eau Claire), Kevin P. Klatt (University of Wisconsin, Eau Claire) |
| Abstract: Past research has shown that both multiple-tact training (teaching a child to label both the item and the category to which the item belongs) and receptive-discrimination training (teaching the child to follow an instruction to select a picture card based on either the name of the item or the category of the item) yield minimal results in the acquisition of thematically related intraverbal behavior in typically developing children. No studies to date, however, have investigated the effect of this training for children diagnosed with autism. In the current study, three children diagnosed with autism completed multiple-tact training and receptive-discrimination training to determine the effect of these skills on the number of correct intraverbal responses emitted during intraverbal probes. |
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| 147. The effects of textual prompting on the acquisition of intraverbals in individuals with developmental disabilities |
| Area: VBC; Domain: Applied Behavior Analysis |
| JILL MEISTE (The Chicago School of Professional Psychology), Traci M. Cihon (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology) |
| Abstract: We examined the effects text prompts had on the acquisition of intraverbals with individuals with developmental disabilities. A multiple baseline across participants was used to increase the number of intraverbals (answers to safety and conversation questions) established. For example a question may include “what is your favorite movie?” The response or textual prompt would include “my favorite movie is Batman.” Transfer of stimulus control and prompt fading were used to establish the intraverbal repertoires under the control of vocal stimuli. A fluency program for component reading skills was added for some participants to determine whether it enhanced acquisition of intraverbals via the text prompts. Results are discussed in terms of the effectiveness of the transfer of stimulus control procedure with and without the fluency based instruction on component reading skills. |
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| 148. Teaching Verbal Operants to a Learner with Autism Using Total Communication or Vocal-Alone Training |
| Area: VBC; Domain: Applied Behavior Analysis |
| KRISTIN M ALBERT (Carbone Clinic), Leigh Schiller (Carbone Clinic), Vincent Joseph Carbone (Carbone Clinic) |
| Abstract: Increasing vocal productions is a focus of many programs for learners with autism. Total communication (TC), which involves the simultaneous presentation of manual signs along with their corresponding spoken words, is a teaching procedure that has been shown to increase the vocal responding of children with autism. In 2006, Carbone et al. extended the research on the benefits of using TC to facilitate vocal responding in children with autism by conducting a study that compared the effects of TC and vocal-alone (VA) training on the vocal tact responses of a child with autism. The present study is a two-part replication and extension of this previous research. In part one, an alternating treatment design will be used to assess the effects of TC and VA training on the vocal tact responses of a learner with autism. In part two, an alternating treatment design will be used to assess the effects of TC and VA training on the vocal intraverbal responses of a learner with autism. Data will be collected on the total number of tact and intraverbal targets mastered under each teaching condition, the average number of trials to mastery, and the percentage of targets maintained at weekly follow-up probes. |
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| 149. Emergent Intraverbals with Words Related by Function in a Girl with Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| JOSE JULIO CARNERERO ROLDAN (Centro Al-Mudaris, Spain), Luis A. Perez-Gonzalez (University of Oviedo, Spain), Ana Pastor Sanz (Centro Al-Mudaris, Spain) |
