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Recent Research on Behavioral Assessment and Intervention |
Tuesday, May 28, 2013 |
9:00 AM–10:20 AM |
200 C-E (Convention Center) |
Area: PRA; Domain: Applied Research |
Chair: Kenneth Shamlian (Nova Southeastern University) |
Discussant: Barbara J. Davis (University of Maryland, Baltimore County) |
CE Instructor: Kenneth Shamlian, Psy.D. |
Abstract: This symposium will include three papers on behavioral assessment and intervention, followed by a discussion. In the first presentation, Ray Joslyn will present on a risk assessment of severe aggression in offenders with intellectual disabilities. In the second presentation, Sarah Slocum will present on a punisher assessment used to treat vocal stereotypy. In the third paper, John Borgen will present a novel stimulus control procedure to increase compliance with key instructions in young children with autism spectrum disorder. Collectively, these presentations will provide new information on behavior assessment and a newly piloted intervention procedure based on an analysis of how stimulus control is developed. |
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Risk Assessment of Severe Aggression in Adult Male Offenders With Intellectual Disabilities |
P. RAYMOND JOSLYN (University of Florida), Timothy R. Vollmer (University of Florida), Stephen F. Walker (University of Florida) |
Abstract: Functional Analysis methodology has been shown to be effective in identifying the operant function for a wide variety of behavior disorders. However, certain populations and topographies of behavior are not easily amenable these analyses. Specifically, severe aggression in adult males with mild to moderate intellectual disabilities is a particularly dangerous behavior for which to conduct a functional analysis. Episodes of severe aggression in this population can produce severe injury or death and, therefore, cannot be allowed to occur even a single time. In this study, a risk assessment was conducted with episodes of severe aggression in a population of adult male criminal offenders with intellectual disabilities. Data were collected on the time and day of week in which these episodes occurred. These data were then used to calculate risk ratios to determine when these episodes of aggression were more likely to occur. Although this analysis does not determine the function of the aggression, it is helpful to consider because it can indicate what days and times, among other factors, are the most dangerous. This information could be useful in determining staffing and supervision levels, as well as planning activities, work hours, and classes in an effort to abate the likelihood of aggressive episodes. |
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A Functional Analysis of Mild Punishers for Vocal Stereotypy |
SARAH K. SLOCUM (University of Florida), Nicole Zeug (University of Florida), Catherine Baker (University of Florida), Kara Wunderlich (University of Florida), Kerri P. Peters (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: In a typical functional analysis of problem behavior both antecedent and consequent events are manipulated to identify the operant function of behavior. The general focus of this literature has been on identifying reinforcers, thus the consequences that are manipulated are putative reinforcers. However, this logic can also be applied to assess the effects of multiple possible punishers. Following a functional analysis indicating a subject’s vocal stereotypy was maintained by automatic reinforcement, we evaluated three mild punishers in the form of “shhh”, “quiet”, and “quiet” paired with a finger towards the child’s mouth against a no-interaction condition to identify which procedure resulted in the greatest reduction in vocal stereotypy. Our results indicated this methodology could be used to evaluate the overall and relative effectiveness of several different punishers. Results indicated that each of the punishers were effective at reducing the subject’s vocalizations. Given that the punishers assessed were similar to responses typically provided when a child is being loud, the subject’s father found the procedures to be acceptable for use at home and in the community. |
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Measuring Strength of the Instruction-Compliance Contingency to Determine Instruction Type to Deliver |
JOHN BORGEN (Nova Southeastern University), Keith Lit (Nova Southeastern University), Tara M. Sheehan (Nova Southeastern University), Jillian Benson (Nova Southeastern University), Brenna Cavanaugh (Nova Southeastern University), Yulema Cruz (Mailman Segal Center), Heather O'Brien (Mailman Segal Center), Stephanie Trauschke (Nova Southeastern University) |
Abstract: Children with Autism Spectrum Disorder (ASD) often have difficulty complying with simple instructions. Compliance with instructions is fundamental for maintaining children's safety as well as success in school environments. The study aimed to teach six children with Autism Spectrum Disorder ages 18 months through 36 months how to comply with key instructions using a compliance training method developed by the principal investigator. The procedure proposed to develop compliance in young children with ASD is designed specifically to establish stimulus control and is based on basic behavioral research demonstrating how stimulus control is established. The procedure was novel in the sense that uncontrolled pilot applications of the procedure had shown that it can establish compliance in individuals with very low levels of compliance. After compliance was established with the experimenters, parents were taught to use similar procedures to establish the generality of compliance. The effectiveness of the procedure was evaluated using single subject research methodology. |
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