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| #39 International Poster Session - AUT |
| Monday, August 13, 2007 |
| 5:00 PM–6:30 PM |
| Level 4 Lobby |
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| 1. A Comparison of Symbolic Play and Language Skills in Children. |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANGELIKA ANDERSON (Monash University), Georgia Graham (Monash University), Dennis W. Moore (Monash University) |
| Abstract: This research project aimed to investigate and compare the symbolic play skills of children with autism, developmentally delayed and typically developing children, and to investigate the importance of symbolic play for the development of language in children with autism and other developmental delays. Fifteen children recruited from the Elwyn Morey Centre at the Monash University and from the wider community, completed the Lowe and Costello Symbolic Play Test (1976) and existing measurements of language ability were analysed for children with autism or a developmental delay. It was hypothesised that children with autism would demonstrate a reduced capacity for symbolic play compared to the other children. It was also hypothesised that children displaying a deficit in symbolic play skills would also show limitations in their development and production of language. The results revealed no significant difference in the symbolic play skills across the three groups, but did demonstrate a significant difference in the language skills between children with autism and a developmental delay. A correlation between symbolic play and language in children with autism, but not in those with a developmental delay, was found. It is hoped the results of this study will further add to the understanding of the nature of play and language deficits in children with a diagnosis of autism, and highlight the importance of strategic intervention and teaching of play skills in children with autism. |
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| 2. Behavioral Intervention on Impulsive Behavior for a Child with Autism. |
| Area: AUT; Domain: Applied Behavior Analysis |
| SHINZO ISAWA (Hyogo University of Teacher Education), Yoshinobu Shikibu (Hyogo University of Teacher Education), Hironobu SHIMODA (Bunkyo University) |
| Abstract: This study was to conduct behavioral intervention for the impulsive problem behavior of a child with autism. Subject was chronological age of 11-6 and no utterance, and his development quotient was 17. Subject’s impulsive behavior was that he flicked the cup, glass and the dish which juice or soup was in and spilled it. Functional assessment was indicated that his problem behavior was function of escape and his characteristic was based on hypersensitivity. This training strategy was aimed being used and habituated to it for the cup of juice. (1)trainer was presented the cup to subject, (2)for 5 seconds, trainer was put it before subject, (3)trainer poured juice into the cup, (4)in the state that juice was in the cup, trainer counted 10. During to this (1)?(4), subject was demanded to be putting hands on his knee. It was reduced physical prompt by step by step. As for the result of this training, subject got possible to put his hand on his knee without physical prompt. His impulsive problem behavior was disappeared. It was considered by a point of view of being used to it to stimulation and the alternative behavior. |
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| 3. Evaluation of an In-Home Treatment Program for Pica. |
| Area: AUT; Domain: Applied Behavior Analysis |
| TREA DRAKE (Texas Young Autism Project), Gerald E. Harris (University of Texas, Texas Young Autism Project) |
| Abstract: A number of children with autism are also co-diagnosed with pica, a disorder that is often resistant to treatment and poses potentially significant health risks. The vast majority of the literature on ABA interventions for pica describes programs that are conducted in a strictly controlled setting, such as an institution. While such reports are informative, they fail to transfer treatment to the child’s natural environment. The present study evaluates an in-home behavioral intervention for an 8-year-old male diagnosed with autism and pica. A non-simultaneous, multiple-baseline design across environments was conducted to evaluate the treatment protocol. Data indicated that intervention was most effective when implemented in an in-situ format, whereby the behavior change agent observed the child’s pica behavior on a monitor from adjacent room only to enter the room when the child engaged in pica, in a baited environment. Pica occurrences were reduced to zero levels in all targeted environments. Observer reliability was calculated on 35% of the sessions resulting in an inter-observer agreement of 97%. |
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| 4. Fifteen Year Longitudinal Treatment Outcome: An Assessment of Speech and Play for 10 Children with Autism Ages 5 through 25. |
