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| Opening Event: B. F. Skinner’s Scientific Discoveries and Their Technological Derivations |
| Saturday, November 26, 2005 |
| 8:00 AM–8:50 AM |
| Kowloon Ballroom |
| Chair: Julie S. Vargas (B. F. Skinner Foundation) |
| Dr. Julie Vargas’s presentation describes B. F. Skinner’s childhood and touches briefly on his discovery of operant conditioning with its distinctive features. The talk gives an overview of applications derived from the science along with a couple of examples. Skinner’s humanitarian concerns will end the presentation. |
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| Functional Analysis: Assessing and Treating Problem Behaviors in Children with Autism and Mental Retardation |
| Saturday, November 26, 2005 |
| 9:00 AM–12:00 PM |
| Pudong |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Weihe Huang, M.D. |
| WEIHE HUANG (Regional Center of the East Bay, California) |
| Description: The development of functional analysis is one of the most significant advancements in the field of developmental disabilities. Functional analysis is a process of looking at relationships between behaviors and environmental conditions and/or other variables maintaining these behaviors. In many countries and regions of the world, functional analysis has been accepted as a vital part of behavior analysis and therapy for children with autism and mental retardation. As such, implementing behavior interventions without conducting functional analysis assessment would be considered both a clinical and ethical problem. In todays China, the body of knowledge about behavior interventions for children with autism and mental retardation is growing. However, the theoretical foundations and practical methods of functional analysis are still foreign to most professionals and to the general public in China. This workshop is designed to provide Chinese professionals with current theories and technology on functional analysis, and to increase Chinese professionals ability and willingness to utilize these newly developed concepts and techniques in their work with children with autism and mental retardation. The emphasis of this workshop will be on the application of the functional analysis approach to various disability-related service programs including Chinese public schools and special education schools. |
| Learning Objectives: At the end of the workshop attendees will be able to: 1. Understand the values and usefulness of functional analysis. 2. Describe the basic components of functional assessment including defining target behavior, identifying antecedents, analyzing consequences, and determining the functions of the behaviors. 3. List some intervention strategies that may match the functions of target behaviors often seen in children with autism and mental retardation. 4. Work more effectively with children with autism and mental retardation by teaching them replacement behaviors that can compete against maladaptive behaviors. 5. Recognize the problems in blaming children with autism and mental retardation for undesirable behaviors and relying on punitive procedures to suppress these behaviors. |
| Activities: Dr. Huang will provide real-life cases coming from his clinical practice and will encourage the audience to share their experience in working with children with autism and mental retardation in the context of Chinese disability service systems. Workshop participants will have structured opportunities to (1) discuss the difference between traditional behavior modification methods and functionally-oriented behavioral support strategies; (2) role play behavioral interview and observation procedures; and (3) strategize interventions using the information stemming from functional assessment procedures. |
| Audience: Special education teachers, faculty members and graduate students in psychology and related fields, workers and managers in public agencies that serve individuals with developmental disabilities, and other professionals working with individuals with autism and mental retardation. |
| Content Area: Practice |
| Instruction Level: Basic |
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| ABA in Public School Settings: A Comparison and Contrast of Three Successful Service Delivery Models |
| Saturday, November 26, 2005 |
| 10:00 AM–10:20 AM |
| Changchun |
| Area: EDC |
| Chair: Terre Hradnansky (University of Phoenix) |
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| ABA in Public School Settings: A Comparison and Contrast of Three Successful Service Delivery Models |
| Domain: Applied Behavior Analysis |
| TERRE HRADNANSKY (University of Phoenix) |
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| Abstract: ABA has been proven to be an effective therapy delivery system to increase the skill and academic levels of preschool children with autism. Because children with autism have similarities yet have distinct learning differences, the therapy designed to meet those unique needs should also be similar yet different. The speaker will describe, compare and contrast three ABA therapy delivery systems that have proved to be successful in treating and teaching preschool children with Autism in a large, diverse public school setting in California. The ABA therapy delivery systems that will be discussed are the Home ABA delivery system, the extended school day ABA delivery system, and the integrated school day ABA delivery system. The roles of parents, teachers, therapists, and other members of the child study team will be highlighted, as will the paperwork and ABA therapy plan development and ongoing assessment process. The pros and cons associated with each delivery system and the generalities about the types of children that benefit most from the different systems will be discussed. |
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| Australian Developments in the Cognitive Behavioural Therapies: Past Achievements and Future Directions |
| Saturday, November 26, 2005 |
| 10:00 AM–10:20 AM |
| Wuhan |
| Area: CBM |
| Chair: Carla Schlesinger (Alcohol & Drug Service, The Prince Charles Hospital Health Service) |
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| Australian Developments in the Cognitive Behavioural Therapies: Past Achievements and Future Directions |
| Domain: Applied Behavior Analysis |
| CARLA SCHLESINGER (Alcohol & Drug Service, The Prince Charles Hospital Health Service) |
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| Abstract: Research focused on the Cognitive and Behavioural therapies has advanced significantly in Australia in recent years. The presentation will address Australia’s clinical and research contributions to CBT, covering a number of topic areas including mood, anxiety and substance use disorders. The Australian Association for Cognitive and Behaviour Therapy (AACBT) will be overviewed. The AACBT was developed for a range of health professionals with an interest in the application of the principles of cognitive and behavioral psychology to help alleviate the difficulties experienced by individuals and groups in the community. The association promotes the scientific approach to understanding and modifying behavior in applied settings, with branches in most states of Australia. Future directions for the association, as well as research and clinical practice will be also addressed within this presentation. |
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| Cultural Versus Biological Determinism |
| Saturday, November 26, 2005 |
| 10:00 AM–10:50 AM |
| Shenyang |
| Area: TPC |
| Chair: Masaya Sato (Teikyo University, Japan) |
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| Are Women, People of Color, Asian’s, and Southern European’s Inherently Inferior to the Rest of Us? |
| Domain: Theory |
| RICHARD W. MALOTT (Western Michigan University) |
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| Abstract: Biological determinism vs. behavior analysis--the battle for the soul of psychology. Behavior analysis is more than a technology; it is also a world view that can help us understand the human condition far beyond the Skinner box. However, political expedience in some contexts causes us to violate that world view and drift down the genome strewn path to intellectual shallowness, in ways we would never consider in other contexts. Is biology really destiny? Or is the gene the last refuge of scoundrels and the intellectually lazy? |
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| East is East, West is West: A Behavior Analysis of Cultural Difference |
| Domain: Theory |
| MASAYA SATO (Teikyo University, Japan) |
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| Abstract: In his book “The geography of thought”, R. E. Nisbett considered the question how and why Asians and Westerners think differently from a standpoint of cognitive psychology. In this paper, I try to answer the same question from a standpoint of behavior analysis. |
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| The Development and Application of Applied Behavior Analysis in Taiwan |
| Saturday, November 26, 2005 |
| 10:00 AM–10:50 AM |
| Beijing 1&2 |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Hua Feng (National ChangHua University of Education, Taiwan) |
| Abstract: This symposium will include three topics, the development of ABA in Taiwan, the effects of intensive behavioral treatment for three children with autism in an ABA institute in Taiwan, and the effects of ABA intervention for middle school students with autism on social interaction. First of all, the presenters provide a scope to overview the development of ABA in Teacher Colleges, Universities, schools, and institutes in Taiwan. Secondly, ABA Developmental and Educational Center, Taichung, Taiwan, presents the effects of ABA intervention for children with autism on verbal behaviors. The empirical study will show the results for two-years effects of ABA intervention on verbal and social behaviors of children with autism in the institute. Thirdly, the presenters share the teaching effects on the telephone use and topical conversation training for 2 middle school students with autism. All the empirical studies above demonstrate highly positive acquisition and generalization results. Social validity from parents and teachers also illustrate positive feedback at the end of the study. |
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| The Development of Applied Behavior Analysis in Taiwan |
| HUA FENG (National ChangHua University of Education, Taiwan), Sharon Chien Chien (SEEK Education, Inc.), Chai-yu Chou (Autism Society in Taiwan), Chihliang Chen (Autism Society in Taiwan), Fang-Chen Liao (Autism Society in Taiwan) |
| Abstract: The presenters provide a scope to overview the development of ABA in Teacher Colleges, Universities, schools, and institutes in Taiwan. This paper first describes course arrangement, the effect on the special education training in Teacher College, and its scholastic development in university. Secondly, this paper provides a collaborative example of how institute and university in American and in Taiwan working together. Thirdly, the presenters propose a model to facilitate the future development and qualification of professional in the area of ABA in Taiwan. |
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| The Effects of Intensive Behavioral Treatment for Three Children with Autism in an ABA Institute in Taiwan |
| SHU-HWEI KE (ABA Developmental & Educational Center), Grace C.E. Chang (SEEK Education, Inc.), Li-Tsun Wang (ABA Developmental & Educational Center), Chiao-yun Yen (ABA Developmental & Educational Center), Shu-fen Guo (ABA Developmental & Educational Center) |
| Abstract: The empirical study showed the results for two-years effects of ABA intervention on verbal and social behaviors of children with autism in ABA Developmental and Educational Center, Taichung, Taiwan. Three preschool children with autism attended the program in ABA developmental and Educational Center for 2 years with intensive behavioral treatment. Three of them all demonstrated significant gains on verbal and social behaviors which included expressive and receptive language, emotional behaviors, play skills, and social behaviors. All the parents of the children also showed highly positive attitude toward the program after the treatment. |
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| The Effects on the Telephone Use and topical Conversation Training for Two Middle School Students with Autism |
| HSIANG-CHIN YAO (Chung-Ming Middle School, Taiwan), Ming-li Chang (Je-Ai Middle School, Taiwan), Chai-chen Chung (National ChungHua University of Education, Taiwan) |
| Abstract: There are two studies included in this presentation. First one is the effect of discrete trial teaching on the telephone use of a middle school student with autism. The consequences of the study showed DTT increases the possibility for students with autism to pick up phone calls spontaneously, answering phone calls correctly, increase the accuracy of message, transformation, the possibility of continuous conversation. It also enhances the generalization outcomes of students with autism in using telephone. The second study investigated the effect of DTT on topical conversation of a middle school student with autism. DTT has shown the positive effects on improving the Topical Conversation Behaviors of the junior high school student with autism. The correct rates of the student’s answers and inquiries are raised, and also showed generalization to different speakers. Besides, DTT has demonstrated the positive effects on improving the concentration behaviors of the junior high school student with autism. Last, teachers and peers have positive attitude toward the effects of Discrete Trial teaching. |
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| Timing and Conditioning |
| Saturday, November 26, 2005 |
| 11:00 AM–11:20 AM |
| Shenzhen |
| Area: EAB |
| Chair: Rocio Vegas (University of Central Venezuela) |
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| Predicting Behavior Using a Packet Theory of Timing and Conditioning |
| Domain: Experimental Analysis |
| MIKA MACINNIS (Brown University) |
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| Abstract: Models of timing and conditioning generally predict results from experimental procedures in the form of a single dependent measure such as a response gradient or a stimulus discrimination ratio. A Packet Theory of Timing and Conditioning predicts the times of responses on timing and conditioning procedures. From these responses any number of dependent measures can be calculated. A Turing Test can be used to evaluate the model, and provide information about where the model fails. Packet Theory was applied to data collected from rats trained on simple appetitive head entry procedures, in which the food was made available every 120 s. Additional time markers (such as a brief pulse of white noise, or the onset and termination of an interval of filled noise) were presented in some procedures. The rats responded differentially to the time markers, dependent upon the temporal information the time marker provided. Packet Theory predicted the observed response patterns in each procedure by using a combination rule to incorporate the temporal information provided by the time markers presented. |
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| Effects of Conditioning History on Response Recovery |
| Domain: Experimental Analysis |
| ROCIO VEGAS (University of Central Venezuela), Joel G. Romero (University of Central Venezuela), Luvina Torres (University of Central Venezuela) |
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| Abstract: This study explored recovery of responding after different conditioning histories: order of reinforcement schedules, extinction and a 60-day rest period. Twelve naive pigeons (Columba livia) were randomly assigned to 6 experimental groups. Two random reinforcement schedules were successively alternated in all groups: random ratio and random interval. During extinction, the feeder was either absent or present and trials were presented spaced or massively. The main results were:
1) Recovery was greater in groups with extinction with no systematic difference between extinction procedures.
2) Low response rates were recovered after reaching high rates when the difference between the two was not large.
3) With no extinction, response recovery was better in RI than RR.
4) Recovery of responses learned first in the history of conditioning that did not undergo extinction was better.
5) Resting had no regular effect in either extinction group.
6) RR responding was more resistant to extinction than RI regardless of the extinction procedure.
7) Resistance was greater with spaced trials.
8) Recovery of pecking was almost immediate in the first session after extinction.