| Abstract: This study explored the emergence of intraverbals of a type not used before in the literature on the emergence of novel operants, in the context of promoting novel social behavior in a 11-year-old girl with autism who received an ABA intervention. The girl learned intraverbals of the type “What is the shovel for?” –The correct answer is “To dig”. Then, we explored whether a new intraverbal with the elements “shovel” and “dig” with the opposite stimulus-response functions emerged: “What do you need to dig?” –“A shovel”. We taught the intraverbals by pairs and probed the emergence of the corresponding symmetrical intraverbals. When these did not emerge, we taught them and continued with novel pairs of intraverbals of the same type. The girl did not show the emergence of the intraverbals with the first two pairs, but she showed the emergence with the third and the fourth pairs. These results suggest that the novel intraverbals do not emerge initially, but the procedure consisting of teaching the two related intraverbals results in the eventual emergence of novel intraverbals. The procedure thus can be used to promote the emergence of novel verbal behavior in children with autism and other language delays. Replications with more children are necessary. |
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| 150. The Effects of Tact Training on Palilalia in Children with Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| ERIN M GUZINSKI (The Chicago School of Professional Psychology), Traci M. Cihon (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology) |
| Abstract: This study investigated the effects of a tact correction procedure on delayed non-contextual repetitive speech (i.e., palilalia) with children with autism. The experiment was an extension of Hugh-Pennie (2006), who also tested the effects of the tact correction procedure on palilalia. A multiple baseline across participants design was used. Data were collected on the frequency of palilalia and the frequency of mands and tacts. A generalization probe was conducted to assess generalization across settings. The results are discussed in terms of the decrease in maladaptive palilalic speech, with an emphasis on the acquisition of more functional vocal verbal behavior. |
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| 151. A comparison of listener and speaker training in the emergence of novel stimulus relations |
| Area: VBC; Domain: Applied Behavior Analysis |
| EVELYN C SPRINKLE (California State University, Sacramento), Jared T Coon (California State University, Sacramento), Krisann E Schroeder (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
| Abstract: Conditional discrimination training in the form of the matching-to-sample (MTS) procedure has been used in the applied setting to teach a variety of skills, including sigh-word reading. One of the outcomes of MTS is the development of equivalence or functional classes, as measured by the emergence of untrained relations among stimuli. The current study compared the efficiency of two training conditions – conditional discrimination and verbal behavior training. The participant was a 7 year-old child diagnosed with autism. Conditional discrimination was used to teach the participant to match dictated names to pictures (AB) and dictated names to printed words (AC), while the topography-based verbal behavior training was used to teach the participant to label the pictures (BD) and the printed words (CD). One set of stimuli was assigned to each training condition and training was conducted in a multielement design. Although both procedures resulted in the emergence of the untrained relations (CB and BC), the verbal behavior training procedure was more rapidly acquired and resulted in a greater degree of emergence. Generality of these results are currently being assessed with additional participants. |
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| 152. The Effects of Single Exemplar Instruction and Multiple Exemplar Instruction on the Acquisition of the Listener Component of Naming with Children with Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| LORI ANN AGUIRRE (The Chicago School of Professional Psychology), Oswaldo Ochoa (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Denise E. Ross (Chicago School of Professional Psychology) |
| Abstract: This study tested the effects of single exemplar instruction (SEI) and multiple exemplar instruction (MEI) on the acquisition of the listener half of naming with children with autism. Participants A and B did not have the listener half of naming prior to the study. The participants were exposed to SEI which consisted of listener responses to stimuli. Neither participant acquired naming after exposure to one set of SEI. Subsequently, each entered multiple phases of MEI which consisted of rotating matching and listener responses to new sets of stimuli. Participant A acquired a naming repertoire after exposure to three phases of MEI. However, naming did not generalize to novel sets of stimuli. Participant B did not acquire naming.