| Area: AUT; Domain: Applied Behavior Analysis |
| SARA J. GERSHFELD (Scripps College), Marjorie H. Charlop (Claremont McKenna College), Sarah Kuriakose (Pomona College), Aria Ash-Rafzedeh (Claremont McKenna College) |
| Abstract: Ten children who participated in an ABA treatment program beginning at the age of 5 or 6 for approximately 3 years had follow-up data collected for up to 15 years post-treatment. During this time, the children were videotaped in several conditions every 6 months to determine the course their treatment had on their behaviors. During the no treatment waiting list, the children had low frequencies of both play and speech. During treatment, gains in both speech and play were made. Of interest, is the course of the treatment gains of speech and play. Initially, the majority of the 10 children made the most progress in play, with more subtle progress in speech. However, when speech was acquired, it began to take the place of play, and as the child aged, the child demonstrated higher frequencies of speech and lower frequencies of play. We believe this crossover of speech and play demonstrates an age appropriate phenomenon. The results are discussed in terms of covariation of behaviors over time, the importance of age referenced criteria, and the establishment of “treatment responsiveness trajectories.” |
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| 5. Home-Based Early Intensive Behavioral Intervention for Children with Autism: A Randomized Controlled Study. |
| Area: AUT; Domain: Applied Behavior Analysis |
| YOSHIAKI NAKANO (Sophia University), Takahiro Yamamoto (Sophia University), Akiko Kato (Nakayoshi Kids Station), Maiko Miyazaki (Nakayoshi Kids Station), Mari Kashio (Nakayoshi Kids Station) |
| Abstract: We started a randomized controlled study to determine the impact of early intensive behavioral intervention on the development of young children with autism. The experimental group children receive a home-based 30-40 hours-a-week behavioral intervention for two years and the control group families receive a three-hour-consultation, two times a month at clinic and homes, for two years. In the first year, a boy with autism ( 3 yrs 7 mos, DQ 50) and a boy with PDD-NOS (3 yrs 10 mos, DQ 65) are randomly assigned to the experimental group, and three boys with autism (2 yrs 11 mos-3yrs 2 mos, DQ 47-67) and a boy with PDD-NOS (3yrs 3 mos, DQ 70) are assigned to the control group. The number of children increases by the end of the fifth year of our project. The intensive intervention consists of initial one-on-one structured teaching at home and assistance of gradual inclusion into regular kindergarten settings. Measures on IQ, SQ, VQ, DQ, and ELM, as well as direct observation of social behaviors in a structured setting are taken regularly for all participants. The first year IQ and ELM changes, and the curriculum contents are presented and discussed with reference to other EIBI studies. |
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| 6. Improving Symbolic Play in an Autistic Child through In-Vivo and Video Modelling. |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANASTASIYA SUETIN (Monash University), Angelika Anderson (Monash University), Dennis W. Moore (Monash University) |
| Abstract: A growing number of studies continue to support the idea of play being essential for children’s development in the areas of social and cognitive functioning. Symbolic play has been thought to foster the development of complex mental activities such as creativity, abstract thought, logical thinking and language. In children with autism, this form of play is marked by a striking deficit in symbolic function, lack of spontaneity and imagination. The aim of the present single-subject study was to test the proposed strategy for improving symbolic play in children with autism and to examine the influence of play development upon the non-targeted areas of verbal ability and joint attention. The training sessions, conducted three times per week for approximately 10 minutes duration, involved prompted imitation of modelled play scripts broken down into simple actions of functional play and object substitution. This was followed by independent play within a minimally structured environment. The in-vivo training was supplemented by daily preview of the video-modelled play scripts. Dependant measures included functional play, object substitution as well as concomitant changes in non-targeted areas of verbal expression and joint attention, considering the generalisation of these behaviours to free play settings. The results indicated an apparent increase in the percentage of object substitution acts performed, many of which involved creative innovation. A concomitant increase in context related utterances was also evident. The practical and theoretical implications of these findings are discussed with reference to the Theory of Mind hypothesis. |