It is concluded that behavior is reversible and adjusts regularly to different environmental conditions and that extinction suppresses behavior transitorily and facilitates its recovery. |
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| A Behavioral Science without Borders: Variation and Selection in an International Context |
| Saturday, November 26, 2005 |
| 11:00 AM–11:20 AM |
| Shenyang |
| Area: TPC |
| Chair: Edward K. Morris (University of Kansas) |
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| A Behavioral Science without Borders: Variation and Selection in an International Context |
| Domain: Theory |
| EDWARD K. MORRIS (University of Kansas) |
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| Abstract: This paper addresses three features of behavior analysis in an international context. First, its basic principles make it a “science without borders.” As with the principles of any natural science, the principles of behavior are universal (e.g., reinforcement). In contrast, where the social, behavioral, and cognitive sciences are natural history, their principles are only as universal as are cultural contingencies and contexts. Thus, behavior analysis can survive in more niches than its competitors. Second, variations in the presence of behavior analysis across cultures and countries suggest that it is differentially selected for as a cultural practice. Thus, although it may die in some cultures and countries, it may flourish in others, ensuring its survival in the world. Third, behavior analysis is not an essence to which one culture or country is privileged, but varies across them as a discipline, that is, in its basic and applied sciences, its conceptual stances, and its practices. These variations ensure its evolution as a discipline that can then be selected for as a cultural practice. These three features strongly suggest that the internationalization of behavior analysis will ensure its survival. |
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| Community Health Interventions |
| Saturday, November 26, 2005 |
| 11:00 AM–11:50 AM |
| Wuhan |
| Area: CSE |
| Chair: Michael B. Ehlert (University of Guam) |
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| Culture as a Source of Self-Management |
| Domain: Applied Behavior Analysis |
| ELSA C. RITTER ALVAREZ (University of Central Venezuela), Beatriz Cobo (Simon Bolivar University, Venezuela), Evelyn Lobo (Simon Bolivar University, Venezuela), Belkis Coriano (University of Central Venezuela) |
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| Abstract: This study attempts to contribute to the search of a greater production and a better quality life of Naiguata Parroquia inhabitants (Vargas State). It is initiated with the organization of leaders and community members about the development of a self-management project that permits income generations in order to obtain self-supply. In the initial step, self-management was the priority and the community identified the religious folk events held in the Parroquia as a source of income. However, during the development of the study the focus of the community priority need was the strengthening and cultural potentialities, the sense of belonging and identity. The selected slogan Naiguata Cultural Dream of a Nation identifying the community longings, reflects this priority. Then, the community projects were linked to the strengthening of their cultural traditions and the security and health of the community. Among the examples of the developing projects are the establishment of a Cultural House, a Documentary Center and History of the Parroquia, a Social Assistance Center, and an Itinerant Cathedra for the Sensitization and Formation in Cultural Traditions. |
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| Using the Three-Term Contingency to Organize a Community Forum on Tobacco Control |
| Domain: Service Delivery |
| MICHAEL B. EHLERT (University of Guam) |
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| Abstract: The US Territory of Guam has the highest adult smoking rate of all states and territories, (34%; Guam BRFS, 2003). A team of researchers organized a community forum to develop a research agenda that would provide data to help practitioners work more effectively to decrease the current smoking rates. The three- term contingency was used to structure the discussion groups. One group (Prevention) considered antecedents that could discourage tobacco use. A second group (Cessation) discussed concerns about tobacco-use behavior. A third group (Policy) considered rules and regulations that alter the consequences of tobacco use. We tasked each group with identifying two concerns that could be developed into research questions. All three groups identified one concern associated with education and another specific to its domain. Prevention focused on changing the antecedents through publicity and increasing program availability. Cessation focused on discouraging smoking by educating about effective cessation methods and increasing cessation programs. Policy focused on changing the consequences by emphasizing tobacco's effects and analyzing the effectiveness of existing policies. The three-term contingency facilitated discussion of a major health concern on Guam, and could be used in other communities to organize social change. With Asian nations among the highest tobacco users worldwide (WHO, 2004), presenting this paper in China could be most effective. |
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| Motivational Procedures for the Treatment of Autism |
| Saturday, November 26, 2005 |
| 11:00 AM–11:50 AM |
| Beijing 1&2 |
| Area: AUT |
| Chair: Karen M. Sze (University of California, Santa Barbara) |
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| Promoting the Development of Intervention for Children with Autism in Southeast Asian Countries |
| Domain: Service Delivery |
| XIUCHANG HUANG (Tennessee Technological University), John J. Wheeler (Tennessee Technological University), Jie Zhang (Tennessee Technological University), Yanhui Pang (Tennessee Technological University) |
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| Abstract: Children with autism usually face significant challenges in such areas as normal social interaction, communication, and independent daily functioning, which are considered as the basic skills essential for success in life. This paper intends to synthesize the latest research and best practices in enhancing the above skills of children with Autism in the United States, with an attempt to give some directions on how Southeast Asian countries can learn from them. Firstly, this article presents facts about Autism and general information about the development of research in Autism in the U.S.A. Then it synthesizes the established research-based interventions and the current best practices in this field, such as visual scheduling, direct instruction, social stories, peer tutoring, and video modeling, which have been proven effective in teaching social skills and in improving communication ability, as well as in decreasing inappropriate behavior. Finally this paper suggests how these methods and strategies can be introduced to Southeast Asia, combined with the actual situations locally, to promote the development of treatment for children with Autism in these countries. |
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| Understanding Speech Acquisition in Nonverbal Children with Autism Using the Pivotal Response Treatment Approach |
| Domain: Applied Behavior Analysis |
| KAREN M. SZE (University of California, Santa Barbara), Robert L. Koegel (University of California, Santa Barbara), Amanda P. Mossman (University of California, Santa Barbara), Lynn Kern Koegel (University of California, Santa Barbara), Lauren I. Brookman-Frazee (University of California, San Diego), Yvonne Bruinsma (University of California, Santa Barbara) |
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| Abstract: The literature suggests that an increasing number of previously nonverbal children with autism may acquire a functional vocabulary with systematic intervention. In particular, motivation may be a pivotal area for acquisition of first words for such nonverbal children. The purpose of this paper address is to discuss issues and present data on a programmatic line of research pertaining to the use of motivational procedures in teaching speech to nonverbal children with autism. Specifically, I will address the mechanism of functional speech acquisition in nonverbal children and present data to illustrate the importance of coordinating motivational procedures in the context of a parent education program. The literature also suggests that, despite intensive efforts, some children continue to fail to develop a functional, expressive vocabulary. The remaining portion of this address will focus on additional researched motivational variables that have been developed specifically to improve the speech outcomes in a subset of challenging nonverbal children who exhibit difficulty in learning a functional vocabulary. I will discuss the incorporation of predictable routines, pre-treatment vocalizations, and behavior momentum strategies into the overall language intervention package. Data will be presented in terms of their implications for further understanding speech acquisition in nonverbal children with autism. |
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| Studying Choice |
| Saturday, November 26, 2005 |
| 11:00 AM–11:50 AM |
| Shenzhen |
| Area: EAB |
| Chair: Linlin Yi (Brown University) |
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| Depth Analysis: A Test for the Molar Approach to Choice |
| Domain: Experimental Analysis |
| CARLOS F. APARICIO (CEIC University of Guadalajara, Mexico), William M. Baum (CEIC University of Guadalajara, Mexico) |
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| Abstract: Regularity in the local effects of individual reinforcers on choice behavior emerged from studies that varied the range of within-session changes in the ratio of reinforcer available from two alternatives. The present study extended to rats the generality of this finding. Each session arranged a series of seven non-signaled reinforcer ratios to occur in two levers; each reinforcer ratio provided a maximum of 10 reinforcers and terminated with a 1- minute blackout signaling the start of a new reinforcer ratio. The log response ratios adjusted rapidly to dynamic changes in the reinforcer ratio. Sensitivity increased with reinforcers delivered. There were not carryover effects of the previous component on the current component. Depth analyses indicated that for 5 reinforcers or more, the source of the first reinforcer makes no difference on choice; In other words, the sequences that affect choice are no longer than 5 reinforcers. The implications of these results for a dynamic model of choice will be discussed. |
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| How Rats Simultaneously Time Two Independently Reinforced Fixed Intervals |
| Domain: Experimental Analysis |
| LINLIN YI (Brown University) |
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| Abstract: When animals time more than one interval simultaneously, they combine information from multiple sources. Rats were used in an instrumental appetitive lever press procedure that involved two independently reinforced fixed intervals indicated by a long stimulus (120 s) and a short stimulus (60 s). The two stimuli could be presented singly, or in compound (simultaneously, or partially overlapping with the short stimulus first or the long stimulus first), creating nine different cycle types. In experiment 1, food was delivered on each cycle following the first response after the appropriate fixed interval; in experiment 2, a peak procedure with a reinforcement probability of .75 was employed. Results showed that responding on the two fixed intervals was well characterized by a single ogive function. Responding on compound cycles was predicted by applying this ogive function to the intervals created by stimulus overlap. Four possible combination rules (the short stimulus dominance rule, the first food dominance rule, the weighted sum rule and the general combination rule) were evaluated. |
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| Training Children with Developmental Disabilities |
| Saturday, November 26, 2005 |
| 11:00 AM–11:50 AM |
| Changchun |
| Area: EDC |
| Chair: Dennis Rose (University of Auckland, New Zealand) |
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| Self-Management Procedures and Special Needs Students: Classroom and Supported-Employment Applications |
| Domain: Applied Behavior Analysis |
| CHARLES A. HUGHES (Pennsylvania State University), Frank Rusch (Pennsylvania State University) |
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| Abstract: Self-Management (SM) procedures have been promoted over the last 35 years as being effective in strengthening both durability and generality of behavior changes. This is especially true in the field of special education. This presentation summarizes extant applied research on the use of behavioral self-management procedures (eg. self- monitoring, self-evaluation, self-reinforcement etc) with students with disabilities. Research conducted in both classrooms and supported employment settings will be covered. In addition to summarizing data on the general effectiveness of SM procedures with individuals with special needs, this presentation will also examine questions such as:
1) Are the resultant changes socially valid?,
2) Are some procedures more effective than others and with which classes of behavior?
3) What are procedural issues that impact efficacy?
4) Are maintenance and generalization improved?
5) What instructional components are necessary for independent use of SM procedures? |
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| The Effects of a Direct Instruction Program on Bilingual Children with Mental Retardation |
| Domain: Applied Behavior Analysis |
| DENNIS ROSE (University of Auckland, New Zealand) |
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| Abstract: Language for Learning is the latest revision of DISTAR Language, a direct instruction program developed for use in Project Follow Through. The programme was introduced to classes of Asian children who had been classified as having mental retardation. The program was delivered in English, the language of instruction in these classes. However, English was a second or even third language for these children whose mother-tongues were Asian languages such as Mandarin, Tamil, or Bahasa Melayu. Language for Learning was delivered to these children for a school year and the effects assessed through pre- and post-tests and comparisons with controls. The children made substantial gains in their receptive and expressive language, especially in vocabulary. The gains were often well in excess of those normally expected of children without retardation. Smaller gains were made in those areas requiring grammatical skills. Generally there was a “Matthew Effect”; those children with better entry skills made the greater gains. Several adaptations to the script and delivery protocols of the program were required for this population and these are also reported on. |
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| Educating Through Movement: Using Physical Activity to Enhance Learning, Social Skills and Self-Control |
| Saturday, November 26, 2005 |
| 1:00 PM–4:00 PM |
| Pudong |
| Area: PRA; Domain: Applied Behavior Analysis |
| CE Instructor: Eitan Eldar, Ed.D. |
| EITAN ELDAR (Zinman College, Israel) |
| Description: The presented model, based on the principles and procedures of applied behavior analysis, emphasizes the uniqueness of movement as an ideal context to improve various abilities. Such a context enables teachers and clinicians to design a challenging learning atmosphere for their students. The model is based on a series of scripts offering a simulation of real life situations. It can support a specific clinical goal such as developing self-control; it can take a form of a yearly curriculum at kindergartens and schools, and it can serve as an extended behavioral program for individuals or small groups. The rationale behind the development of the model will be discussed and specific behavioral procedures and principles supporting the model will be cited. In addition, the structure of the model will be described, followed by different examples of its optional implementation. Components of the model, modified during the past 15 years, will then be portrayed. The workshop will conclude with recommendations and examples for utilizing the model in a variety of educational and clinical settings applicable to various populations. |
| Learning Objectives: 1. Explain the unique characteristics of physical activity and games as learning contexts. 2. Cite behavioral principles and procedures that enhance learning in these contexts. 3. Present the general structure of the model and describe its components 4. Design various physical activities as clinical scripts, serving specific behavioral goals. 5. Use and modify observation forms to evaluate students� progress. 6. Adapt the components of the model to different populations and programs. |
| Activities: 1.A presentation of the theoretical background of the model, defining the rationale behind it. 2.An open discussion: How physical activity can serve as a learning context. 3.A video presentation illustrating the implementation of the model. 4.Active demonstration games involving the workshop's participants. 5.Planning drills - participants will practice activity and program design based on the model. |
| Audience: Behavior analysts, teachers, consultants, lead therapists, line therapists and students. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Research on Treatment of Children with Autism |
| Saturday, November 26, 2005 |
| 1:00 PM–1:50 PM |
| Shenyang |
| Area: AUT |
| Chair: Robyn Young (Flinders University, Australia) |
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| Tracking the Progress of Children with Autism in an ABA Program: An Outcome Monitoring Study |
| Domain: Service Delivery |
| KATHERINE MOXNESS (Montreal Readaptation Center), Celine Mercier (Montreal Readaptation Center), Nancy Cusson (University of Quebec, Montreal), Myriam Chretien (Montreal Readaptation Center) |
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| Abstract: In 2003, the Quebec Ministry of Health recommended that children with autism spectrum disorders receive at least 20 hours a week of ABA interventions. The implementation of this policy was monitored through a client information system and the systematic tracking of hours of ABA exposure for every child participating in the program. In March 2004, data on the children’s characteristics and weekly hours of exposure was available for 321 children. This presentation will bear on the outcome monitoring study that is now taking place. One of the study’s key issues is to observe the relationship between the intensity of exposure (weekly hours of interventions and total number of months), the children characteristics and the results obtained on developmental scales, language, social behaviour and behaviours related to autism. The design will be presented as well as some preliminary findings. The methodological challenges raised by this type of large scale outcome study will also be discussed. |
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| The Treatment of Autism in Young, Pre-verbal Children Using Intensive Home-Based Intervention |
| Domain: Service Delivery |
| ROBYN YOUNG (Flinders University, Australia), Carrie Johns (Flinders University, Australia), Taly Goren (Flinders University, Australia) |
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| Abstract: This research evaluates the efficacy of an intensive behaviour based Early Intervention Research Program (EIRP). This program targets early behaviours considered pivotal to development and identified in Young, Brewer & Pattison, (2003) and operationalised in their newly developed screening tool – The Flinders Observation Schedule of pre-verbal Autistic Characteristics. Such behaviours include; joint attention, theory of mind, response to verbal commands, eye contact, social reciprocity, proto-declarative pointing. Children were randomly allocated into either an experimental group or wait-list control. The intervention was based on the principles of operant conditioning and more specifically Applied Behavioural Analysis. All children underwent an intensive clinic-based intervention program over a 2-week period and continued with home-based therapy for 18-weeks. Data for all participants were collected on 5 separate occasions using standardised tests and systematic behavioural observations. Overall, the children demonstrated significant improvements in overall severity of their disorder; specifically in response to name, eye contact, functional play, pretend play, imitation, response to verbal commands, ability to switch tasks, and adaptation to change. Participants maintained their gains from the clinic-based intervention over the home-based intervention program with further gains seen in most areas. |
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| Testing the Anhedonia Hypothesis |
| Saturday, November 26, 2005 |
| 1:00 PM–1:50 PM |
| Shenzhen |
| Area: EAB |
| Chair: Carlos F. Aparicio (CEIC University of Guadalajara, Mexico) |
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| Testing the Anhedonia Hypothesis with Progressive Ratio Schedules of Reinforcement |
| Domain: Experimental Analysis |
| CARLOS F. APARICIO (CEIC University of Guadalajara, Mexico) |
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| Abstract: Progressive ratio schedules of reinforcement have been used to assess the power of positive reinforcers. The break point or higher response ratio completed, which indicates the reinforcement’s efficiency, can be used to estimate the secondary effects of dopamine antagonists in the motivational system. The present study used progressive ratio schedules with rats to show that haloperidol does not take away the hedonic value of food reinforcers. Four doses of haloperidol were tested with two different reinforcers (saccharine and food pellets). The parameters of activation and response time changed as a function of the dose of haloperidol, suggesting that the drug affected the motor system. The implications of these results for the general model of anhedonia will be discussed. |
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| Dynamic Environments and the Matching Law: Testing the Anhedonia Hypothesis |
| Domain: Experimental Analysis |
| CARLOS F. APARICIO (CEIC University of Guadalajara, Mexico) |
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| Abstract: The idea that dopamine mediates the reinforcing effects of positive stimuli, subsist in the field of neurosciences. The present study will show that haloperidol does not interfere with the rat’s behavior of pressing on a lever to obtain food reinforcers that varied in magnitude and probability of occurrence. Within sessions the ratio of reinforcers changed seven times in two levers, modeling a dynamic environment. Magnitude of reinforcement was manipulated independently of the ratio of reinforcer provided by the levers. Four doses of haloperidol were assessed (ip) over periods of twelve days. Haloperidol did not stop the discrimination that the rats established between rich and lean levers, response distributions favored the lever associated with the highest probability of reinforcement and the largest number of pellets. The parameters of the generalized matching law (bias and sensitivity to reinforcement) indicated that haloperidol acted upon the motor system, but it did not affect the rat’s motivation for food reinforcers. |
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| Using Technology to Provide Research Based Interventions to Large Populations Outside the United States |
| Saturday, November 26, 2005 |
| 1:00 PM–1:50 PM |
| Changchun |
| Area: EDC/AUT; Domain: Service Delivery |
| Chair: T. V. Joe Layng (Headsprout) |
| KAREN L. MAHON (Praxis, Inc.) |
| RICHARD K. FLEMING (E.K. Shriver Center, University of Massachusetts Medical School) |
| JANET S. TWYMAN (Headsprout) |
| Abstract: Using Technology to Provide Research Based Interventions to Large Populations Outside the United States |
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| Behavior Analysis Around the World |
| Saturday, November 26, 2005 |
| 1:00 PM–2:50 PM |
| Kowloon Ballroom |
| Domain: Applied Behavior Analysis |
| Chair: Maria E. Malott (Association for Behavior Analysis) |
| Panelists: CARLA SCHLESINGER (Australian Association for Cognitive & Behaviour Therapy, Australia), EITAN ELDAR (Zinman College, Israel), NAOKO SUGIYAMA (Yamawaki Gakuen College, Japan), CARLOS A. BRUNER (National University of Mexico, Mexico), YANQING GUO (Institute of Mental Health, Peking University, People's Republic of China), SANG BOK LEE (Daegu University, South Korea), PAULINE HORNE (University of Wales, Bangor, U.K.), MARIA E. MALOTT (Association for Behavior Analysis) |
