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| International Paper Session - Topics in Developmental Disabilities |
| Saturday, May 26, 2007 |
| 4:00 PM–4:50 PM |
| Annie AB |
| Area: DDA |
| Chair: Robert J. Alexander (The Chicago School of Professional Psychology) |
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| The Effects of Differential Reinforcement of Compliance. |
| Domain: Applied Research |
| ROBERT J. ALEXANDER (The Chicago School of Professional Psychology), David A. Pyles (Behavior Change Systems, Inc.), Andrew M. Syvertsen (The Chicago School of Professional Psychology), Fatima Aziz (The Chicago School of Professional Psychology) |
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| Abstract: Pyles and Bailey (1992) describe an intervention for people who engage in escape/avoidance behaviors called “differential reinforcement of compliance” or “DRC”. In this compliance training, the behavior analyst reinforces the compliant behaviors and places escape/avoidance behaviors on extinction. In this process, reinforcement is contingent upon the completion of a request made of the subject. If the subject fails to comply with the task request (SD) after a certain amount of time (2-5s) has elapsed, the implementer initiates the extinction period.
This paper examines the effects of “DRC” with people diagnosed with a developmental disability living in a state-run developmental center. |
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| Task Engagement of Persons with Traumatic Brain Injury: The Effects of Chosen versus Assigned Tasks. |
| Domain: Applied Research |
| KIM K. TASKY (St. Cloud State University), Floyd M. Hale (St. Cloud State University), Kimberly A. Schulze (St. Cloud State University) |
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| Abstract: Individuals who have sustained traumatic brain injury (TBI) may experience difficulties with attention, staying on task, and/or predicting consequences of their actions. A growing body of research has demonstrated the effectiveness of choice making procedures to treat a variety of problem behaviors with a range of populations (Dyer, Dunlap, & Winterling, 1990; Parsons, Reid, Reynolds, & Bumgarner, 1990; Powell & Nelson, 1997). The purpose of this study was to examine the effects of choice making procedures on task engagement of persons with TBI. An ABAB design was used to compare the effects of chosen vs. assigned tasks on task engagement of three adults with TBI. Additionally, a yoked control phase was used in an attempt to distinguish preference from choice of task. The results demonstrated that embedding choice making within assigned tasks increased on-task engagement for all individuals. Furthermore, by using a yoked control condition, it was determined that providing a choice of activity produced higher rates of on-task behavior than task preference alone. |
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| What Is Your Criteria or When Is It Enough? |
| Domain: Applied Research |
| DOUGLAS S. LEE (Behavioral Solutions Inc.), Ray M. Hoffarth (Behavioral Solutions, Inc., Lethbridge), Gary D. Unser (Behavioral Solutions Inc.), Laura D. Norris (St. Cloud State University) |
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| Abstract: A question not often addressed is how do you know when a child has learned a skill (to the best of their potential) or, how do you determine the criteria for termination versus continuation. Various criteria have been suggested in the literature as well as from clinical presentations including: 90% for 3 consecutive days, 80% for two consecutive days, getting the first two attempts correct the first time and 5 consecutive correct and independent responses. The reason for adopting one criterion over another is almost exclusively based on purely logical premises without any consideration for direct observation or test thereof. The purpose of this study was to address the question: was one criterion superior to the others in facilitating success with maintenance and generalization. The criteria analyzed in this study were: a) 90% for 3 consecutive days; b) 80% for two consecutive days; and c) getting the first two attempts correct in the first session of the day. Preliminary data suggests that all three criteria are valid in terms of the successes generated in both maintenance and generalization. However, the 90% for 3 days criteria appears to be the most effective criteria for ensuring success. |
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