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| 7. Increasing Symbolic Play in Children with Autism Using Pivotal Response Training. |
| Area: AUT; Domain: Applied Behavior Analysis |
| DENNIS W. MOORE (Monash University), Grace Leong (Monash University), Angelika Anderson (Monash University) |
| Abstract: Pivotal Response Training (PRT), a naturalistic behavioral intervention, focuses on increasing a child’s motivation to learn new skills. Children with autism have been shown to be delayed in their ability to play symbolically. Symbolic play is important for the treatment of autism as it may be a pivotal response behavior, pivotal to the development of language and social interaction. The aim of the present study was to assess the use of Pivotal Response Training (PRT) in increasing the symbolic play behaviours of a child with autism, and to evaluate concomitant changes in verbal language as well as social interaction. Results from the current study showed an overall increase in the amount of functional and symbolic play behaviour, concomitant improvements in social interaction and verbal language as well as generalization of gains in functional play and social interaction, indicating the effectiveness of using PRT in play training. |
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| 8. Teaching Symbolic Play to Children with Autism Using Pivotal Response Training. |
| Area: AUT; Domain: Applied Behavior Analysis |
| KATE TITSHALL (Monash University), Angelika Anderson (Monash University), Dennis W. Moore (Monash University) |
| Abstract: Pivotal Response Training (PRT) has been shown to increase motivation and learning for children with autism in a naturalistic learning environment. PRT focuses on teaching important pivotal skills, which are associated with change in non-targeted behaviours, specifically language development. The research assesses the effect of teaching symbolic play skills to a child with autism using PRT and examines changes in language, interaction skills, and theory of mind acquisition after symbolic play training as well as assessing generalisation and maintenance of the behaviour changes across settings, playmates, and toys. |
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| 9. The Effect of Teaching PECS to a Child with Autism on Verbal Behaviour, Play, and Social Functioning. |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANNEKE JURGENS (Monash University), Angelika Anderson (Monash University), Dennis W. Moore (Monash University) |
| Abstract: Research into the play of children with Autism Spectrum Disorder indicates profound difficulties in these individuals capacity to engage in both functional and symbolic play and these deficits are hypothesized to be related to the deficits in the language of children with autism. A means of assessing the nature of this relationship is to study the effectiveness of various intervention strategies. The Picture Exchange Communication System (PECS) is a widely utilized intervention strategy to teach communication skills to children with developmental delays, including autism. PECS is unique in that it incorporates the teaching of pivotal response behaviours, which have been demonstrated to lead to generalised improvements in other non-targeted behaviours. The aim of the present study was to assess the acquisition of PECS with a three-year old boy with autism using the established PECS training program, and to evaluate concomitant changes in spoken language, social-communicative behaviours, problem behaviour, and functional and symbolic play. Results indicated that the participant rapidly acquired the criterion behaviours for Phases 1 to 3 of the PECS program, demonstrated increases in the number and length of spoken utterances during training and free-play, and demonstrated generalized improvements in social-communicative behaviours, functional play and guided symbolic play. Implications of these results and directions for future research are discussed. |
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| #40 International Poster Session - CBM |
| Monday, August 13, 2007 |
| 5:00 PM–6:30 PM |
| Level 4 Lobby |
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| 10. Neurofeedback or ABA in Improving Attention for Children with ADHD. |
| Area: CBM; Domain: Service Delivery |
| JEONGIL KIM (Lotus Flowers Children Center, South Korea), Sang Bok Lee (Daegu University, South Korea), Yunhee Lee (Lotus Flowers Children Center, South Korea), Ok Ja Lee (Lotus Flowers Children Center, South Korea), Soo Ok Song (Lotus Flowers Children Center, South Korea), Weon Ok Koo (Daegu University, South Korea), Mihyang Choi (Daegu University, South Korea), Eun-Jung Lee (Daegu University, South Korea) |
| Abstract: Alpha-theta neurofeedback has been shown to produce significant improvement in their attention and performance for children with ADHD. The current study aimed to compare the effectiveness between neurofeedback and applied behavior analysis in improving attention for children with ADHD. Fifteen of elementary school boys with ADHD were allocated to three groups, one receiving neurofeedback, one ABA, and one combined |