| Abstract: Join us for presentations on behavior analysis in Australia, Israel, Japan, Mexico, People’s Republic of China, Republic of Korea, the United Kingdom, and on ABA International. |
| CARLA SCHLESINGER (Australian Association for Cognitive & Behaviour Therapy, Australia) |
| EITAN ELDAR (Zinman College, Israel) |
| NAOKO SUGIYAMA (Yamawaki Gakuen College, Japan) |
| CARLOS A. BRUNER (National University of Mexico, Mexico) |
| YANQING GUO (Institute of Mental Health, Peking University, People's Republic of China) |
| SANG BOK LEE (Daegu University, South Korea) |
| PAULINE HORNE (University of Wales, Bangor, U.K.) |
| MARIA E. MALOTT (Association for Behavior Analysis) |
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| Infant Responding Compared Under Conjugate- and Continuous-Reinforcement Schedules |
| Saturday, November 26, 2005 |
| 2:00 PM–2:20 PM |
| Beijing 1&2 |
| Area: DEV |
| Chair: Martha Pelaez (Florida International University) |
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| Infant Responding Compared Under Conjugate- and Continuous-Reinforcement Schedules |
| Domain: Experimental Analysis |
| MARTHA PELAEZ (Florida International University), Jacob L. Gewirtz (Florida International University), Michael Voltaire (Florida International University) |
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| Abstract: The performance of 6 human infants (aged 16 to 20 weeks) was compared under a conjugate- versus a continuous-reinforcement schedule. The contingent visual stimulus consisted of a sequence of 5 colored lights, their intensity varied in proportion to response amplitude under the conjugate but not under the continuous schedule. A concurrent auditory contingent stimulus—a set of chimes— was also provided under both schedules. The target operant response—a foot press of a vertical panel—activated the lights, caused the chimes to tinkle, or resulted in the simultaneous presentation of both stimuli. A reversal design counterbalanced with alternating treatments was implemented for each half of the participants. Visual inspection of the graphed-operant frequencies and one-tail binomial tests showed at p < 0.008, using all 6 infants, that: (a) the two contingent-stimulus complexes, visual alone and visual-plus auditory, functioned as reinforcers of leg thrusts under both reinforcement schedules; the visual-plus-auditory consequence was a more effective reinforcer for leg-thrust operants than was the visual consequence alone; and, (c) compared to the continuous CRF schedule, the conjugate-reinforcement schedule generated higher peak responding. |
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| Ethical, Regulatory, and Terminology Issues in International Collaboration |
| Saturday, November 26, 2005 |
| 2:00 PM–2:50 PM |
| Shenyang |
| Area: TPC |
| Chair: Mary E. Boyle (State University of New York at New Paltz) |
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| The Gap Between Original Meanings and Chinese/Japanese Translations of Basic Terms of Behavior Analysis |
| Domain: Theory |
| XINXING RAN (Okayama University, Japan), Mira Simic (Okayama University, Japan), Chen Ke (Okayama University, Japan), Yoshinori Hasegawa (Okayama University, Japan) |
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| Abstract: Our purpose is to investigate the discrepancy between the exact meaning of basic terms of behavioral analysis and their translations into Chinese and Japanese everyday words. The Chinese/Japanese translations of basic conceptual terms in English are usually borrowed from their everyday words. However, discrepancy in meaning between exact definition and these translated terms frequently occur, what may hinder spreading or cause misunderstanding of behavior analysis. At first, we conducted document investigation about literal meaning of Chinese/Japanese translations for 10 basic terms. Furthermore, we examined what associative words were creating those words for behavioral analysis beginners. Target basic terms are Chinese/Japanese translations for 10 terms: behavior, reinforcement, punishment, contingency, operant, respondent, conditioning, extinction, rule- governed, and performance-management. Chinese and Japanese dictionary were used for the document investigation. Participants in this research were Chinese and Japanese students with little knowledge about behavior analysis. For comparison, research was conducted for only Japanese students after they acquired initial knowledge of behavior analysis. It is necessary to give further explanations about discrepancy in order to resolve misunderstandings and to alleviate spreading of behavioral analysis. |
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| Addressing Ethical and Regulatory Challenges Affecting International Collaborative Research Involving U.S. Investigators and International Colleagues |
| Domain: Theory |
| MARY E. BOYLE (State University of New York at New Paltz) |
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| Abstract: Collaborative international research presents multiple challenges to investigators. Among these are ethical issues related to diverse cultural beliefs affecting the research topic and varied national or regional regulatory requirements concerning promotion of informed decision making, voluntary participation and comprehension relative to human subject research. The focus of this paper is the integration of strategies to promote ethical and sound scientific research and strategies for compliance with U.S. regulations concerning international research studies. Two key definitions in the discussion of U.S. regulations related to international research are "engagement in research" [45CFR46.102(d) and (f)] and "local research context"[45CFR46.103(d), _.107(a), _.111 and _.116]. If the research is collaborative, then consequences related to "engagement in research" may apply. These include the necessity of review by a local (international) institutional review board (IRB), in addition to the IRB in the U.S. The intent of these regulations is to assure that research conducted in a foreign country meets the requirements of U.S. law and those of the other country and/or region, in a manner which acknowledges cultural context. This session will review varied strategies for fostering ethical research including alternative informed consent and recruitment procedures, requests for waivers, and procedures to promote community preparedness. |
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| Clinical Behavior Analysis: The Effect Experience has on Clinical Practice and How We Talk About It |
| Saturday, November 26, 2005 |
| 2:00 PM–2:50 PM |
| Wuhan |
| Area: CBM/VBC; Domain: Theory |
| Chair: Paul Thomas Andronis (Northern Michigan University) |
| T. V. JOE LAYNG (Headsprout) |
| MADALYN E. TYSON (Blue Ridge Behavior Systems) |
| WILLIAM M. TYSON (Blue Ridge Behavior Systems) |
| Abstract: Clinical Behavior Analysis: The Effect Experience has on Clinical Practice and How We Talk About It |
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| Conditioned Reinforcement |
| Saturday, November 26, 2005 |
| 2:00 PM–2:50 PM |
| Shenzhen |
| Area: EAB |
| Chair: Robert W. Allan (Lafayette College) |
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| Relative Reinforcement and Changes in Reinforcer Value |
| Domain: Experimental Analysis |
| JEFFREY N. WEATHERLY (University of North Dakota), Jeri Nurnberger (University of North Dakota) |
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| Abstract: Contrast occurs when the rate of behavior varies indirectly with the conditions of reinforcement in another situation. Induction, on the other hand, occurs when behavior varies directly with the conditions in another situation. The present experiment had rats respond in a procedure in which 1% liquid sucrose could be freely consumed for 3 min followed by a second 3-min period that allowed access to either 1% or 32% sucrose, depending on condition. In some conditions, subjects consumed sucrose in the different 3-min periods from separate spouts. In others, only one spout was used. Results showed that upcoming 32% sucrose decreased consumption of 1% sucrose in the first 3-min period when separate spouts were employed (a contrast effect), but increased consumption when a single spout was employed (an induction effect). After each condition, subjects were also exposed to 10 25-min sessions in which nose poking was reinforced with 1% sucrose delivered by a random-interval 60-s schedule. Nose poking occurred at a higher rate following 1%-32% conditions than 1%-1% conditions. These results indicate that, despite producing contrast or induction depending on the number of spouts employed, upcoming 32% sucrose had increased the reinforcing value of the 1% sucrose. This finding has theoretical implications for the study of both contrast and induction. |
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| Conditioned Reinforcement: Discriminative and Eliciting Roles for Component Stimuli |
| Domain: Experimental Analysis |
| ROBERT W. ALLAN (Lafayette College) |
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| Abstract: The discriminative and eliciting roles of conditioned reinforcers demands that further research delineate these functions more carefully. Utilizing a yoked chain/multiple schedule procedure, the present research explored the putative role of conditioned reinforcement in the maintenance of behavior. The results suggest that there may be a continuum between conditioned reinforcement and response elicition, with discriminative control of behavior between the two extremes. |
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| The Neuropsychology of Second Language Acquisition: How the Mature Brain Acquires a Second Language |
| Saturday, November 26, 2005 |
| 2:30 PM–2:50 PM |
| Changchun |
| Area: EDC |
| Chair: Darleana McHenry (St. Carrie's Center for Human Development) |
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| The Neuropsychology of Second Language Acquisition: How the Mature Brain Acquires a Second Language |
| Domain: Experimental Analysis |
| DARLEANA MCHENRY (St. Carrie's Center for Human Development) |
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| Abstract: Learning a second language later in life is possible. Language is a dynamic process that derives from the integrated function of the whole brain. The more complex the task, greater are the number of regions and structures in the brain that must be involved. Details of the neural mechanisms of language has been the most difficult of the brains functions to study. The universal ability of humans to communicate links us together into a powerful community. There are 44 distinct basic sounds (phonemes) that can be arranged into an infinite number of combinations.. The first language provides the linguistic context for second-language acquisition. Adults can learn another language efficiently and effectively. It is possible for adults to learn to speak a new language with little or no accent. Brain development is a continuous unending process. Genes and environment interact to continually change the brain from the moment of conception until death. . Free will is considered the strongest force directing the development of our brain as well as our lives. Experiences, thoughts actions and emotions actually change the structure of our brains. Acquisition of functions such as academic learning, take place over a lifetime, unconstrained by windows of development. |
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| Verbal Behavior in Classrooms |
| Saturday, November 26, 2005 |
| 2:30 PM–2:50 PM |
| Beijing 1&2 |
| Area: AUT |
| Chair: Smita Awasthi (Independent; School, UAE, India) |
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| Verbal Behavior in Classrooms |
| Domain: Applied Behavior Analysis |
| SMITA AWASTHI (Independent; School, UAE, India) |
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| Abstract: Education for children with autism in group setting is becoming a necessity with the increasing number of diagnoses among children. To acquire this we look at using verbal behavior (ABA) techniques of acquiring instructional control, reinforcement, prompting, prompt fading, errorless teaching, group size, shadow teachers with respect to diagnostic variability in children with autism. Many children have problem behaviors associated with autism and are unable to be main streamed. VB in a group (Group of children with ASD) offers best practices without compromising on training quality as delivered in a 1:1 setting with individual and group goals on acquisition. |
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| Behavioral Assessment of ADHD: Performance-Based Measures of Attention, Impulsivity, and Hyperactivity |
| Saturday, November 26, 2005 |
| 3:00 PM–3:50 PM |
| Wuhan |
| Area: CBM; Domain: Applied Behavior Analysis |
| Chair: David J. Leach (Murdoch University, Australia) |
| Abstract: In the three presentations, attention, impulsivity and hyperactivity are defined behaviorally. Attention is operationalised as “continuous responding to stimuli designated salient within a given context”; Impulsivity as “making choices that minimize gains and maximize losses of desired objects and activities within the context of available quantities and time delays”; and Hyperactivity as “behavioral activity deemed inappropriate for age and development level, task and context”. We describe how these behaviors are measured by computer-driven programs when elicited under standardized, clinical conditions. Accurate, maintaining, competing and switching attention to auditory and visual stimuli is assessed. Impulsivity is measured in relation to a hypothetical choice between the size of a gain or loss and the delay in receiving the gain or loss. Hyperactivity is assessed by measuring body movements and vocalizations. We present single-case and group data to illustrate the validity and utility of these behavioral measures in planning, evaluating and monitoring precise interventions with children and adolescents. We also discuss the potential of these measures in contributing to a comprehensive behavioral assessment and analysis of ADHD. |
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| Behavioural Assessment of Attention |
| DOUGLAS F. BREWER (Murdoch University, Australia), David J. Leach (Murdoch University, Australia) |
| Abstract: Attention is operationalised as “continuous responding to stimuli designated salient within a given context” We describe how these behaviors are measured by computer-driven program when elicited under standardized, clinical conditions. Accurate, maintaining, competing and switching attention to auditory and visual stimuli is assessed. We present single-case and group data to illustrate the validity and utility of these behavioral measures in planning, evaluating and monitoring precise interventions with children and adolescents. We also discuss the potential of these measures in contributing to a comprehensive behavioral assessment and analysis of ADHD. |
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| Behavioral Assessment of Impulsivity |
| DAVID J. LEACH (Murdoch University, Australia), Douglas F. Brewer (Murdoch University, Australia) |
| Abstract: Impulsivity is operationalised as “making choices that minimize gains and maximize losses of desired objects and activities within the context of available quantities and time delays”. Impulsivity is measured in relation to a hypothetical choice between the size of a gain or loss and the delay in receiving the gain or loss. We present single-case and group data to illustrate the validity and utility of these behavioral measures in planning, evaluating and monitoring precise interventions with children and adolescents. We also discuss the potential of these measures in contributing to a comprehensive behavioral assessment and analysis of ADHD. |
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| Behavioual Assessment of Hyperactivity |
| DOUGLAS F. BREWER (Murdoch University, Australia), David J. Leach (Murdoch University, Australia) |
| Abstract: Hyperactivity is operationalised as “behavioral activity deemed inappropriate for age and development level, task and context”. Hyperactivity is assessed by measuring body movements and vocalizations. We present single-case and group data to illustrate the validity and utility of these behavioral measures in planning, evaluating and monitoring precise interventions with children and adolescents. We also discuss the potential of these measures in contributing to a comprehensive behavioral assessment and analysis of ADHD. |
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| Decision-Making and Rule-Governed Behavior |
| Saturday, November 26, 2005 |
| 3:00 PM–3:50 PM |
| Beijing 1&2 |
| Area: VBC |
| Chair: Stefan Billinger (Örebro University, Sweden) |
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| Analysis of Decision Making Behavior Among Aviation and Non-Aviation Graduate Students |
| Domain: Theory |
| PATRICIA DAMMIER (Embry Riddle Aeronautical University/Northcentral University) |
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| Abstract: The purpose of this study is to analyze the differences of decision making behavior between aviation and non-aviation students. Aviation professionals are concerned with the identification of improving technology but a new trend is also seeking answers about the behavior that indicate how decisions are made in high risk aviation environments. This quantitative research will present a comparison of aviation and non-aviation subjects that analyzes the verbal behavior identified from the choices made on a personality test. The literature supports that verbal statements are the results of an individual’s thought process and the collection of environmental causes that may be used to understand behavior. The Keirsey Temperament Sorter indicates a numerical score for factors such as thinking versus feeling and judging versus perceiving that should provide the replicable operational outcomes. Parametric statistics will be used to analyze whether there exists a significant difference between the mean scores on a test of decision making. Completed by aviation and non-aviation groups. |
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| Derived Transfer of Stimulus Functions and Rule-Governed Behavior in School Settings |
| Domain: Applied Behavior Analysis |
| STEFAN BILLINGER (Department of Caring Services, Örebro University, Sweden), Björn Lyxell (Behavioural Sciences, Linköping University, Sweden) |
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| Abstract: Relational frame theory proposes that rule-governed behavior emerges parallel to relational abilities. The purpose of the present study was to examine if it was possible to find support for this claim in developmental differences among children within ordinary school classes. Specifically the study aimed to investigate the extent to which children who show most difficulties to perform derived relational responding also are among those children who show poor rule-governed behavior, or difficulties with adherence to rules and instructions in their natural school environment. The present study extends previous research showing derived transfer of functions through equivalence relations, by applying previously used methods of arbitrary matching-to-sample in the childrens natural school setting. The results indicate that those children who show most difficulties to perform derived relational responding, are among the population of children the class teachers perceive to have disabilities in rule generation, rule understanding and rule following. The results will be discussed in relation to educational applications. |
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| Early Intensive Behavioral Intervention for Young Children with Autism |
| Saturday, November 26, 2005 |
| 3:00 PM–3:50 PM |
| Kowloon Ballroom |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Rebecca P. F. MacDonald (New England Center for Children) |
| Abstract: Increasing evidence suggests that early intensive behavioral treatment can result in dramatic gains for children with autism spectrum disorder. At the New England Center for Children, we provide both home based and center based early intensive behavioral intervention (EIBI) for young children with autism. The purpose of this symposium is to describe the components of an EIBI program including: a model for providing services, strategies for evaluating and teaching joint attention and a model for working with families. In addition we will show outcome data from children who have participated in this program. The discussion will focus on factors that may influence responsiveness to early intensive behavioral intervention. |
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| Early Intensive Behavioral Intervention: Outcome Data for Children with Autism |
| RENEE C. MANSFIELD (New England Center for Children), Katherine E. Foster (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), Vincent Strully (New England Center for Children) |
| Abstract: Children with a diagnosis of PDD/autism can benefit from early intensive behavioral treatment. At the New England Center for Children, we have developed a comprehensive assessment protocol, which is used on a yearly basis to directly measure performance on early cognitive skills, levels of stereotypy, and levels of joint attention. A description of the protocol along with outcome data will be presented for 33 children with autism upon entry into the Early Intensive Behavioral Interventions program and at the completion of each year of treatment. Data will also be presented for 30 age-matched typically developing children. Interobserver agreement on all measures ranges between 85 -100%. Results indicate that children who enter treatment at 2 years of age make greater gains across all three areas of analysis (cognitive, stereotypy, and joint attention). Performance profiles will be presented for children within the sample. Discussion will focus on outcomes as they relate to age of entry into treatment and overall cognitive levels. |
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| A Behavioral Analysis and Treatment of Joint Attention Responding for Children with Autism |
| RENEE C. MANSFIELD (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), Gretchen O'Sullivan (New England Center for Children), Jennifer L. Klein (New England Center for Children) |
| Abstract: This paper describes a highly structured assessment protocol for evaluating children’s responsiveness to the joint attention bids of an adult and a treatment protocol for teaching children to follow the gaze of an adult. The assessment was administered to 9 children diagnosed with autism spectrum disorders and 3 typically developing children, aged 2 to 4 years. Sessions were conducted in both a learning environment and a naturalistic play setting. Responding to joint attention was assessed using an adult gaze shift or a point cue and stimuli were presented in 5 different locations. Interobserver agreement was above 90% for all behavioral measures. Results showed that 4 children with autism responded to joint attention using a point but were unable to follow an adult gaze, whereas 5 children with autism and the typically developing children showed high levels of responsiveness to both cues, regardless of setting or position of stimuli. Treatment was initiated for the children who did not follow an adult gaze. Data will be presented on acquisition of this skill using delayed-cue teaching procedures. These results extend previous research on the behavioral assessment and treatment of joint attention. Keyword: autism, joint attention, early intensive behavioral intervention |
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| A Parent Training Model: Developing Parent Skills In Teaching Discrete Trials And Behavior Chains |
| SUSAN N. LANGER (New England Center for Children), William L. Holcomb (New England Center for Children), June M. Sanchez (New England Center for Children), Ellyn M. Ellis (South) (New England Center for Children) |
| Abstract: The use of videotaped samples for observation and feedback was evaluated for their effectiveness in teaching discrete trials and behavioral chains for a group of 15 parents. Prior to the class, a pretest was conducted in which the parents were videotaped implementing the two acquisition programs. The parents then participated in a 5-week group consisting of didactic presentation, role-play, and ongoing review and feedback using videotape samples of exercises assigned as homework. A videotaped post-test was then conducted. Dependent measures included the presence/absence of targeted teaching behaviors (i.e., environmental arrangement, correct prompting strategy, and contingent delivery of reinforcement). Data indicate that parents’ teaching performance on the 2 tasks improved after the combination of didactic, role-play, and videotape feedback portions of the training.