Key words: naming, learn units, transformation of stimulus functions, multiple exemplar instruction, single exemplar instruction, autism |
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| 153. The Effects of Different Correction Procedures on Student Learning |
| Area: VBC; Domain: Applied Behavior Analysis |
| JIWON KANG (Teachers College, Columbia University), Dolleen-Day Keohane (Columbia University Teachers College & CABAS) |
| Abstract: The purpose of this study was to compare two correction procedures on students’ learning. The participants in Experiment 1 were two eight-year old female diagnosed with autism. The participants in Experiment 2 were one seven-year old male diagnosed with autism, and one seven-year old male diagnosed with traumatic brain injury. In Experiment 1, the first correction procedure was provided on a same worksheet after erasing the student’s incorrect response, and the second correction procedure was provided on a new worksheet after removing the earlier worksheet to which the student incorrectly responded. In Experiment 2, the first correction procedure was slightly modified in which the correction was provided on a same worksheet after crossing out the student’s incorrect response. The independent variable was the different correction procedures implemented. The dependent variable was the student’s learn units to criterion. A multiple probe design was used with 100% interobserver agreement. The results showed that the first correction procedure as more effective procedure that produced better performance for both students in Experiment 1, but the results were reversed in Experiment 2. The results were discussed in terms of the significance of combination of both clear and immediate correction procedure. |
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| 154. Teaching Prepositional Instructions Through the Use of Strategically Placed Textual Prompts. Motiejunas, K., Rosales, D.& MacInnes, I. |
| Area: VBC; Domain: Applied Behavior Analysis |
| KRISTINA M MOTIEJUNAS MACINNES (The Learning Repertoire, Inc), Dianna Rosales (The Learning Repertoire, Inc), Ian Neil MacInnes (The Learning Repertoire, Inc) |
| Abstract: Children with autism have been placed in many different early intervention programs that focus on alleviating verbal behavior repertoire deficits. Frequently, in addition to having challenges with social communicative exchanges and interactions, children with autism spectrum disorders have difficulty learning verbal concepts such as prepositions. Teaching various verbal skills to children with ASD through the use of textual prompts may be an important area of research since many children with autism acquire basic reading skills quite rapidly. The present study utilized textual prompts to teach a child with autism how to discriminate between 5 prepositional instructions. This study utilized a combination of position and textual cues as prompts to teach each preposition. Each prepositional instruction was taught individually and then tested as a part of a randomized sequence of previously trained instructions. The training process produced virtually no errors during acquisition and proved to be a successful and rapid metho of teaching prepositional instructions. |
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| ABAI Governmental Affairs Committee |
| Saturday, May 23, 2009 |
| 7:30 PM–8:20 PM |
| North 224 A |
| Chair: Michael F. Dorsey (The Vinfen Corporation and Endicott College) |
| Presenting Authors: |
| An open meeting of the Governmental Affairs Committee to update ABAI members on the legislative agenda for ABAI for the coming year. |
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| Practitioner Issues in Behavior Analysis Special Interest Group |
| Saturday, May 23, 2009 |
| 7:30 PM–8:20 PM |
| North 226 C |
| Chair: Michael Weinberg (Orlando Behavior Health Services, LLC) |
| Presenting Authors: |
| The purpose of this meeting is to discuss business and review actions, as well as future directions, of the Practitioner Issues in Behavior Analysis SIG. The officers will discuss activities and progress made during the past year and make proposals for actions for the coming year as well as discuss need for re-electing officers. |
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| Wisconsin Association for Behavior Analysis (WisABA) |
| Saturday, May 23, 2009 |
| 7:30 PM–8:20 PM |
| North 122 A |
| Chair: Matthew Andrzejewski (University of Wisconsin-Madison) |
| Presenting Authors: |
| The Wisconsin Association for Behavior Analysis business meeting invites all interested parties to join us for a lively discussion of last year's conference, advocacy, and reorganization. We will continue planning next year's conference, set priorities for WisABA, and entertain new business. |