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| 11. A Comprehensive Approach to Functional Encopresis. |
| Area: CBM; Domain: Service Delivery |
| WILLIAM J. WARZAK (University of Nebraska Medical Center), Margaret T. Floress (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Functional encopresis represents a very difficult health and hygiene problem for parents and professionals alike. A variety of approaches have been used to deal with this problem including pharmacological, physiotherapy, and behavioral intervention. Nevertheless, encopresis may be quite refractory to treatment. We present the case of a 9-year-old male diagnosed with encopresis (with toileting refusal) who had been provided an assortment of interventions without success. He had been treated with Miralax, prescribed by his physician, and had been seen by a physical therapist for a series of sessions that focused on kegel exercises and behavioral contracting. We conceptualize functional encopresis as a bio-behavioral problem that requires a comprehensive assessment and multi-modal approach to therapy. We describe the elements of a comprehensive assessment of encopresis, including functional assessment of toileting episodes at home and at school, a diet diary, and stool record. We then present an integration of contingency management (with elements of shaping, positive and negative reinforcement), dietary management, and environmental rearrangement to effectively address this child’s encopresis. |
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| 12. Early Intervention for Externalising Behaviours in Children: The CAMHS and Schools Program. |
| Area: CBM; Domain: Service Delivery |
| LOUISE L. HAYES (University of Ballarat) |
| Abstract: The CAMHS and Schools program provides a multi-component treatment for young children with disruptive behaviours. This approach has been implemented in Victoria Australia and is a forerunner for similar programs. The program aims to reduce problem behaviour in schools and in the home by using empirically supported behavioural interventions with parents and teachers. It is also a vehicle for collaboration to occur between mental health services and schools. Results from the first two years of this service have shown that significant behaviour changes can occur in children. This poster will present information on the skill development strategies used with parents and teachers based on functional assessment of children's behaviours. The successes and difficulties of teaching behavioural programs in schools will be compared with quantitative outcomes on children's behaviour. |
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| 13. Evaluation of the Family History of Drinking Problems Matching Hypothesis on the Efficacy of a Stepped-Care Cognitive-Behavioral Motivational Model for College Students with Alcohol Problems. |
| Area: CBM; Domain: Applied Behavior Analysis |
| HORACIO QUIROGA ANAYA (National Autonomous University of Mexico), Juan Jose Sanchez Sosa (National Autonomous University of Mexico), Maria Elena Teresa Medina-Mora Icaza (Instituto Nacional de Psiquiatría), Carlos F. Aparicio (University of Guadalajara, Mexico) |
| Abstract: This poster describes the evaluation of the family history of drinking problems matching hypothesis on the effectiveness of a stepped care cognitive-behavioral motivational model for the treatment of college students with alcohol problems (Quiroga, 2003) integrated with the following specific treatment programs: 1. Brief alcohol screening and intervention for college students (BASICS), Dimeff, Baer, Kivlahan & Marlatt (1999); 2. Guided Self-change Treatment (GSC), Sobell & Sobell, 1993); and Structured Relapse Prevention (SRP), Annis, Herie & Watkin-Merek (1996). Eighteen alcohol consumers college students from the National Autonomous University of México (UNAM) voluntary ask for treatment (12 men and six women) between 18 to 35 years old) that varied within a range from alcohol abuse to severe dependence. Participants did not required residence treatment, neither presented psychiatric or addictive commorbility. They were matched to each specific treatment modality in accordance with alcohol problem severity, chronicity, drinking patterns, and alcohol related problems and were divided in three groups of six students each one: (4 men and 2 women) in accordance with established characteristics. Every modality was evaluated with each type of consumers: abuse, mild to moderate dependence and substantial to severe dependence, using a “Multiple Base Line Design Across subjects”. Outcome data evaluation included diverse indicators on consumption patterns and alcohol problems for the evaluation of the family history of drinking problems matching hypothesis. |
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| 14. Testing the Behavioural Model of Anxiety-Depression with Prostate Cancer Patients. |