Interobserver agreement data were collected on 40% of the videotape samples and ranged from 90% to 100%. An analysis was also conducted to determine the effect of the parent intervention on the children’s skill acquisition. The effects of the different components of the treatment package, as well as the impact of additional aspects of the EIBI parent training model will be discussed. |
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| Behavioral Health and Self-Management |
| Saturday, November 26, 2005 |
| 3:00 PM–3:50 PM |
| Shenyang |
| Area: TPC |
| Chair: Dongbo Fu (School of Public Health, Fudan University, China) |
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| A Behavior Analysis of Human Sexuality |
| Domain: Theory |
| RICHARD W. MALOTT (Western Michigan University) |
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| Abstract: I will do a behavior analysis of sexuality in terms of behavior, reinforcers, and sources of reinforcers. Traditionally, people paint with a brush too broad (e.g., the following concepts are too broad: heterosexual, gay, lesbian, transsexual, bisexual). Let us use a brush molecular. Let us analyze in terms of sex-style behavior, sexually reinforced behavior, sexual values (i.e., reinforcers & aversive conditions), source of reinforcers. Then we will look at the role of learning and inheritance of these aspects of sexuality. We will conclude that most depends on the contingencies. Little depends on whether you’re male or female or uncertain. This will be a multi-media PowerPoint presentation. |
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| Self-Efficacy, Self-Management Behaviors and Health Status |
| Domain: Theory |
| DONGBO FU (School of Public Health, Fudan University, China), Yongming Ding (School of Public Health, Fudan University, China) |
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| Abstract: This study was aimed to explore the relationships among six- month changes of self-efficacy, self- management behaviors and health status with 430 participants in Shanghai Community-based Chronic Disease Self-Management Program (CDSMP) guided by Self-efficacy Theory. Methods: Spearman correlation, multiple Logistic regression analysis were used. Results: A statistically significant association between two self-efficacy variables and aerobic exercise(r=0.11,r=0.18, P<0.001) were found. There were no significant association between two self- efficacy variables and stretching/strengthening exercise and practice of cognitive symptom management. Multiple Logistic regression analysis showed that, self- management behaviors were more important than self-efficacy for explaining six- month changes in energy, shortness of breath, social/role activities limitations. But less important than self-efficacy for explaining six-month changes in pain, illness intrusiveness and depression. Conclusions: Self-efficacy is positively associated with aerobic exercise and self-efficacy is an important contributor to health status improvement among Chinese chronic disease patients. |
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| Stimulus Equivalence Studies |
| Saturday, November 26, 2005 |
| 3:00 PM–3:50 PM |
| Shenzhen |
| Area: EAB |
| Chair: Jacqueline J. Schenk (Erasmus University, Rotterdam, The Netherlands) |
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| Equivalence Outcome as a Function of Training Structure |
| Domain: Experimental Analysis |
| ERIK ARNTZEN (Akershus University College, Norway) |
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| Abstract: Previous studies both when comparing groups of subjects and studying individual subjects have indicated differential probabilities of stimulus equivalence outcome as a function of training structure. Both one-to-many and many-to-one training structures seem to produce stimulus equivalence more often than a linear series training structure. The present study investigated the probability of equivalence as a function of a higher numbers of members in different training structures. The difference in number of comparisons connected to each sample as a consequence of the dissimilarity in the training structures are discussed as a possible explanation for the difference in equivalence in equivalence outcome. |
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| Children's Emergent Relations of Equivalence via Exclusion Responding: Minimal Training Conditions |
| Domain: Experimental Analysis |
| JACQUELINE J. SCHENK (Erasmus University, Rotterdam, The Netherlands), Simon Dymond (APU, Cambridge, United Kingdom), Paul M. Smeets (Leiden University, The Netherlands) |
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| Abstract: The present study examined different conditions under which exclusion responding in conditional discrimination tasks would generate emergent discrimination performances in young children. Exclusion responding describes the tendency of subjects to select undefined (frequently novel) over defined comparisons (i.e. by the reinforcement contingencies) when the sample stimuli are also undefined. Stimuli involved visual stimuli (Sets A, B, C, and D) and verbal stimuli (Set N). In total, four experiments were conducted, each involving eight preschool children. The results suggest that in order for young children to be able to derive novel arbitrary conditional relations of equivalence nature based on exclusion they need to have had training involving at least two conditional relations involving different samples. The results are discussed with reference to other studies on children's emergent conditional discrimination performances. |
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| Deconstructing Accountability from a Behavioral Perspective: Uses and Misuses in the Public Educational System |
| Saturday, November 26, 2005 |
| 3:30 PM–3:50 PM |
| Changchun |
| Area: EDC |
| Chair: Martha Pelaez (Florida International University) |
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| Deconstructing Accountability from a Behavioral Perspective: Uses and Misuses in the Public Educational System |
| Domain: Theory |
| MARTHA PELAEZ (Florida International University) |
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| Abstract: In the last years, the main focus in the US public education system has been on accountability. This paper offers a behavior-analytic perspective of accountability practices and many misapplications that have taken place. The conceptual analysis begins by showing that there exist multiple definitions and interpretation of the concept. The discussion is focused in uncovering the misuse of behavioral principles and provides some example of recent changes in the Florida educational system. The paper attempts to discern the underlying assumptions of the state in the public educational process and the approach used to address students’ rates of learning and improvement of quality education. Some suggestions for best practices are offered. |
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| A Model of Cooperative Coordination for Shared Outcomes: Implications for Therapy |
| Saturday, November 26, 2005 |
| 4:00 PM–4:20 PM |
| Shenyang |
| Area: TPC |
| Chair: Richard Schuster (University of Haifa, Israel) |
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| A Model of Cooperative Coordination for Shared Outcomes: Implications for Therapy |
| Domain: Experimental Analysis |
| RICHARD SCHUSTER (University of Haifa, Israel) |
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| Abstract: Most experimental and therapeutic models are based on individual behavior. Using rats, we study cooperation based on pairs reinforced for coordinating back-and-forth shuttling within a shared chamber. By incorporating dimensions of "natural cooperation" whereby familiar individuals learn to work together, the model addresses issues such as: what is learned; what are the underlying processes; and how are participants affected by working together. We show evidence consistent with reinforcement from both immediate material gains such as food or money, and affective states associated with the actual behaviors used when cooperating, i.e., for the influence of irreducible social dimensions of cooperating . The latter can explain a "bias to cooperate" that includes: a strong preference to cooperate that is not related to unrelated immediate material gains; anticipatory emotional responses prior to cooperation; and asymmetric allocation of single reinforcements that had no influence on performance. The bias appears "irrational" but can be adaptive if: a) intrinsic reinforcements facilitate learning to cooperate, even when material outcomes are few, and b) relationships are strengthened among cooperators that will be important in the future. The methodology and underlying processes have implications for behavior therapy, including treatment of autism and social dysfunctions. |
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| Studying Fluency: Applications in Mathematics and Environmental Education |
| Saturday, November 26, 2005 |
| 4:00 PM–4:20 PM |
| Changchun |
| Area: EDC |
| Chair: Philip N. Chase (West Virginia University) |
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| Studying Fluency: Applications in Mathematics and Environmental Education |
| Domain: Applied Behavior Analysis |
| PHILIP N. CHASE (West Virginia University) |
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| Abstract: A recent review revealed little experimental evidence that rate-building procedures affect the fluency outcomes of retention, persistence, and generalization of trained skills when other variables that also are known to affect performance are controlled (Doughty, Chase, & O’Shields, 2004). This finding has led to basic research that indicates some dimensions of stimulus presentation methods and curriculum design that affect both rate of responding and fluency outcomes. Based on the results of this research, the current paper will address the application of research methods to investigate fluency within mathematics and environmental education. Of particular interest is an evaluation of methods for controlling the effects of practice and rate building and for developing curricula that produce retention, persistence, and generalization. Doughty, S. S., Chase, P. N., & O’Shields, E. M. (2004). Effects of rate building on fluent performance: A review and commentary. The Behavior Analyst, 27, 7-23. |
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| The Application of Operant Conditioning to Giant Panda Research and Husbandry |
| Saturday, November 26, 2005 |
| 4:00 PM–4:20 PM |
| Shenzhen |
| Area: EAB |
| Chair: Pei Sun (School of Psychology, Georgia Tech) |
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| The Application of Operant Conditioning to Giant Panda Research and Husbandry |
| Domain: Applied Behavior Analysis |
| PEI SUN (School of Psychology, Georgia Tech), Jay Pratt (Zoo Atlanta), Wendy Gardner (Zoo Atlanta), Kate Duello (Zoo Atlanta), Angela Kelling (School of Psychology, Georgia Tech), M. Jackson Marr (School of Psychology, Georgia Tech), Terry L. Maple (School of Psychology, Georgia Tech) |
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| Abstract: Widely used in modern zoological parks, in this paper we will review how operant conditioning has been used to study and manage giant pandas in Atlanta and in China. By training pandas to present body parts, we performed physical examinations without dangerous anesthesia. For example, "eye present" training helped our physicians to examine a scratched cornea in an adult female. Signs of estrus were discernible by visual inspection after presentations of the ano-genital region. Preparation for artificial insemination and nipple expression was also trained with female subjects. Males were trained to enable measurement of their testicular development, and animals routinely submitted to trainers who gave injections or examined them by ultrasound. Cognitive and visual abilities were tested by discrimination training for color and contrast. Male and female pandas learned to discriminate black and white, and green from gray. We also describe our exchange of personnel to teach Chinese colleagues various behavioral training techniques. Our work is designed as a scientific and management partnership supported by a collaborative research relationship between the American Zoo and Aquarium Association, the U.S. Fish & Wildlife Service, and the Chengdu Center for Giant Panda Breeding in China. Photographs and video clips will help to demonstrate the scope of our research and husbandry. Students from the School of Psychology at Georgia Tech and keepers from Zoo Atlanta provide the human resources to carry out this scientific program in Atlanta and in China. |
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| Early Intervention Programs for Children with Autism |
| Saturday, November 26, 2005 |
| 4:00 PM–4:50 PM |
| Wuhan |
| Area: AUT |
| Chair: David J. Leach (Murdoch University, Australia) |
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| Chinese Early Intervention Program for Young Children with Autism: How Can ABA Help? |
| Domain: Service Delivery |
| YANQING GUO (Institute of Mental Health, Peking University, China), Meixiang Jia (Peking University, China), Xiaoling Yang (Peking University, China) |
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| Abstract: For Chinese young children with autism, we provide three ways to help them getting a more normalized life: one, family based intervention plan; second, institute based intervention plan and the third, take both forms of intervention. For family based intervention plan, we first make a workshop on ABA theories and techniques for parents who want to do such training jobs. The workshop is divided into two parts, the first part focuses on basic principles and techniques of behavior analysis; the second part focuses on training skills by imitating practice. After the workshop, an individualized training program will be established by parents and professionals, and then the parents will perform the training programs according the protocol. The process will be videotaped and reviewed by professionals. Besides this, the professionals will direct the parents to form new training plan or change the plan if any situations changed. For institute based intervention plan, the trained professionals are responsible for the training jobs. They also provide opportunities for parents to be trained under the supervision of professionals. The results and social influence will be reported and discussed. |
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| Long-Term Effects of a Public, Centre-Based, Behavioral Early Intervention Programme |
| Domain: Service Delivery |
| DAVID J. LEACH (Murdoch University, Australia) |
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| Abstract: A group of 4-6 year old children with Autism Spectrum Disorder who attended a fully state-funded, centre- based, behavioural early intervention programme for one year were assessed at programme entry and exit on a wide range of norm-referenced measures. The same children were re-assessed after 15 months of inclusive education in regular schools. Highly significant and widespread changes in behaviour and achievement are reported that remained at follow-up, with a majority of children functioning at developmental levels equivalent to their typical peers. |
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| Verbal Skills Acquisition |
| Saturday, November 26, 2005 |
| 4:00 PM–4:50 PM |
| Beijing 1&2 |
| Area: VBC |
| Chair: Dolleen-Day Keohane (Teachers College, Columbia University) |
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| Identification and Induction of Verbal Capabilities |
| Domain: Theory |
| R. DOUGLAS GREER (Teachers College, Columbia University), Dolleen-Day Keohane (Teachers College, Columbia University) |
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| Abstract: We describe key verbal capabilities in children identified in programs of research on Skinner’s verbal behavior theory and the extension of that theory to a functionally defined hierarchy of developmental stages. The extension involves the identification of controlling variables for the source of speaker and listener operants, generative behavior as higher order operants, the critical speaker as own listener stage, the transformation of stimulus and establishing operation functions for initially independent repertoires, and the induction of missing capabilities in individual’s with verbal delays. |
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| Visual Tracking and Sensory Matching as Verbal Developmental Protocols to Increasing Children’s Verbal Capabilities |
| Domain: Applied Behavior Analysis |
| DOLLEEN-DAY KEOHANE (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University), Dr. Shira A. Ackerman (Teachers College, Columbia University) |
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| Abstract: Visual Tracking and Sensory Matching protocols were implemented to provide four children with the pre- requisites needed to move toward more complex levels of verbal capability. The children were between the ages of three and six and diagnosed with autism or related communication disabilities. In general, the children were pre-listeners and attended to stimuli inconsistently. The children’s data showed low levels of responding to learn units across academic, communication, and expanded community of reinforcer areas of the curriculum. Specifically, the children did not imitate teacher modeling, match stimuli, follow basic directions, or discriminate among stimuli through a point to response when requested. After baseline measures of the children’s individualized curriculum were obtained, and an strategic analysis of the problem in the learn unit context identified that the children were missing pre-requisite levels of verbal capability, their programs were placed on hold and the Visual Tracking and Sensory Matching protocols were implemented. The post experimental data for each protocol showed that the children reached criterion levels of responding for most short-term and long- term objectives across their matching programs, and that the learn units to criterion decreased significantly for all children across the areas of the curriculum measured. |
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| #36 Poster Session - AUT |
| Saturday, November 26, 2005 |
| 5:00 PM–6:30 PM |
| Kowloon Ballroom |
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| 1. A Positive, Multielement, ABA Approach to Severe Physical Aggression: A 20-Year Follow-up Type III Case Study |
| Area: AUT; Domain: Applied Behavior Analysis |
| GARY W. LAVIGNA (Institute for Applied Behavior Analysis) |