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| Speech Pathology Special Interest Group (SPABA) |
| Saturday, May 23, 2009 |
| 7:30 PM–8:20 PM |
| North 129 A |
| Chair: Barbara E. Esch (ESCH Behavior Consultants, Inc.) |
| Presenting Authors: |
| Our annual Speech Pathology SIG (SPABA) business meeting is open to anyone interested in promoting a behavioral approach to the analysis and treatment of speech and language disorders. Members will report on mission-related activities from the previous year. |
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| Journal of Behavioral Education Editorial Board |
| Saturday, May 23, 2009 |
| 7:30 PM–8:20 PM |
| North 132 A |
| Chair: Brian K. Martens (Syracuse University) |
| Presenting Authors: |
| The goals of this meeting are to share journal performance statistics for the previous volume year with Associate Editors and Editorial Board members and to discuss goals and initiatives for the upcoming year. |
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| Behaviorists for Social Responsibility |
| Saturday, May 23, 2009 |
| 7:30 PM–8:20 PM |
| North 129 B |
| Chair: Richard F. Rakos (Cleveland State University) |
| Presenting Authors: |
| Behaviorists interested in social issues will gather to explore and share ways that the science of behavior can and should further contribute to social justice, human rights, environmental action, and other important social goals. Those gathered will develop a task plan for expanding this work among behavior and cultural analysts. Selection of co-chairs and a decision about allowing on-line voting related to positions taken by BFSR will also be finalized. |
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| Sex Therapy and Educational Programming Special Interest Group (STEPSIG) |
| Saturday, May 23, 2009 |
| 7:30 PM–8:20 PM |
| North 221 C |
| Chair: Bobby Newman (Room to Grow) |
| Presenting Authors: |
| This will be the annual meeting of the Sex Therapy and Educational Programming Special Interest Group of ABA International. Progress since last year will be reviewed and plans for the upcoming year will be made. |
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| Experimental Analysis of Human Behavior Special Interest Group (EAHB-SIG) |
| Saturday, May 23, 2009 |
| 7:30 PM–8:20 PM |
| North 222 C |
| Chair: Eric A. Jacobs (Southern Illinois University-Carbondale) |
| Presenting Authors: |
| The EAHB-SIG will meet to honor our student paper winners; elect officers; discuss membership, dues, and our online journal, the EAHB Bulletin; and nominate our 2010 Career Award winner. |
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| Journal for Experimental and Applied Analysis of Verbal Behavior (JEAAVB) |
| Saturday, May 23, 2009 |
| 7:30 PM–8:20 PM |
| North 131 A |
| Chair: Craig A. Thomas (TCLC MS Behavior Clinic) |
| Presenting Authors: |
| During this business meeting, JEAAVB will approve the new mission of the journal, discuss senior editor positions and approve editorial staff, and outline and approve issues for the year. |
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| Rehabilitation and Independent Living Special Interest Group |
| Saturday, May 23, 2009 |
| 7:30 PM–8:20 PM |
| North 124 B |
| Chair: Michael P Mozzoni (Learning Services NeuroBehavioral Institute of Colorado) |
| Presenting Authors: |
| The Rehabilitation and Independent Living SIG is designed to encourage behavior analysts working in this area or interested in this area to learn about behavioral applications in multi-disciplinary environments. Our aim is to review the literature and make recommendations for practice guidelines in the treatment of persons with acquired brain injury. A secondary, but equally important goal is to exchange treatment ideas and interest students in internship opportunities at neurorehabilitation facilities around the country. Come, visit, learn, and contribute. |
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| Behavior Analyst Certification Board: Introduction and Application |
| Saturday, May 23, 2009 |
| 7:30 PM–8:20 PM |
| North 124 A |
| Chair: Christine L. Ratcliff (BACB) |
| Presenting Authors: |
| This meeting will cover important components of the Behavior Analyst Certification Board (BACB), including information on Board Certified Behavior Analyst (BCBA) and Board Certified Assistant Behavior Analyst (BCaBA) credentials; eligibility requirements; approved course sequences; examination administration; and applying for examination. The presentation will also offer information regarding BACB growth and development, as well as future initiatives planned by the BACB. Time will be provided for participant questions and discussion with the presenter. This meeting is intended for individuals who want basic information on the BACB or are planning to become certified. |