| Area: CBM; Domain: Applied Behavior Analysis |
| CHRISTOPHER F. SHARPLEY (LifeWorkPlay), David Harry Christie (East Coast Cancer Centre) |
| Abstract: Behavioural models of depression suggest that it serves the function of helping the individual to withdraw from unpleasant stimuli. While several studies exist that provide data on this model’s application to selected individuals, there are few reports of it being applied to a large and homogeneous sample. This study presents data from separate standardised scales of anxiety and depression collected on 195 Australian men who had received a diagnosis of prostate cancer. Twelve percent of the sample was classified as having clinically significant levels of anxiety and 16 percent had similar levels of depression. Data were analysed separately for anxiety and depression and also by combining both scales into a single unit to assess the construct of “anxiety-depression”. To test the behavioural model of anxiety-depression, the underlying component structure of that unit was examined via factor analysis. Four major components were found, which reflected a process of: loss of functional capacity, worthlessness and hopelessness, fear and somatic symptomatology. Relevance of these to the behavioural model of depression and implications for clinical practice with this population are discussed. |
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| #41 International Poster Session - CSE |
| Monday, August 13, 2007 |
| 5:00 PM–6:30 PM |
| Level 4 Lobby |
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| 15. Condom Use, Attitudes, and Promotion among First-Year University Students. |
| Area: CSE; Domain: Service Delivery |
| LOUIS S. LELAND JR. (University of Otago), Johanna Ilona Dean (University of Otago), Rosalina Richards (Department of Social and Preventive Medicine, University of Otago) |
| Abstract: We looked at the development of effective condom promotions for young adults in two ways: Firstly, by investigating determinants of the use or avoidance of condoms; secondly, we evaluated an existing safer-sex intervention, that employs theoretical constructs that have proved successful applied to other behaviours - i.e. increasing desirable behaviours by providing the relevant behavioural stimulus and decreasing the effort it takes to comply. Eighty-eight first-year university students completed two anonymous questionnaires. Fifty participants reported having received a Health Promotions Centre-produced Get A G.R.I.P. pack at orientation five months prior to the study, while 38 had not. These packs contained (among other things), information on safer-sex and a sample condom. Results suggested that Get A G.R.I.P. packs were an effective way to increase the use of condoms. Sexually active participants were more likely to report using a condom for first sexual intercourse, after receiving a pack than were those who did not receive one. Condom use was not found to be specifically associated with attitudes towards condoms, but was predicted by perceived risk of STDs. Attitudes towards condoms were found to differ by gender only on one domain: women were more favourable about condoms in terms of ‘Ease of Use’. |
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| #42 International Poster Session |
| Monday, August 13, 2007 |
| 5:00 PM–6:30 PM |
| Level 4 Lobby |
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| 16. Opinions and Suggestions about the Problem Behaviors Regular Education Teachers Working with Children Mental Retardation in Regular Schools Encounter. |
| Area: DDA; Domain: Applied Behavior Analysis |
| NURAY ONCUL (Anadolu University), Aysun Colak (Anadolu University) |
| Abstract: The purpose of the present study will to analyze the opinions and suggestions of regular education teachers who had children with mental retardation in their classroom, about the inclusion opinions, children with mental retardation problem behaviors, they live in and the solutions they try to find out in order to overcome this problems in their classroom. The study will designed descriptively and semi-structured interviews will conducted with 20 regular education teachers and the interview data will analyzed quantitatively. |
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| 17. The Effectiveness of Least Prompting Instruction in the Shoe Wearing Skills to Children with Mental Retardation. |
| Area: DDA; Domain: Applied Behavior Analysis |
| GOZI ACAR (Anadolu University), Cimen Acar (Anadolu University), Aysun Colak (Anadolu University) |
| Abstract: The general purpose of this investigation is to determine the effectiveness of least prompting instruction on shoe-wearing. Four children attended group education class for four days in a week at the Research Institute for the Handicapped in Anadolu University, subjects of the study. All the sessions of the study was conducted at the entrance of the school with an application with one-to-one instruction.