| Abstract: More than 20-years ago, the Institute for Applied Behavior Analysis (IABA) received a referral for a 20-year- old young man with Autism exhibiting extreme forms of physical aggression. When younger, systematic intervention was attempted using Overcorrection. Initially, this proved successful. However, as a grown adult, he physically resisted this technique and it was discontinued to avoid the associated risks. IABA recommended a positive, multielement behavioral plan based on a comprehensive functional assessment. This plan was initially implemented by an intensive support team and then by regular group home staff. The problem of physical aggression was resolved. However, if Overcorrection did not produce durable results, the question remains whether the outcomes achieved through the positive plan were durable. A follow-up of this case 20- years later indicated that the man is doing well and continues to live in the community, going to church on Sundays, taking vacations out of town, and living a comfortable, happy life. For the entire year of 2004 reviewed for this follow up study, not a single act of aggression occurred. In the context of other empirical evidence, it is concluded that positive practices may produce superior outcomes in the support of people with the most serious behavior problems. |
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| 2. Acquisition and Generalization of Social Skills Using Table Game for a Student with High Functioning Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MASAHIKO INOUE (Hyogo University of Teacher Education, Japan), Yasuhiko Yoshida (Hyogo University of Teacher Education, Japan) |
| Abstract: In this study, a table game to teach social skills was designed. A boy with high functioning autism and two normal peers were participated. During eight training sessions, their appropriate interactions were increased. The result, his social skills were improved and cooperative plays and activity were increased in generalization settings. |
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| 3. Behavioral Assessment and Intervention of Joint Attention in Children with Autistic Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| SACHIKO MINAGAWA (Keio University, Japan), Nozomi Naoi (Keio University, Japan), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: Many studies suggested that joint attention is pivotal skills in social development. Children with autism have difficulties in acquiring declarative joint attention. The present study aimed to assess function of joint attention using behavioral methodology and examine the conditions for establishing declarative behaviors and initiation of social interactions. Thirteen typically developing children and twelve children with autism participated. The objects were presented in the location where children could look at but adult could not. In the assessment, we compared repertoire of joint attention behavior of the typically developing children with the children with autism. Children with autism showed some of declarative joint attention. After implementing intervention for reinforcing children’s attempt to initiate joint attention and related social behavior, more frequent and functional joint attention behaviors emerged. In addition, joint attention behaviors also appeared in the novel situation where adults did not respond immediately. The present study suggests that children with autism could acquire declarative joint attention and initiate social interaction with adult, provided with an appropriate situation and intervention, and they progress the social development. |
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| 4. Comparison of Two Types of Consequences for Errors in Programs for Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| LUIS ANTONIO PEREZ-GONZALEZ (University of Oviedo, Spain), Gladys Williams (Applied Behavioral Consultant Services, New York), Carlota Belloso-Diaz (University of Oviedo, Spain), Monica Rodriguez Mori (University of Oviedo, Spain), Benigno Alonso Álvarez (University of Oviedo, Spain), Lorena Garcia-Asenjo Asenjo (University of Oviedo, Spain) |
| Abstract: One crucial characteristic in the programs for teaching children with autism and other learning disabilities is the type of consequences for errors. Some programs use a correction procedure, which consists of presenting the child the correct behavior or providing physical guidance for the child to perform the behavior, with no reinforcement. Other programs present a prompt in the subsequent trial prompt in the next trial. We taught two skills to a child with autism in which we alternated the two procedures according to an ABAC design counterbalanced across the two skills. The correction procedure served to teach faster and with fewer errors than the prompt in the next trial procedure. It is possible that a reason for this fact is that the in the correction procedure reinforcement is more correlated to correct responding than in the prompt in the next trial procedure. These results have important applications in the form of teaching a great number of skills in children with learning disabilities. |
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| 5. Effect of Coaching to Promote the Appropriate of Self-Evaluation and Social Skills in a Child with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SHINZO ISAWA (Hyogo University of Teacher Education, Japan), Hironobu Shimoda (Bunkyo University, Japan) |
| Abstract: The purpose of this study was to examine the effect of coaching to promote appropriate of the self-evaluation, when was introduced self-evaluation procedure in order to acquire social skills in a child with autism (CA:13-6, IQ:57). Subject was requested to perform joint work activity (handicraft) with peer and it was demanded self- evaluation of the targeted social behaviors that became necessary for that activity. The procedure of self- evaluation was that subject should put a circle around "yes" or "no" on the check sheet that it were written down the targeted social behaviors how was subject able to accomplish a demanded the behaviors at on the joint work activity. In Second Phase for self-evaluation, we introduced coaching for self-evaluation. It was result that only self-evaluation's sheet (First Phase for self-evaluation) did not promote of targeted social behaviors. By conducting of the coaching to self-evaluation, subject was able to discriminate an appropriate or not-appropriate of targeted social behaviors, and accurate self-evaluation rate and performance of targeted social behaviors were promoted. Consideration was done on the effectiveness and the procedure of self-evaluation to coaching. |
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| 6. Effect of Peer-Mediated Video Modeling for Children with Autism Spectrum Disorders to Teach Play Skills |
| Area: AUT; Domain: Applied Behavior Analysis |
| JEONGIL KIM (Lotus Flowers Children Center), Kyong Bong Kim (Lotus Flowers Children Center), Yunhee Lee (Lotus Flowers Children Center), KeeYeon Min (Lotus Flowers Children Center), Jeen Hwa Lee (Lotus Flowers Children Center), Eun Hee Shon (Lotus Flowers Children Center), Min Jeong Lee (Lotus Flowers Children Center), Ok Ja Lee (Lotus Flowers Children Center) |
| Abstract: Autism is characterized by major deficits in play skills and limited play interests, which relates closely to cognitive and social-emotional development of a child. The present study examined the effect of peer-mediated video modeling to improve the play skills of preschoolers with autism spectrum disorders. Using a multiple baseline design across subjects, the study targeted increase in verbal responses and motor responses in play time through modeled scripts by their peers on a video. The results showed that the intervention produced increase in verbal responses and motor responses in play time as well as the duration of all the
subjects' play-engagement. |
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| 7. Effects of a Social Communication Intervention on Play Behaviors of Young Urban Children with Autism |
| Area: AUT; Domain: Experimental Analysis |
| JENNIFER A. LONCOLA WALBERG (DePaul University), Lesley Craig-Unkefer (University of Minnesota) |
| Abstract: This study examines the effect of a social communication intervention on six young urban children with autism. Five boys and one girl, with an age range of six to eight years and a diagnosis of autism, participated in the study. Children were recruited from a Chicago Public School and four of the six children were of minority decent. A single-subject multiple baseline design was used to determine whether a plan-play-report intervention which targeted social–communication skills was also effective in increasing complexity of play. Unique because two children with autism were paired together and received intervention at the same time, results indicated that the intervention was successful in increasing peer-directed commenting, language complexity and diversity, and reducing some inappropriate language. Additionally, the method of providing intervention to two children with autism at the same time resulted in gains for both children. This poster will explore whether the intervention was also successful in changing play behaviors which are often notably absent in children with autism. Play behaviors of participants were coded and comparisons were made between these and typically developing children. The results of this study continue to inform the literature regarding the play skills of children with autism. |
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| 8. Effects of Early Behavioral Intervention on the Mother-Child Interactions of Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| NOZOMI NAOI (Keio University, Japan), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: Recent studies suggested that maternal responsiveness predict child social and language abilities both in typical developing children and children with autism. However, child responsiveness should also contribute to maternal responsiveness. Early behavioral interventions have been successful in teaching children with autism a variety of communication skills, however, few studies have examined its effects on the mother-child interactions. In the present study, we examined the relations between the child social development and mother-child interactions. Mother-child interactions in free play sessions were assessed at intake and 1 year after the treatment began. Four children with autism and their mothers participated in the present study. They aged from 45 months to 78 months. Two children had no functional words and the other two had one-word utterances at the beginning of the study. Prior to the treatment, mothers' responses to their children's vocal/verbal production were more directive rather than responsive compared to the mothers of developmental age matched typically developing children. One year after the treatment began, mothers were more likely to reproduce the children's vocal/verbal production than before. Our findings suggest that the intervention for children with autism might have positive effect on not only child social responsiveness but also maternal responsiveness to their children. |
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| 9. Functional Analysis and Intervention for Stereotypical Behavior of a Person with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| JYOJI MURAMOTO (University of Tsukuba, Japan), Mae Kondo (University of Tsukuba, Japan), Shigeki Sonoyama (University of Tsukuba, Japan) |
| Abstract: We specified the function of the stereotyped behavior of two persons with autism for each topographies, and examined the effect of intervention. In study 1, an analog functional analysis (attention no-attention, escape, tangible, and control condition) was conducted to them for each topographies of the stereotyped behavior. As the result of assessment, the function of stereotyped behavior were determined by the topographies for both two persons. In study 2, the stereotyped behavior, “stereotypic utterance”, of one of the two persons which has the function of gaining attention was intervened by FCT. In that case, for examining an effective intervention method of FCT without the extinction, the FR reinforcement schedule was compared with the VR reinforcement schedule. As the result, it has been suggested that the FR reinforcement schedule is more effective in the stereotypic utterance than the VR reinforcement schedule. |
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| 10. Increasing Communication Skills with Tact by Use of PECS |
| Area: AUT; Domain: Applied Behavior Analysis |
| MAE KONDO (University of Tsukuba, Japan), Shigeki Sonoyama (University of Tsukuba, Japan) |
| Abstract: The purpose of this study is to examine the effect of increasing communication skills with tact by use of PECS. Over the past few years, although studies of PECS have been made on communication skills with mand, but there is few development of tact. Therefore we improved PECS, and teaching a child with autism for using communication skills by the PECS. First, we trained her that if she saw her favorite objects, she dabbed a trainer on the shoulder. Second, if she saw her one favorite object, she selected one picture card in a communication book. Third, if she saw the favorite object, she dabbed the trainer on the shoulder. Finally she acquired communication skills with tact. We discussed effects of using improved PECS. |
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| 11. Teaching Cell Phone Skills to Student with Autism: Consideration of Relationships Between Simulation Settings and Community settings |
| Area: AUT; Domain: Applied Behavior Analysis |
| AKIRA FUKUNAGA (University of Tsukuba Graduate School Comprehensive Human Sciences), Kenichi Ohkubo (University of Tsukuba Graduate School Comprehensive Human Sciences), Masahiko Inoue (Center for Research on Human Development and Clinical Psychology), Yoko Inukai (Hyogo Support Center for Autism and Developmental Disorders) |
| Abstract: This study examined the acquisition cell phone use by a student with autism. The target skills are receiving a cell-phone call, answering question about his location and moving to the meeting place. At first, student was introduced simulation training in clinic. And then, we assessed probe test in community setting. However, generalizations were poor. Next, we arranged reinforcement of target skills (e.g., if he accomplished moving, his favorite food items were given) and repeat-question procedure was began when he could not answer. The result indicated that he successfully acquired the generalized cell phone skills in community setting. We discussed about similarity of discriminative stimuli and reinforcement between simulation setting and community setting. |
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| 12. Teaching Two-Word Mands to a Girl with Autism Using PECS |
| Area: AUT; Domain: Applied Behavior Analysis |
| YOSHIAKI NAKANO (Sophia University, Japan), Kanna Miyajima (Sophia University, Japan), Akiko Kato (Sophia University, Japan), Takahiro Yamamoto (Sophia University, Japan) |
| Abstract: PECS (Picture Exchange Communication System) is one of the AAC strategy which was developed for children with autism who has disabilities in speech. In the PECS training protocol, children are taught to exchange one picture to mand, and eventually learn to construct picture-based sentences. We taught to mand by two- word sentence structure using two pictures to a five-year-old girl with autism. The purpose of this study was to examine whether she could learn to mand using two-word sentence structure and whether she could generalize that to the daily life setting. The participant mastered to mand using two-word sentence in about a month. Generalization probe conducted after the mastery showed that the participant demonstrated generalization across the setting. After the intervention, the mand using speech of two-word sentence structure accounted for 90% of her all mand in the daily life setting. The further research was discussed. |
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| #37 Poster Session - BPH |
| Saturday, November 26, 2005 |
| 5:00 PM–6:30 PM |
| Kowloon Ballroom |
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| 13. Agonistic and Antagonistic Effects of Dopamine in Dynamic Reinforcing Environments |
| Area: BPH; Domain: Experimental Analysis |
| JORGE ARTURO BALDERRAMA TRAPAGA (Universidad Veracruzana & Institute of Neuroscience and CEIC Universidad de Guadalajara), Carlos F. Aparicio (CEIC University of Guadalajara) |
| Abstract: Research in neuroscience suggested that dopamine mediates the reinforcing effects of positive stimuli (e.g., food). This idea received support from studies showing that dopamine antagonists (i.e., Haloperidol) suppress instrumental behavior maintained with positive reinforcement. By contrast, dopamine agonists (e.g., d- amphetamine) produce increments in the rate of operant responses. The purpose of the present study was to compare within the same situation the effects of haloperidol and d-amphetamine on choice behavior. The ratio of reinforcers provided by two levers changed every day modeling a dynamic reinforcing environment. When behavior reached stability, haloperidol and d-amphetamine were assessed (ip) over 12-day periods. Results showed that the distribution of responses in the levers decreased with increasing doses of both haloperidol and d- amphetamine; indicating that the drugs affected the motor system. However, sensitivity to reinforcement, as estimated by the generalized matching law, did not decrease with increasing doses of these drugs; Suggesting that motivation for food reinforcers was not affected by haloperidol and d-amphetamine. The implications of these findings for a general model of anhedonia will be discussed. |
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| #38 Poster Session - CBM |
| Saturday, November 26, 2005 |
| 5:00 PM–6:30 PM |
| Kowloon Ballroom |
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| 14. Adaptations of Peer-Mediated Training to an Orphanage in the Republic of Georgia |
| Area: CBM; Domain: Service Delivery |
| JUDITH R. MATHEWS (Munroe-Meyer Institute, University of Nebraska Medical Center), Zhana Kvachadze (Children of Georgia Project/Tbilisi State University) |
| Abstract: The challenge of managing and training children warehoused in orphanages across the world remains monumental. Through the Children of Georgia Project and Tbilisi State University, a group of applied behavior analysts trained in New Zealand and the United States are making strides in providing improved training within the orphanages. This poster describes a project in one orphanage involving older peers in two capacities. Two older children served as peer tutors for younger children, providing structured academic teaching and life skills training (designed by the peer tutors themselves). Within the cottages, each of which housed children ages 3 to 15, a point system was introduced, with the older children assisting the staff in providing daily feedback to younger children. Eight cottage rules were posted and evaluated daily by staff and older peers. If children reached specified criteria, they received access to privileges. The program was introduced sequentially to each cottage, providing a systematic replication. Outcome data showed an improvement in rule-following with the introduction of the program in each subsequent cottage. Although not measured directly, the impact on the tutors themselves will be discussed. |