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| Charter Association of Behavior Analysis |
| Saturday, May 23, 2009 |
| 7:30 PM–8:20 PM |
| North 226 AB |
| Chair: Charles Merbitz (Chicago School of Professional Psychology) |
| Presenting Authors: |
| During this meeting, current projects will be discussed and voting will take place on future endeavors, such as voting for board members and planning Charter ABA's next conference. |
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| Hawaiian Association for Behavior Analysis Business Meeting |
| Saturday, May 23, 2009 |
| 7:30 PM–8:20 PM |
| North 227 BC |
| Chair: Jessie Mitchell (BCRC) |
| Presenting Authors: |
| Business Meeting |
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| New York State Association for Behavior Analysis |
| Saturday, May 23, 2009 |
| 7:30 PM–8:20 PM |
| North 228 |
| Chair: Helen Blummer (NYSABA) |
| Presenting Authors: |
| New York State Association for Behavior Analysis business meeting. |
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| Behavior Analysis and Robotics SIG |
| Saturday, May 23, 2009 |
| 7:30 PM–8:20 PM |
| North 221 AB |
| Chair: Joseph D. Cautilli (Behavior Analysis and Therapy Partners) |
| Presenting Authors: |
| This SIG is the future of Behavior Analysis. The age of the personal robot is on us. Behavior analysis has contributde much to robotics in the past but more importantly has much to offer in the development of the personal robot in the future. This meeting is designed to be a buisness meeting - all leadership positions will be open for a vote. In addition, stimulus money is available for reserch and development in robotics. We will discuss the strategy to bring stimulus money to develop a track for behavior analysis and robotics at the annual ABA:I convention. |
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| Autism Special Interest Group |
| Saturday, May 23, 2009 |
| 7:30 PM–9:00 PM |
| North 126 |
| Chair: Ruth M. Donlin (Private Practice) |
| Presenting Authors: |
| A business meeting will be held to address numerous administrative matters relevant to the SIG. The business meeting will be followed by a series of very brief presentations ("Show and Tell"). Preselected SIG members will have three minutes to describe and/or show a simple, innovative teaching program, technology, unique form, chart, data collection tool, or something to improve community awareness. The goal is to provide SIG members with ideas and strategies they can easily implement. All interested parties are welcome to attend. |
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| Practicum on Quantitative Methods and Data Analysis |
| Saturday, May 23, 2009 |
| 7:30 PM–9:30 PM |
| North 121 BC |
| Chair: Randolph C. Grace (University of Canterbury) |
| Quantitative methods are becoming increasingly important for behavior analysis. This practicum will attempt to demystify such methods by showing how they can be used to detect patterns in data. We will cover fundamental techniques of exploratory data analysis, model development, parameter estimation, and model comparison. A framework for understanding inferential statistics as model comparison will also be presented. Participants will gain hands-on experience with quantitative methods based on a variety of real-world examples. (Note: Participants should bring a laptop with Excel or Open Office spreadsheet software). This event is co-sponsored by the ABAI Science Board, SQAB, and the ABAI Student Committee. |
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| University of California, San Diego Fantino Lab Reunion |
| Saturday, May 23, 2009 |
| 8:30 PM–10:30 PM |
| Maryvale A |
| Chair: Paul Romanowich (University of Texas Health Science Center San Anto) |
| To celebrate the 40+ year existence of Dr. Edmund Fantino's pigeon laboratory. |
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| Friends of Auckland University Operant Lab |
| Saturday, May 23, 2009 |
| 8:30 PM–10:30 PM |
| Paradise Valley |
| Chair: Michael C. Davison (University of Auckland) |
| A gathering to celebrate ABAI's award to this lab for Enduring Programmatic Contributions to Behavior Analysis. |
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| Simmons College |
| Saturday, May 23, 2009 |
| 8:30 PM–10:30 PM |
| South Mountain |
| Chair: Amanda Kelly (Simmons College) |
| Social gathering for former and current students of Simmons College. |
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| The Ohio State University |
| Saturday, May 23, 2009 |
| 8:30 PM–10:30 PM |
| Estrella |
| Chair: Sheila R Alber-Morgan (The Ohio State University) |
