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| International Paper Session - Punishment: Present and Absent |
| Monday, May 28, 2007 |
| 1:30 PM–2:50 PM |
| Elizabeth DE |
| Area: DDA |
| Chair: Michael F. Dorsey (The Vinfen Corporation) |
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| Research on the Use of Punishment Procedures: A Literature Review of the Past 36 Years. |
| Domain: Applied Research |
| MICHAEL F. DORSEY (The Vinfen Corporation), Megan Guidi (Simmons College and The Vinfen Corporation) |
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| Abstract: An objective analysis of behavioral research in the use of punishment procedures over the past 38 years is provided. The literature search covers the period from 1968 to 2004. The study of punishment procedures with human subjects remained at a moderate rate until the mid 1980’s, but has reduced significantly in rate and has remained relatively stable over the past 18 years. Further research is needed to evaluate the degree to which the research literature is supporting the behavioral practitioners in the field charged with the treatment of individuals who engage in challenging behaviors. The thesis of this research is that, while such research was common in the early years of the development of the field of applied behavior analysis, the rate of such publications has been significantly reduced since the mid-1980s and essentially eliminated within the past few years, those in the field who engage in research are not supporting the needs of the practitioners. |
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| Reducing Attention Maintained Behavior Through the Use of Positive Punishment and Response Marking. |
| Domain: Applied Research |
| RICK SHAW (Behavior Issues) |
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| Abstract: A differential reinforcement of low rates (DRL) procedure was implemented with positive punishment and response marking to reduce attention maintained behavior of screaming, profanity, and disruptive behaviors of three adolescent males. One participant was diagnosed with Static Encephalopathy and Attention Deficit Hyperactivity Disorder (ADHD) and severe mental retardation, and the other two were both diagnosed with Down’s syndrome and moderate and severe mental retardation. Through response marking, a verbal warning was delivered immediately following the initial occurrence of a target behavior. A special token, positive punishment, was immediately delivered with a verbal cue to the participant and his behavior board following the next occurrence of that behavior. Appropriate requests (hand raising) for attention were reinforced with verbal praise. The DRL procedure, combined with positive punishment and response marking, was successful in decreasing the frequency of targeted behaviors amongst all participants. |
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| Using Errorless Compliance Training with Children with Developmental Disabilities in a New Zealand Educational Setting. |
| Domain: Applied Research |
| SHEREE A. ADAMS (University of Auckland, New Zealand), Oliver C. Mudford (University of Auckland, New Zealand) |
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| Abstract: This study was a replication of Ducharme’s errorless compliance training (e.g. Ducharme et al., 1994). Errorless compliance training is an approach that has been demonstrated to be effective in treating severe non-compliance in children. The approach uses two fundamental components; delivery of requests in a four-level hierarchy, from requests that yield high compliance to requests that yield low compliance, and reinforcement in the form of praise for compliant responses. No punishment or remedial consequence for non-compliance is employed. Participants were three children with disabilities aged 5-8 years. Teacher Aides were the intervention agents and intervention occurred in classroom settings. Following baseline measures, the teacher aides were taught how to deliver requests effectively and how to respond to compliance and non-compliance. Consumer satisfaction measures were also obtained. Increased levels of compliance were obtained following treatment. Generalization probes indicated that treatment effects generalized to untrained requests. Follow-up results showed treatment gains were maintained one month following the end of treatment. Consumer satisfaction measures suggest that teacher aides found the intervention to be expeditious, effective and appropriate for non-compliance in the classroom. Some possible limitations of the present study and direction for future research are outlined. |
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