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| 15. Integrating Repeated Behavioral Measures and Neuropsychological Test Data to Improve Patient Care |
| Area: CBM; Domain: Applied Behavior Analysis |
| WILLIAM J. WARZAK (University of Nebraska Medical Center), Ann M. Galloway (University of Nebraska Medical Center) |
| Abstract: Abstract: An evaluation of brain-impaired patients requires both neuropsychological and behavioral assessment. Neuropsychological data emphasize brain-behavior relationships, are gathered infrequently, and constitute considerable expense. Behavioral assessment, using the patient as his or her own control, evaluates environment- behavior relationships frequently and inexpensively. However, unless these measures are targeted at relevant cognitive domains they may not capture changes in the patient’s neuropsychological status. An integration of neuropsychological and behavioral findings would provide ongoing monitoring and greater specificity in treatment planning than could be obtained through either assessment tradition alone. Using a combination of procedures to drive the evaluative process facilitates monitoring of improvement, such as that seen after closed head injury, or deterioration, such as that seen in many neurodegenerative diseases. We present a case study that illustrates how an integration of behavioral and neuropsychological procedures provides data against which to evaluate behavioral, cognitive, and pharmacological interventions used with individuals with brain injury. A series of repeated measures tasks were developed to evaluate attention, verbal memory, spatial memory, and motor skills in a 58 year old male suspected of degenerative dementia. These data, collected over several months and across a variety of conditions, suggested that neurodegenerative processes were stable and not contributory to observed declines in patient functioning. |
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| 16. Splint Use: Addressing Hand-Clapping and Skill Acquisition in a Child with Rett’s Disorder |
| Area: CBM; Domain: Applied Behavior Analysis |
| SUSAN WILCZYNSKI (Munroe-Meyer Institute, University of Nebraska Medical Center), Howard Needelman (Munroe-Meyer Institute, University of Nebraska Medical Center), Laura Patterson (Munroe-Meyer Institute, University of Nebraska Medical Center), Chad Rethorst (Munroe-Meyer Institute, University of Nebraska Medical Center), Joshua Needelman (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Rett’s Disorder is characterized is a genetic disorder in which purposeful hand skills are replaced by stereotyped hand movements during early childhood. Unlike other disorders, medications and behavioral interventions have typically been ineffective in reducing stereotypic movements. Splints have been used successfully with some interventions (e.g., thumbsucking) to reduce behaviors that interfere with life functioning. To date, no research has been forwarded assessing the effectiveness in splints in reducing stereotypic hand movements in children with Rett’s Disorder. A preschool-aged female presenting with stereotypic hand-clapping served as the participant. An alternating treatments design was used to assess the impact the splints on rate of hand-clapping and skill acquisition during discrete trial training. Use or non-use of splint served as the independent variable. Stereotypic hand-clapping was significantly lower when splints were used than when splints were not used. Use or non-use of splints had no impact on rates of skill acquisition. Interobserver agreement feel with acceptable levels (IOA>.90). |
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| 17. The Role of Intermittent Reinforcement in Abusive Relationships |
| Area: CBM; Domain: Applied Behavior Analysis |
| CAROLINE CLEMENTS (University of North Carolina at Wilmington), Steven I. Dworkin (University of North Carolina at Wilmington) |
| Abstract: Interpersonal violence is the tenth leading cause of death for women ages 15-44 (World Health Organization, 2000). Abused women tend to remain in abusive relationships. When they do leave they often return, typically many times (Follingstad, et. al., 2002). Advocates for abused women theorize that one reason for this is the intermittent reinforcing quality of the relationship. Abusers do not batter continuously and abused women describe their relationships as quite reinforcing at times. In this research we examined the association between intermittent reinforcement in abusive relationships and abuse severity. We hypothesized that women who report greater intermittent reinforcement within their relationship would also report greater physical and verbal abuse. Two hundred seventy-six female college students completed survey measures of physical and verbal abuse and intermittent reinforcement (e.g. when I need something my partner will occasionally come through for me). The study was replicated with 107 abused women in shelter. Regression analyses indicated that greater intermittent reinforcement predicted greater verbal abuse in students and greater verbal and physical abuse in shelter abused women (all ps < .05). Results are discussed in terms of their implications for intervention with abused women. Follingstad, D.R., Runge, M.M., Ace, A., Buzan, R. & Helff, C. (2002) Justifiability, sympathy level, and internal/external locus of the reasons battered women remain in abusive relationships. World Health Organization (June, 2000). Violence Against Women Fact Sheet.[On-line]. Available: http://www.who.int/inf-fs/en/fact239.html |
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| #39 Poster Session - CSE |
| Saturday, November 26, 2005 |
| 5:00 PM–6:30 PM |
| Kowloon Ballroom |
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| 18. Effect of a Classroom-Based Behavioral Training Package on the Improvement of Sitting Posture of Second-Grade Children |
| Area: CSE; Domain: Applied Behavior Analysis |
| WATARU NODA (Kwansei Gakuin University, Japan), Junko Tanaka-Matsumi (Kwansei Gakuin University, Japan), Risa Arihara (Kwansei Gakuin University, Japan), Saori Ono (Bukkyo University, Japan) |
| Abstract: The present study evaluated the effect of a classroom-based behavioral training package to improve elementary school children’s sitting posture in regular classrooms (N = 71). We used a multiple baseline design across two classrooms that consisted of baseline, intervention, follow-up, and maintenance. Good sitting posture was defined as feet are flat on the floor, buttocks are in contact with the chair sheet, back is straight up, and a whole body is directed forward. The training package included modeling, self-instruction, behavioral rehearsal, prompt, and reinforcement, among others. We counted the number of children with good sitting posture in each classroom across all 28 sessions throughout the study. Inter-observer agreement of good sitting posture ranged from 80% to 100%. With the exception of a few children in each class, the children’s sitting posture improved. Also, their writing task performances improved as their sitting posture improved. For those few children who did not benefit from group training, individualized training program may be necessary. Teachers’ acceptance of the training program proved to be excellent. |
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| 19. Self-Concept of Formal Caregivers, and Life Quality of internally users in Elderly Institutions |
| Area: CSE; Domain: Applied Behavior Analysis |
| MIGUEL DE ARRIAGA (Escola Superior de Enfermagem de Portalegre, Portugal), Raul Cordeiro (Escola Superior de Enfermagem de Portalegre, Portugal), Joao Claudio Todorov (Escola Superior de Enfermagem de Portalegre, Portugal) |
| Abstract: It is a transversal and descriptive study, and the main meaning was to measure the Self-Concept of Formal Caregivers in Elderly Institutions, and also Life Quality of internally users in dose same institutions. To the development of the study were selected two of the elderly institutions of Portalegre, Portugal. The population was composed by Internally Users (n=113) and Formal Caregivers (n=81) of both elderly institutions, being used respectively the WOHQOL-bref Questionnaire and the Vaz Serra (1986) Self-concept Inventory. Based on the distribution of the Self- Concept of Formal Caregivers by mean point, we verify that 97,67% (n=42) have a high Self-Concept, and 2,33% (n=1) have a low Self-Concept. About Life Quality values, we verify that most of Internally Users had values above the average point that identify Life Quality. Which allow us to say that the Internally Users have a good Life Quality. A significant positive correlation was found between scores of the Life Quality dimensions Questionnaire and Institution satisfaction, in Internally Users, and also a significant positive correlation between Self Concept and Institution Satisfaction, in Formal Caregivers. This way we suppose that there’s maybe a connection between Internally Users Life Quality and Formal Caregivers Self Concept. |
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| #40 Poster Session - DDA |
| Saturday, November 26, 2005 |
| 5:00 PM–6:30 PM |
| Kowloon Ballroom |
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| 20. Effects of Multisensory Environments on Problem Behaviour Maintained by Social and Automatic Reinforcement |
| Area: DDA; Domain: Applied Behavior Analysis |
| FREDERICK G. FURNISS (The Hesley Group), Karen Trusler (The Hesley Group), Lindsay Hill (The Hesley Group) |
| Abstract: Multisensory environments have been shown to produce short-term reductions in maladaptive and challenging behaviours exhibited by young people with developmental disabilities, but the behavioural processes involved remain unclear. Using an alternating treatments design, we repeatedly observed the maladaptive and prosocial behaviours of four young people with severe developmental disabilities who exhibited problem behaviours evaluated by functional assessments as being maintained by either social or automatic reinforcement while the participants were either in a day activity room or in a multisensory environment. The levels of interaction participants received from careers in each environment were also measured. The effects of the multisensory environment on behaviours maintained by each class of reinforcer are reported and implications for future research into multisensory environments discussed. |
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| 21. Learning Japanese Kanji-Writing by the Constructional Matching-to- Sample in the Students with Learning Disabilities |
| Area: DDA; Domain: Applied Behavior Analysis |
| HIROSHI SUGASAWARA (RESTEX & Keio University, Japan), Yuki Kiuchi (Keio University, Japan), Jun'ichi Yamamoto (RESTEX & Keio University, Japan) |
| Abstract: Abstract: Japanese students, especially students with learning disabilities, have difficulties in the acquisition of Kanji- writing. There would be two factors: One was the disability of visual segmentation and construction. The other was the disability of motor response, such as the clumsiness. Learning of Kanji was often aversive by repeated requirement of writing. In the present study, the students with learning disabilities participated, who could not write Kanji preciously. We developed the computer-based teaching program including the constructional matching-to-sample for selecting the parts of Kanji and constructing the whole Kanji. When the student pushed the key, whole Kanji and the parts of the Kanji were presented in the display as the sample and the comparison stimuli, respectively. The student was required to select the parts of Kanji by mouse and construct the whole Kanji. When a correct response occurred, the student was praised by sounds and animations. The multiple- baseline across tasks was applied as the experimental design. As results, the students not only could construct Kanji correctly, but also they could write both trained and novel. The constructional matching-to-sample task was effective for learning and transfer of the acquisition of Kanji in the students with learning disabilities. |
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| 22. Teaching School Readiness Behaviors to a Japanese Preschool Child with Mild Autism |
| Area: DDA; Domain: Applied Behavior Analysis |
| YUKI DOJO (Kwansei Gakuin University, Japan), Setsuko Hara (Kwansei Gakuin University, Japan), Chiaki Yamamoto (Kwansei Gakuin University, Japan), Yoshihiro Tanaka (Kwansei Gakuin University, Japan), Junko Tanaka-Matsumi (Kwansei Gakuin University, Japan) |
| Abstract: Inclusion education is a customary practice in Japan. In this study, we trained school readiness behaviors in a 5- year-old preschool girl in discrete trials. Individualized training sessions were followed by small group training sessions. The preschooler was a girl diagnosed with “Mild Autism” (Full Scale IQ = 74). She had been referred for lack of attention to kindergarten teacher’s instructions as well as other developmental delays. The trainer was a doctoral-level graduate student assisted by 3 other students. The school readiness behaviors were selected for training for the child to adapt to the elementary school in six months time. To derive appropriate target behaviors, we first observed teacher and student behaviors in a regular first-grade classroom of an elementary school. We then selected those classroom behaviors children routinely performed following teacher instructions such as copying letters off the blackboard, taking textbooks out from the desk drawer, among others. The behavioral training package included instruction, prompts, modeling, behavioral rehearsal, and reinforcement. As a result of training, all target behaviors increased from baseline to post-test. In a few months, we will test for the effect of the training in the naturalistic first grade classroom environment, when the child has enrolled in school. |
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| #41 Poster Session - EAB |
| Saturday, November 26, 2005 |
| 5:00 PM–6:30 PM |
| Kowloon Ballroom |
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| 23. An Experimental Study of Development of Self-Control in Preschool Children: A Quantitative Analysis Using the Framework of Delay Discounting |
| Area: EAB; Domain: Experimental Analysis |
| MICHIKO SORAMA (Osaka City University, Japan), Masato Ito (Osaka City University, Japan), Daisuke Saeki (Osaka City University, Japan) |
| Abstract: The present study, using the framework of delay discounting, investigated the development of self-control choice in preschool children. Participants (4- and 6- year-olds) chose between the standard alternative (12 reinforcers available after 10 sec delay) and the adjusting alternative (one reinforcer available after one sec delay) by touching one of the two figures presented on a touch-sensitive screen. After the delay, the prescribed numbers of popular cartoons as reinforcers were presented on the screen. Reinforcer amount for the adjusting alternative was changed every trial based on an adjusting-amount procedure; if the participant chose the standard alternative, the number of reinforcers was increased by one in the next trial, whereas if the participant chose the adjusting alternative, it was decreased by one in the next trial. The number of reinforcers in the adjusting alternative after 20 trials was defined as indifference point for the participant. As a result, the indifference points in the 6-years- old children were significantly higher than that in the 4-years- old children. Furthermore, the rates of discounting estimated from the hyperbolic function were higher for the 4-year-old children than the 6-year-old children. These findings suggest the usefulness of the framework of delay discounting to understand the development of self-control. |
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| 24. Applications of the Computational Model of the Selection by Consequences to the Random Ratio Schedules of Reinforcement |
| Area: EAB; Domain: Applied Behavior Analysis |
| SAULE KULUBEKOVA (Emory University), Jack J. McDowell (Emory University) |
| Abstract: The poster will discuss an ongoing project investigating the behavior of a digital organism on RR (random ratio) schedules of reinforcement. The digital organism is a software application conceived and developed by Dr. J. J McDowell, Emory University. The digital organism is a virtual representation of a computational model of selection by consequences. The organism possesses a repertoire of behaviors undergoing selection, reproduction, and mutation over many generations. The behavior of the digital organism on RI (random interval) schedules of reinforcement has been found to be consistent with the behavior of biological organisms on these schedules (McDowell, JEAB, 81, 297-317). The purpose of the current project is to explore the behavior of the digital organism on RR schedules, including phenomena such as higher response rates than on RI schedules, ratio strain, and the failure of responding at high ratio values. The goal is to confirm that the computational model applies to behavior on RR schedules, which would further support the applicability of selection by consequences as a promising dynamic account of behavior. |
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| 25. Behavioral Variability and Stereotypy in Matching to Sample |
| Area: EAB; Domain: Experimental Analysis |
| HECTOR MARTINEZ SANCHEZ (University of Guadalajara, Mexico), Ana Maria Ojeda (University of Guadalajara, Mexico) |
| Abstract: Behavioral variability has been studied in animals with response sequences, response location, and interresponse times, and in humans with a variety of procedures. Here we report the results of studies of human variability and stereotypy on matching-to-sample tasks. On each trial of the task, the participants (children and college students) could select a sample that was fully identical to, partially identical to, or fully different from, a comparison stimulus. Stereotyped choices were reinforced in one phase, variable choices were reinforced in another; the order of the two phases was varied across subjects in each age group. Reinforcing variability in the first phase retarded the acquisition of stereotyped behavior in the second phase. By contrast, reinforcing stereotypy in the first phase had little effect on the acquisition of variable behavior in the second phase. These results suggest that matching to sample provides useful procedures for studying variability and stereotypy in humans. Keywords: variability, stereotypy, matching to sample, key pressing, humans. |
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| 26. Control of Variability of Pecking Location in Budgerigars (Melopsittacus undulatus) |
| Area: EAB; Domain: Experimental Analysis |