| The Ohio State University special education program will be hosting its annual reunion. All alumni, faculty, students, and friends are invited. |
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| University of Florida Reunion |
| Saturday, May 23, 2009 |
| 8:30 PM–10:30 PM |
| Encanto B |
| Chair: Jennifer Rusak (University of Florida) |
| To provide an opportunity for University of Florida alumni, faculty, students, and friends to gather together during this year's convention. |
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| Columbia University and CABAS® Reunion |
| Saturday, May 23, 2009 |
| 8:30 PM–10:30 PM |
| Deer Valley |
| Chair: R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences) |
| Reunion of Columbia University graduates and current students along with CABAS® professionals and friends around the world. |
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| Allegheny College Behavior Analysis Alumni, Students, and Friends |
| Saturday, May 23, 2009 |
| 8:30 PM–10:30 PM |
| Maryvale B |
| Chair: Rodney D. Clark (Allegheny College) |
| Reunite students past and present, primarily to create networking possibilities for current students. |
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| UCSB Koegel Autism Center Reunion |
| Saturday, May 23, 2009 |
| 8:30 PM–10:30 PM |
| Alhambra |
| Chair: Daniel Adam Openden (Southwest Autism Research & Resource Center (SARRC) |
| To bring together current and former UCSB Koegel Autism Center students. |
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| Western Michigan University: Reunion of Alumni, Students, Faculty, and Friends |
| Saturday, May 23, 2009 |
| 8:30 PM–10:30 PM |
| Encanto A |
| Chair: R. Wayne Fuqua (Western Michigan University) |
| This is a social reunion of alumni, students, faculty, and friends of Western Michigan Univeristy. |
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| The Southern Illinois University Reunion |
| Saturday, May 23, 2009 |
| 8:30 PM–10:30 PM |
| Laveen AB |
| Chair: Maranda Trahan (Southern Illinois University Carbondale) |
| The Southern Illinois University behavior analysis and therapy program will be hosting its first annual reunion! All faculty, students, alumni, and friends are welcome to come! |
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| University of Kansas Reunion |
| Saturday, May 23, 2009 |
| 8:30 PM–10:30 PM |
| Camelback AB |
| Chair: Edward K. Morris (University of Kansas) |
| A reunion for all graduates of the Department of Human Development and Family Life, now the Department of Applied Behavioral Science. |
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| NECC Reunion |
| Saturday, May 23, 2009 |
| 8:30 PM–10:30 PM |
| Ahwatukee AB |
| Chair: R. Scott Barnes (The New England Center for Children) |
| The New England Center for Children (NECC) celebrates the life and contributions of Myrna E. Libby, beloved colleague and former NECC Clinical Director. Reception will be an informal gathering for past and present NECC staff and colleagues from the behavior analysis community. |
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| Behavior Analysis Training at the University of Nevada, Reno |
| Saturday, May 23, 2009 |
| 8:30 PM–10:30 PM |
| Cave Creek |
| Chair: W. Larry Williams (University of Nevada, Reno) |
| The Behavior Analysis Training Program at the University of Nevada invites past, current, and future colleagues and students to yet another gala celebrating the past and present success of our program. |
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| University of Texas |
| Saturday, May 23, 2009 |
| 8:30 PM–10:30 PM |
| Arcadia |
| Chair: Caleb D. Hudgins (University of North Texas) |
| University of North Texas students, alumni, faculty and friends will gather together and reminisce about their past and make new contacts for the future. Please join us this year as we celebrate Dr. Janet Ellis’ mini contributions to our department and discipline. |
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| Florida Institute of Technology Reunion |
| Saturday, May 23, 2009 |
| 8:30 PM–10:30 PM |
| Desert Sky |
| Chair: Guy S. Bruce (Florida Institute of Technology & Appealing Solutions, LLC) |
| To reunite faculty, students, alumni and friends of the FIT ABA Program. |
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| Behavioral Bash |
| Saturday, May 23, 2009 |
| 10:30 PM–1:00 AM |
| Valley of the Sun A-E |
| Chair: Erick M. Dubuque (University of Nevada, Reno) |
| ABAI welcomes all of its members to Phoenix. Join us for a night of fun and entertainment, which will include videos submitted by student members, a skit competition, the Student Committee mentor awards, and entertainment from local talent. We hope to see you all there! |
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