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| Child Behavior Therapy Research: Errorless Compliance Training, Mand Training, and Safety Training with Young Children |
| Monday, May 28, 2007 |
| 9:00 AM–10:20 AM |
| Edward C |
| Area: CBM; Domain: Applied Research |
| Chair: Brian J. Feeney (Western Michigan University) |
| Discussant: Blake M. Lancaster (University of Nebraska Medical Center) |
| Abstract: Research often demonstrates that children benefit greatly from behaviorally-based training techniques. The following symposium will consider three such ways in which behavioral strategies may improve a child's quality of life. During the first talk, the researcher indicates that children's lives improve when their relationship with their parents improve, which is one aspect of errorless compliance training. Children who demonstrate higher levels of compliance are also less likely to experience negative events associated with noncompliance as adults (e.g., prison time, drug use, etc.). In the second talk, the researcher discusses how children with autism, through the use of video modeling, learn how to effectively communicate for desired items (i.e., their toys). Such implications may result in improving a child’s ability to communicate his or her needs to others. Finally, during the third talk, the researcher discusses and compares two different approaches to teaching abduction safety skills to children. Teaching a child how to prevent his or her own abduction may help to avoid the acute and chronic psychological and behavioral disorders following such an experience. |
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| Assessment of Compliance throughout the Errorless Compliance Training Procedure. |
| REBECCA K. ARVANS-FEENEY (Western Michigan University), Scott T. Gaynor (Western Michigan University) |
| Abstract: Ducharme and colleagues developed errorless compliance training, a parent training technique that excludes disciplinary procedures (e.g., time out and response cost). The current study addresses whether, while training compliance to easier requests, the overall level of compliance to more difficult requests increases without direct training. Parents included in the study reported noncompliance with their 3-10 year old children. Parent-training sessions, parent support sessions, and parent follow-up sessions were conducted at Western Michigan University. The remaining sessions were conducted by parents in the home setting. Results presented will inform researchers regarding the feasibility of implementing the errorless compliance training procedure in a more streamlined and efficient manner. Results will also demonstrate further efficacy for errorless compliance training. |
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| Teaching Children with Autism to Mand for Information Using Video Modeling. |
| COURTNEY DILLON (Western Michigan University), Linda A. LeBlanc (Western Michigan University) |
| Abstract: This study attempted to teach young children with autism (ages 4-10) to ask the question, “Who has my toy?” using a video modeling preparation. During a preliminary training phase, children were taught to identify colored pieces of cardboard. Then, these pieces of cardboard were placed on strings and worn around the necks of three research assistants. Following a preference assessment, the child was allowed limited access to his/her most preferred toy. The toy was then hidden and the child was given the opportunity to ask, “Who has my toy?” If this question was not asked, the child was provided access to, first, a long version of the video model and subsequently a shorter version of the video model. Preliminary results have shown that video modeling is not effective in teaching children with autism to mand for information and therefore, following the video modeling condition, children were exposed to a vocal prompt condition. The first participant acquired the response immediately after receiving a vocal prompt, and acquired the response spontaneously after 14 vocally prompted trials (with the vocal prompt being systematically faded). |
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| Examining the Effectiveness and Efficiency of Two Delivery Models to Teach Children Abduction Prevention Skills. |
| KIMBERLY SECKINGER (Western Michigan University), R. Wayne Fuqua (Western Michigan University), Eric J. Fox (Western Michigan University), Jeana L. Koerber (Western Michigan University) |
| Abstract: Each year, over 58,000 children are the victims of nonfamily abductions in the United States and many suffer from acute and chronic psychological and behavioral disorders following the assault. Knowledge-based prevention approaches are limited in a number of ways, including a lack of empirical investigation to support their effectiveness, great variability in program content and presentation, and developmentally inappropriate teaching approach for young children, i.e., focused upon increasing a child’s verbally mediated knowledge rather than the actual behavioral repertoire (Bromberg & Johnson, 1997). In contrast, Behavioral Skills Training (BST) has been found to be a highly effective strategy to teach young children important safety skills, including abduction prevention skills. Some constrictions, however, to this approach are the financial, human and time costs associated with this intensive training model and limited resources (i.e., trainers) in most communities to implement such programs. These limitations may be restricting the widespread adoption of this effective teaching model. This current investigation seeks to examine the use of a computer-simulated BST delivery model to teach young children abduction prevention skills and to compare its effectiveness and efficiency against the gold-standard of live BST training. |
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