| KAZUCHIKA MANABE (Nihon University, Japan), Takashi Kawashima (Nihon University, Japan) |
| Abstract: When budgerigars were trained to produce a specific call in one-template training, call variability decreased. On the other hand, call variability increased in an N-back procedure in which birds were required to make a call that was different from N previously reinforced calls. A very similar result was found when budgerigars were reinforced for pecking locations different from, in terms of distance, previously pecked or reinforced locations on an LCD monitor. As with response topographies in other species, budgerigars’ pecking location was sensitive to selective reinforcement and frequency-dependent reinforcement by food. Two different N-back procedures were used, namely response-based and reinforcement-based procedures. In response-based N-back procedure, a peck was reinforced when it was made to locations that were more than pre-defined distance from the previous pecked N locations. In reinforcement-based N-back, a peck was reinforced when it was made to locations that were greater than a predefined distance from the previous, reinforced N locations. In reinforcement-based N-back, subjects produced at least N + 1 pecking locations. On the other hand, Subjects developed a relatively fixed response pattern -- a pattern of alternating pecks to a location randomly intermixed with pecks to other locations in response-based N-back procedure. |
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| 27. Effectiveness of the Combined Blocking Procedure to Teach Conditional Discriminations to Normal-Developing Children |
| Area: EAB; Domain: Experimental Analysis |
| LUIS ANTONIO PEREZ-GONZALEZ (University of Oviedo, Spain), Monica Rodriguez Mori (University of Oviedo, Spain) |
| Abstract: We studied the effectiveness of an abbreviated version of the combined blocking procedure to teach conditional discriminations with normal-developing four- year-old children. This procedure have been shown effective for teaching conditional discriminations to children with autism. In this procedure, two comparisons are presented at fixed locations for a number of trials. First, one sample appears in every trial. The experimenter prompts the correct response in the two first trials. After a few correct responses, the other sample is presented as the first one. In the third phase, the two samples are presented randomly (with no prompts). In the subsequent phase, the comparisons switch locations. Finally, the comparisons are presented randomly. We studied several variables that affect learning. Under the appropriate conditions, yet, the procedure served to teach conditional discriminations to every four-year-old child is as few as 34 trials. Thus, the procedure can be an excellent tool to be used in a number of applied and experimental contexts, such as learning to people with learning disabilities. |
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| 28. Effects of Flavor and Water Deprivation on the Feeding Pattern and Corporal Weight in Rats |
| Area: EAB; Domain: Experimental Analysis |
| HECTOR MARTINEZ SANCHEZ (University of Guadalajara, Mexico), Nayely Ordaz (University of Guadalajara, Mexico), Antonio Lopez-Espinoza (University of Guadalajara, Mexico) |
| Abstract: The palatability of diets is one of the factors that influence the regulation of food ingestion and corporal weight. It has been demonstrated that the flavor of a food can determine its acceptation or rejection; however, acceptation of a particular flavor may also be influenced by deprivation. In this experiment, we measured consumption of water and food and body weight while modifying the flavor of water after a period of water deprivation. Twenty-eight Wistar rats were distributed among five groups. All rats were exposed to three days of water deprivation, followed of a period of free access of five days in which the flavor of water was modified; the experiment ended with ten days of unflavored water. Four experimental groups were exposed to one of the following flavors: cream, butter, chili, or quinine. A control group received unflavored water. The results suggest that both flavor and water deprivation affect the consumption of water and food, and thus corporal weight. Key words: flavor, deprivation, palatability, water intake, rats. |
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| 29. Effects of Glucose Concentration in Water on Body Weight and Water and Food Intake After Water Deprivation |
| Area: EAB; Domain: Experimental Analysis |
| HECTOR MARTINEZ SANCHEZ (University of Guadalajara, Mexico), Alma Martinez (University of Guadalajara, Mexico), Antonio Lopez-Espinoza (University of Guadalajara, Mexico) |
| Abstract: Twenty-four albino rats (3-month-old at the beginning of the experiment) divided in four groups, were exposed to fifteen days of free access to water and food, followed by 3 days of water deprivation. On the next five days every group were exposed to one of three kinds of water concentration of glucose. The first concentration had 180 calories, the second had 120 calories, and the third had 60 calories. Caloric food concentration remained the same. These results suggest that modification of caloric concentration in water affects the feeding behavior after water deprivation period. Key words: glucose, water deprivation, post-deprivation period, body weight, water and food consumption, rats. |
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| 30. Effects of Response Variability on the Sensitivity to Schedule Change in Humans |
| Area: EAB; Domain: Experimental Analysis |
| NAOKI YAMAGISHI (Komazawa University, Japan) |
| Abstract: This experiment examined the history effects of lag schedule for interresponse-time (IRT) and post reinforcement pause (PRP) on schedule sensitivity with college students. The lag schedule increased variability of IRT/PRP by reinforcing IRT/PRP that differs from preceding one. The first and third phase was designed to investigate sensitivity to reinforcement schedule change from fixed-ratio to fixed-interval. In the second phase, participants experienced the lag schedule. Participants showed insensitivity in first phase and sensitivity in third phase. The results indicate that experience of lag schedule and growth of response variability increased schedule sensitivity in humans. |
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| 31. Human Sensitivity to FI Values in Concurrent-Chain Schedules |
| Area: EAB; Domain: Experimental Analysis |
| KOICHI ONO (Komazawa University, Japan) |
| Abstract: This study examines how human subjects discriminate short fixed-interval (FI) values from long FI values assigned to the terminal links of concurrent-chain schedules in two phases. In 50 trials of the first phase, the initial links are equal independent fixed-ratio (FR) 10 schedules. A FI 5 s schedule operate on the red key in one terminal link while FI 25 s schedule operate on the green key in the alternative terminal link. In 50 trials of the second phase, the terminal-link contingency changed to equal independent 15 s on both keys leaving the terminal- link stimuli as they are -red and green-. The result at the present moment shows that all of the subjects do not always show the preference for the short FI values: Some fail to discriminate between short- and long FI values. In the second phase, more than half of the subjects continue the same responding as the first phase under the stimulus control of the first phase. |
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| 32. Observing Responses in Humans: A Systematic Replication of Mulvaney, Hugues, Jwaideh and Dinsmoor (1981) |
| Area: EAB; Domain: Experimental Analysis |
| CANDIDO PESSOA (Pontifical Catholic University of Goias, Brazil) |
| Abstract: Abstract: The purpose of this research was to compare duration and frequency of observing responses emitted by humans when the consequences were the production of stimuli related to a VI or EXT schedule. Six participants between 22 and 42 years old were distributed in 2 groups. Participants in Group 1 were first exposed to a multiple schedule VI 20s-EXT with components of 90 seconds in average. During the VI component, presses on a button produced points exchanged for money at the end of each session. After achieving 0.9 or more in a discrimination index (responses during VI divided by responses during VI plus responses during EXT) for 3 or more consecutive sessions, the participants were exposed to a mixed schedule VI 20s-EXT, with the possibility of emitting responses on a second button that changed the schedule from mixed to its multiple equivalent for the time the button remained pressed. Group 2 participants’ were exposed directly to this second condition. Participants of Group 2 achieved higher discrimination indexes and faster than Group 1 participants’. Also, all participants produced the stimulus related to EXT for longer time than the stimulus related to VI. Keywords: observing responses, discrimination learning, response duration |
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| 33. Psychophysics of Prospective Timing |
| Area: EAB; Domain: Experimental Analysis |
| TAKU ISHII (Keio University, Japan), Takayuki Sakagami (Keio University, Japan) |
| Abstract: We trained pigeons in a concurrent-chains procedure with a successive- reversal technique to obtain a psychophysical function of prospective timing. Pigeon’s three pecks on either of two identical keys terminated initial links. Terminal links on one and the other keys were 1- and 9-s delay period, respectively, which were signaled by the same stimuli and followed by food presentation. Every time the pigeon chose the 1-s terminal link in five successive trials or more, assignment of the terminal links to the keys was reversed probabilistically. After this training, the pigeons learned to switch their choice immediately after they experienced the 9-s terminal link. We then conducted test sessions after every three training sessions. In the test sessions, when the reversal occurred, the 9-s terminal link was replaced by a terminal link of other duration that was randomly selected from nine values, which were evenly spaced between one second and nine seconds on the logarithmic scale. We obtained a psychophysical function by plotting probabilities of pigeons’ switching of their choice against the experienced duration of the terminal links. The bisection point that was determined by 0.5 probability of switching was close to the mean calculated according to a hyperbolic function. |
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| 34. Some Simple Properties of Interresponse-Time Sequences in Variable-Interval Schedules |
| Area: EAB; Domain: Experimental Analysis |
| FRANCOIS TONNEAU (University of Guadalajara, Mexico), Areli Morando (University of Guadalajara, Mexico) |
| Abstract: Although much work has investigated the differential reinforcement of interresponse times (IRTs), the properties of sequences of IRTs under standard reinforcement schedules remain poorly known. Here we analyze some simple stochastic properties of IRT sequences on two schedules of reinforcement (variable- interval 30-s and variable-interval 90-s). Four water-deprived Wistar rats were exposed to these two schedules in counterbalanced order. In all cases, IRT distributions could be partitioned into “short” (between 0 and 0.5 s) and “long” (larger than 0.5 s) values. The number of consecutive short IRTs before emitting a long IRT, as well as the number of consecutive long IRTs before returning to a short IRT, followed geometric distributions. Studying the effects of reinforcement on such distributions may provide a better understanding of operant behavior. |
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| 35. The Effect of Switching on Resistance to Change |
| Area: EAB; Domain: Experimental Analysis |
| TAKEHARU IGAKI (Keio University, Japan), Takayuki Sakagami (Keio University, Japan) |
| Abstract: Six pigeons were trained in concurrent and multiple schedules according to the procedure of Killeen (1972). Concurrent schedules with change-over key procedure were arranged in the first chamber, and multiple schedules were arranged in the second chamber. The stimulus presentations and the availability of reinforcement in the multiple-schedule chamber were yoked to those in the concurrent-schedule chamber. During baseline training, subjects in both chamber matched relative response rates to relative reinforcement rates. When responding was disrupted by prefeeding or extinction, subjects exposed to the concurrent schedules showed equal resistance to change for both alternatives, replicating the results of our previous study. In multiple schedules, however, resistance to change was more variable than that during concurrent schedules. These results suggest that the absence of switching attenuated the sensitivity to reinforcement in multiple schedules, resulting in more variable resistance to change. Further studies with concurrent and multiple schedules should examine the effect that other differences than switching have on resistance to change, such as the frequency of switching, the regularity of the duration of schedules, etc. |
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| 36. The Effects of the Conditioned Learning with a Visual Cue to Decrease Unilateral Neglect |
| Area: EAB; Domain: Experimental Analysis |
| BO-IN CHUNG (Yonsei University, South Korea), Min-Ye Jung (Yonsei University, South Korea), Eun-Young Yoo (Yonsei University, South Korea), Chiang-Soon Song (Samsung Noble County) |
| Abstract: The purpose of this study was to investigate the effects of the conditioned learning with a visual cue to decrease unilateral neglects. Three persons with hemiparesis caused by stroke had been trained by conditioned learning with a visual cue for three weeks. The visual cue to use conditioned learning is a towel which is frequently used in activity of daily living (ADL). A single-subject experimental design with A-B-A reversal was employed in this study. The Albert Test, Baking Tray Task were used to measure the change in unilateral neglect before and after the training with conditioned learning. ADL tasks were used to probe the effect generalization of conditioned learning with visual cue. As a consequence of this study, the degree of unilateral neglect and ADL performance of all three participants were respectively improved during the treatment period as compared to the baseline. These improvements were sustained 1 week after cessation of the training and greater when conditioned learning was trained along with a visual cue than without a visual cue. The result of this study presents that conditioned learning with a visual cue has positive effects to decrease unilateral neglect by persons with stroke. The conditioned learning with a visual cue showed a modest level of generalization to ADL tasks. |
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| 37. The Reinforcing Properties of an Imprinted Stimulus for Chicks |
| Area: EAB; Domain: Experimental Analysis |
| TETSUMI MORIYAMA (Tokiwa University, Japan), Tsuyoshi Kubota (Kubota M.S. Center) |
| Abstract: The purpose of the present study is to investigate the reinforcing properties of the imprinted stimulus compared with those of food for chicks. The chicks' behaviors were examined as follows; their preferences for each reinforcer and the key-peck operant responses reinforced by each stimulus. The results showed that newly hatched chicks preferred the imprinted stimulus to food. However, the rates of key-peck responses were lower in the case of the imprinted stimulus than in the case of the food. Further, there was a sporadic pattern of key- peck responses reinforced by the imprinted stimulus, which was different from the pattern of the key-peck responses reinforced by food. Thus we conclude that the reinforcing properties of the imprinted stimulus are distinct from those of food. |
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| 38. The Transformation of the Discriminative Function and the Structure of Comparison Stimulus Within the Stimulus Equivalence Classes |
| Area: EAB; Domain: Experimental Analysis |
| KANAME MOCHIZUKI (Teikyo University, Japan), Yukie Tanohata (Keio University, Japan), Masaya Sato (Teikyo University, Japan) |
| Abstract: The transformation of functions refers to the untrained acquisition of stimulus functions among members of stimulus equivalence classes. In this study, we examined the transformation of the stimulus control and the structure of comparison stimulus using arbitrary matching-to-sample procedure. Five university students acquired equivalence relation within 3 6-member classes made up of unfamiliar foreign letters and icons in phase 1. Then they were trained 2 conditional discriminations using one of three classes as a discriminative stimulus. Four of 5 participants show the transformation of the stimulus control and the structure of the comparison stimulus to the equivalence classes. |
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| 39. Training and Functional Use of Non-vocal Devices of Cellular Phone In Deaf Persons with Mental Disability |
| Area: EAB; Domain: Experimental Analysis |
| AKIRA MOCHIZUKI (Ritsumeikan University, Japan), Jingye Lu (Ritsumeikan University, Japan), Tomoko Iida (Ritsumeikan University, Japan), Takasi Oota (Ritsumeikan University, Japan) |
| Abstract: The program for the functional use of cellular phone, especially of non- vocal devices; word mail, still-picture mail, and T.V. mobile phone, was studied in Deaf persons with mental disabilities whose first language were manual sign. In Experiment 1, the participant was a high school student and was taught to take a picture of a landmark or a person and to send it to the “listener” who asked the student “Where are you now?” or “Who is with you?” by word mail. In Experiment 2, two senior adults were taught to mand some objects to the person by using T.V. function of cellular phone. Depending on the verbal repertoire of the “listener”, the participants were required to choose one of the three modes of T.V. translation, i.e., showing object directly, manual signs, or handwriting of the name. After the intensive training of the required skills mainly with prompting and fading in laboratory, all participants showed generalization in community settings. The participant in Experiment 1 searched all over the public garden for the proper landmark and sent it to the listener. The participants in Experiment 2 could purchase the cake by the order of another participant through T.V. non-vocal conversation. |
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| 40. Verbal Behavior under Contingencies of Reinforcement, Punishment and Extinction |
| Area: EAB; Domain: Experimental Analysis |
| GERSON YUKIO TOMANARI (University of Sao Paulo, Brazil), Katia P. Ramos (Sobrapar), Livia Sanchez Carrasco (Sobrapar), Milena Geremias (Sobrapar), Nathali Sabino (Sobrapar), Vera Amaral (Sobrapar), Ana Beatriz Almeida (Sobrapar) |
| Abstract: Verbal behavior was experimentally investigated under contingencies of reinforcement and punishment followed by extinction. Three normal adults were exposed to the task of making sentences. The software VERBAL 2.0 was used for data collection and recording. In three drop-down menus horizontally aligned on the monitor screen, the subjects first selected a pronoun to initiate the sentence, then selected the verb (in a particular verbal tense), and finally a complement for the sentence. In each menu, six different choices were available. This one-session experiment started with baseline, when neither reinforcement nor punishment was applied. Following, subjects could either earn points by choosing a specific pronoun previously selected by the experimenter or loose points by choosing any other pronoun. Choices in the other two menus had no programmed consequences. A final condition under extinction ended the session. Results showed that any particular pronoun was markedly chosen in baseline. As the experimental condition initiated, the use of the pronoun under reinforcement increased as the use of pronouns under punishment decreased. On extinction, the use of the formerly reinforced pronoun slightly decreased, although its frequency remained higher than baseline. This resistance to extinguish may be reflecting specific effects of the subjects' experimental history on contingencies of reinforcement and punishment. |
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| #42 Poster Session - EDC |
| Saturday, November 26, 2005 |
| 5:00 PM–6:30 PM |
| Kowloon Ballroom |
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| 41. An Investigation of the Relationship Among Fluency, Application for Multiplication, and Divergent Thinking in Japanese Fifth-Graders |
| Area: EDC; Domain: Experimental Analysis |
| SATORU SHIMAMUNE (Naruto University of Education, Japan), Richard M. Kubina Jr. (Pennsylvania State University) |
| Abstract: Abstract: Research suggests component skill performance has a strong positive relationship with composite skill performance. We replicated Lin & Kubina’s study (in press) that demonstrated the association between accuracy and fluency for the component-composite relationship within multiplication performance. Ninety-six Japanese fifth-graders took one-minute assessments for single-digit, and multi-digit multiplication problems. In addition, the students worked on two “divergent thinking” tasks, in which they were asked to think and write as many answers as possible in one minute. The first task was to describe how to use a marble other than its usual usages. The second task was to write reasons for why people litter. The results demonstrated high correlations between the component-composite skill fluency suggesting that fluent component skills have a significant role in composite skill performance. High correlation was found between two divergent tasks, but the correlation between these tasks and multiplication performance were relatively lower. The results indicate that higher-order thinking such as divergent thinking requires other component skills than numeric and multiplication skills. Further study is necessary to identify these component skills if we are to design fluency-building instruction for higher-order thinking. |
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| 42. Effect of Teacher's Implementation of ABA-Based Intervention in Class to Manage Disruptive Behaviors of Children with ADHD |
| Area: EDC; Domain: Service Delivery |
| KEEYEON MIN (Lotus Flowers Children Center), Yunhee Lee (Lotus Flowers Children Center), Eun Hee Son (Lotus Flowers Children Center), Jin Hwa Lee (Lotus Flowers Children Center) |
| Abstract: Several researches have been supporting the educational effect of school- based applied behavior analysis(ABA) in supporting positive behaviors for children with attention deficit hyperactivity disorders. The present study examined the effect of teacher's implementation of ABA-based intervention in class to manage disruptive behaviors of children with ADHD. Two children with ADHD, twenty of typically developing children, and a general education teacher participated in the study. The teacher was trained how to utilize the behavior intervention in class and implement a classroom-based ABA program to manage disruptive behaviors of a child with ADHD in the class. The results showed that the intervention produced decrease in disruptive behaviors and increase in on-task behaviors of the subject. Also, the intervention promoted peer acceptance for the subjects by their typically developing classmates. |
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| 43. Effect of Video Modeling for Children with Developmental Delays to Improve Reading Skills |
| Area: EDC; Domain: Service Delivery |
| SANG BOK LEE (Daegu University, South Korea) |
| Abstract: The present study examined the effect of video modeling to improve reading skills for preschoolers with developmental delays. Using a multiple baseline design across subjects, the study targeted increase in verbal responses and receptive level of the story through modeled procedures on a video. The results showed that the intervention improved the verbal responses and receptive level in reading. |
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| 44. Peer-Mediated Social Story Intervention to Decrease Inappropriate Class Behaviors for Children with ADHD |
| Area: EDC; Domain: Applied Behavior Analysis |
| KYONG BOK KIM (Lotus Flowers Children Center), KeeYeon Min (Lotus Flowers Children Center), Soo Ok Song (Lotus Flowers Children Center), Hae Jin Lee (Lotus Flowers Children Center), Jee Hae Kim (Lotus Flowers Children Center), Hae Ree Han (Lotus Flowers Children Center), Sin Hee Kim (Lotus Flowers Children Center), Chee Yeon Yoon (Choon Hae College, South Korea) |
| Abstract: Autism spectrum disorder is characterized by major deficits in social skills, which relates closely to maladaptive social behaviors in a peer group. The present study examined the effect of peer-mediated social story intervention to decrease in inappropriate class behaviors and increase in on-task behavior of preschoolers with behavioral disorders. Using a multiple baseline design across subjects, the study targeted decrease in crying, out- of-seat, and screaming behaviors as inappropriate class behaviors and increase in on-task behavior in a peer- group activity time through peer-mediated social story intervention. The results showed that the intervention produced increase in on-task behavior and decrease in inappropriate behaviors in a peer-group activity with all the subjects. |
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| 45. Teaching Choice Behavior to Students with Mental Retardation in a Classroom Setting |
| Area: EDC; Domain: Applied Behavior Analysis |
| PEI HONG (University of Tsukuba, Japan), Watanabe Masataka (Yokohama National University, Japan) |
| Abstract: The development of choice making in individuals with disabilities is recognized as a critical goal for special education. In this study, choice behavior was taught to three students with moderate mental retardation at school of handicapped in China. First, choice opportunities of activity were provided by personal computer for play activity, by song book for Karaoke, and by photo card for shopping. Second, students received systematic prompting and feedback to perform self-selection, decision, and initiation of activity. Results indicated that after implementation of choice program, all students made more choices of the activities than the baseline and the amount of choices increased during routine day activity. The quality-of-life (QOL) indicator's score was also improved. Results are discussed in regard of developing instructional approach and curriculum to exert control over meaningful events in the lives for students with mental retardation. |
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| 46. The Effect of Student Assistants on Instructional Effectiveness in a Physical Activity Setting |
| Area: EDC; Domain: Applied Behavior Analysis |
| ANDREW H. HAWKINS (West Virginia University), Mary Ann DeLuca (Davis and Elkins College) |
| Abstract: This study evaluated the effect of a student assistant in supplementing the instruction of a teacher in developing a novel skill. Six students were chosen from a 5th grade class based on scores from a pretest of juggling. One other fifth grade student from the same class was chosen as a student assistant based on maturity. Six single case alternating treatment designs were employed for approximately 16 days. Juggling catches and cascades during practice and probe episodes were the dependent variables. Supplementary dependent variables such as feedback, verbal cues, and modeling of the teacher and student assistant were also examined. The three levels of the independent variable of organizational arrangement were 1) class taught as a whole by the teacher alone; 2) class divided in half, subject taught by the teacher; and 3) class divided in half, subject taught by the student assistant. Students practicing under the direction of a student assistant were as effective as under the direction of the teacher. In addition, teaching behaviors supporting instruction nearly doubled when the class was divided and the student assistant was used in teaching. Teachers may multiply their own instructionally relevant teaching behaviors by the use of trained student assistants. |
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| 47. Transfer of Matching-to-Sample Skills from Desktop Computer to Handheld Device using a Programmed Curriculum |
| Area: EDC; Domain: Applied Behavior Analysis |
| WILLIAM J. MCILVANE (E.K. Shriver Center, University of Massachusetts Medical School), Elise A. Warecki (Praxis, Inc.), Karen L. Mahon (Praxis, Inc.) |
| Abstract: The efficacy of a programmed curriculum designed to transfer students’ Matching-to-Sample (MTS) skills from a touchscreen-equipped desktop computer displaying large stimuli to a handheld device displaying much smaller stimuli was examined. Eight participants with severe developmental disabilities and mental-age equivalent scores of 4.01 years or less experienced a programmed curriculum that advanced or remediated automatically based on user performance. Research associates conducted 20-min computer sessions with participants 3 to 4 times per week in classroom settings. Three instructional components comprised the curriculum, gradually transforming the location and size of visual stimuli from the desktop computer MTS arrangement to the handheld device MTS arrangement. Accurate 2-comparison MTS performance on the desktop computer was required for entry into the study. Final criterion performance was accurate 8-comparison MTS performance on the handheld device. All participants attained 100% accuracy in the 8-comparison MTS arrangement on the handheld device by the end of the study. Differences in patterns of student progress and sources of potential stimulus control will be discussed. |
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| 48. Using Meditation Music with Cognitive Restructuring for Children with Behavior Problems to Manage their Maladaptive School Behaviors |
| Area: EDC; Domain: Service Delivery |
| JEONGIL KIM (Daegu University, South Korea), Hyo-Shin Lee (Daegu University, South Korea), Sung Ae Kim (Daegu University, South Korea) |
| Abstract: The present study examined effect of meditation music therapy with cognitive restructuring for children with behavior problems to manage their maladaptive school behaviors. Fifteen children as experimental group and fifteen children as control group participated in the study. The results showed the experimental group provided with the intervention displayed significant lower rate in their school maladaptive behaviors. |
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| 49. Web-Based Educational Program Service for Teachers Working with Children with Special Needs |
| Area: EDC; Domain: Service Delivery |
| SANG BOK LEE (Daegu University, South Korea) |
| Abstract: The present study investigated the effects of web-based educational program service for teachers working with children with special needs. Using a survey questionnaire, 500 teachers responded the question on-line and the data was analyzed statistically. The results showed significant level in the effectiveness and satisfaction of the web-based service program. |
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| #43 Poster Session - OTH (PRA) |
| Saturday, November 26, 2005 |
| 5:00 PM–6:30 PM |
| Kowloon Ballroom |
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| 50. Masters Programme in Applied Behaviour Analysis at the University of Wales, Bangor, UK |
| Area: PRA; Domain: Applied Behavior Analysis |
| PAULINE HORNE (University of Wales, Bangor), J. Carl Hughes (Wales Centre for Behaviour Analysis), Stephen J. Noone (Wales Centre for Behaviour Analysis), Sandy Toogood (Wales Centre for Behaviour Analysis), Richard P. Hastings (Wales Centre for Behaviour Analysis), Marguerite L. Hoerger (Wales Centre for Behaviour Analysis) |
| Abstract: In 2003 we developed the first Masters course in Applied Behaviour Analysis in Europe. The course is designed and taught by Board Certified Behavior Analysts (BCBA) and has been approved by the Behavior Analysis Certification Board (BACB) as providing content eligibility (3rd Task List) for students to sit the full BCBA exam. In line with the British University system, the course is offered at three levels: Post-graduate Certificate, Post-graduate Diploma, and Masters. In the design and running of the course we have attempted to use behavioural principles in the instructional materials, learning environments, and in the assessment of students learning. We utilise computer based instructional packages, direct instruction, and in particular, Precision Teaching approaches, such as SAFMEDS and Standard Celeration Charting. The course is a full one-year or can be taken on a part-time basis (either 2 or 3 years in duration). Each year we enroll approximately 25-30 students from a wide range of backgrounds: Early Autism Intervention Projects, challenging behaviour units, Social Services, Special Education, and new graduates. Our main aim is to make a significant contribution to training competent behaviour analysts. |
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| 51. The Wales Centre for Behaviour Analysis |
| Area: PRA; Domain: Applied Behavior Analysis |
| PAULINE HORNE (University of Wales, Bangor), J. Carl Hughes (Wales Centre for Behaviour Analysis), Stephen J. Noone (Wales Centre for Behaviour Analysis), Sandy Toogood (Wales Centre for Behaviour Analysis), Richard P. Hastings (Wales Centre for Behaviour Analysis), Marguerite L. Hoerger (Wales Centre for Behaviour Analysis) |
| Abstract: The Wales Centre for Behaviour Analysis (WCBA) was granted formal approved as a University of Wales Centre in September 2004. The aim of the WCBA is to contribute, through the application of behaviour analysis theory and methods, to the understanding of basic human learning processes and to establish positive behaviour change in children and adults using individual and larger-scale interventions. The rationale for creating a formal centre based at the University was to unite a number of existing applied and basic research streams with two significant developments in training and applied provisions in ABA at Bangor. The first of these is the newly established Masters level training in Applied Behaviour Analysis: the course was started in 2003 and is the first European BCBA approved Masters in ABA. The second development is the establishment of the Bangor Centre for Developmental Disabilities; this is a new school and residential provision that exists to provide a service to children with developmental disabilities and severe behaviour disorders through ABA. The WCBA holds regular open research and planning meetings designed to encourage collaboration between researchers and applied providers and dissemination of research and best practice. The WCBA aims to contribute significantly to the training of the next generation of basic and applied researchers through the Masters training course and other research, consultation, and training initiatives. |
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| #44 Poster Session - TBA |
| Saturday, November 26, 2005 |
| 5:00 PM–6:30 PM |
| Kowloon Ballroom |
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| 52. A Consultative Model for Providing Positive Behavior Supports to Rural/Underserved Schools |
| Area: TBA; Domain: Service Delivery |
| JIE ZHANG (Tennessee Technological University), John J. Wheeler (Tennessee Technological University), Amy Johnson (Tennessee Technological University), Bob A. Baggett (Tennessee Technological University), Richard S. Bumbalough (Tennessee Technological University), Morgan Chitiyo (Tennessee Technological University), Xiuchang Huang (Tennessee Technological University), Yanhui Pang (Tennessee Technological University) |
| Abstract: Classroom teachers and school personnel continue to be confronted with the question of how to successfully address the students’ challenging behavior in school settings. In the U.S.A., research and demonstration projects prompted by the IDEA Amendments of 1997 have prompted in-roads in the development of school- wide behavior support models aimed at preventing and proactively addressing the issue of challenging behavior. This poster will highlight a technical assistance project known as the Tennessee Technological University (TTU) Make a Difference Project. This funded initiative is aimed at the delivery of technical assistance and consultation in the area of positive behavior supports (PBS) to rural/underserved schools. The TTU Make a Difference Project provides behavioral consultation and support to the 23 county, 2 city and 1 federal education system within the Upper Cumberland region of the state; perhaps the area in greatest need given the rural isolation that exists. The poster session will emphasize the project’s design, methods for delivering technical assistance to regional schools, collaboration with school-based behavior support teams and families, and lastly, school-based, classroom-based and individual program outcomes and evaluation. |
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| Social Event/Reception |
| Saturday, November 26, 2005 |
| 7:00 PM–11:00 PM |
| Grand Ballroom 3 |
Please join us in the Grand Ballroom 3 at 7:00 pm for a cash bar and a demonstration of Chinese mask painting, followed by light appetizers. Later in the evening, Chinese performers, acrobats, musicians, and dancers will provide entertainment. Attendees will have an opportunity to enjoy Chinese traditional culture, catch up with old friends, and introduces themselves to colleagues in the field. Chinese attendees will have the opportunity to meet some distinguished scholars in the field of behavior analysis, including those ABA members highlighted in Appendix A (page 70). Volunteers will be available to walk with and serve as interpreters for Chinese attendees. |
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