The experimental design of this investigation is multiple probe design across subjects. The dependent variable of the study is the shoe-wearing skill. The independent variable of the study is least prompting instruction. Everday two instruction sessions are conducted. In each probe session, three trials were conducted with the task analysis. The instruction of shoe wearing skill consisted of all steps in the task analysis. In each training session, three trials are conducted with the task analysis. Inter trials interval is 3ec, and inter responses interval is 5ec. The hierarchy of controlling stimuli are determined as partial physical prompt, modelling + verbal prompt and gestural prompt. The criterion for passing to a lower controlling stimulus is identified as %100 in three successive trials. The data of effectiveness, the reliability between observers and reliability of application will be gathered, recorded and analysed. |
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| #43 Poster Session - DEV |
| Monday, August 13, 2007 |
| 5:00 PM–6:30 PM |
| Level 4 Lobby |
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| 18. Effects of the Eden Model on Engagement and Affect of Elders with Dementia. |
| Area: DEV; Domain: Applied Behavior Analysis |
| LINDA A. LEBLANC (Western Michigan University), R. Mark Mathews (University of Sydney), Allison A. Jay (Western Michigan University), Jonathan C. Baker (Western Michigan University) |
| Abstract: The Eden Model of care has become a widely adopted approach to designing special care units for elders with dementia, in spite of relatively little empirical support for the specific effects of the model. The model involves incorporation of homelike environments, pets, and specialized staff training into the structural and organizational design of long-term care settings. Data are presented from three years of direct observation behavior mapping that focuses on resident engagement and affect, and staff-resident interactions in an Eden model special care unit. Engagement and affect are examined in relation to proximity and use of Eden model features. Data are also presented on staff and family satisfaction related to aspects of the Eden model. Directions for future research on the Eden model are discussed. |
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| #44 International Poster Session - EAB |
| Monday, August 13, 2007 |
| 5:00 PM–6:30 PM |
| Level 4 Lobby |
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| 19. Analysis of Teaching Practice as Individual Performance Socially Regulated. |
| Area: EAB; Domain: Experimental Analysis |
| LILIANA LETICIA DÍAZ GÁMEZ (Universidad de Guadalajara), Maria Elena Rodriguez Perez (Universidad de Guadalajara) |
| Abstract: Ribes, Moreno and Padilla (1996)* have established a model to understand scientific practice as individual performance in the field of social practices established and consensued in a given epistemological community.
Adaptations have been made in order to outline a teaching practice model in which this is considered as a concrete and idiosyncratic activity within an educational project of social and cultural nature.
The teaching practice model outlined take into consideration four fundamental elements that interact among each other to comprehend teacher performance:
1. Teachers’ beliefs about how the world is organized and the nature of knowledge.
2. Language-games about education.
3. Teaching abilities and competences.
4. Educational theory and implicit concepts held by teachers.
In order to evaluate the teaching model described, an experimental methodology will be used to vary parametrically the different variables regarding the elements of the model. Preliminary results will be discussed.
* Ribes E., Moreno, R. and Padilla, A. (1996). Un análisis funcional de la práctica científica: extensiones de un modelo psicológico. Acta comportamentalia, 4, 205-235. |
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| 20. Delay Discounting as a Predictor of Response Disruption Following Negative Incentive Shift. |
| Area: EAB; Domain: Experimental Analysis |
| DEAN C. WILLIAMS (University of Kansas), Adam T. Brewer (University of Kansas), Patrick S. Johnson (University of Kansas), Megan McCusker (University of Kansas), Adam D. Pyszczynski (University of Kansas), Gregory J. Madden (University of Kansas) |
| Abstract: Impulsivity was assessed in 24 Wistar rats. Each rat was exposed to choice between one pellet immediately and three pellets over a series of delays of 15 s, 10 s, 5 s, and 0s. Using an area-under-the-curve analysis, subjects were assigned to high and low impulsive groups (top and bottom 25th percentiles). |
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| 21. Effects of Differential Feedback of Verbal Performance in a Conditional Discrimination Task. |
| Area: EAB; Domain: Experimental Analysis |
| MARIA ELENA RODRIGUEZ PEREZ (Universidad de Guadalajara), Mario López Islas (Universidad de Guadalajara) |
| Abstract: In previous research using descriptions in matching-to-sample tasks, three different types of descriptions have been used: instance descriptions (describing a particular comparison stimulus), modal descriptions (describing the shared properties of matching and comparison stimuli) and relation descriptions (using the words “identical”, “similar” or “different” to describe the relationship between the matching and comparison stimuli). In experiments using descriptions of the second order stimuli or verbal matching responses; there is not a clear relationship between abstract responses and high scores in the task. Moreover, differential training of the different types of descriptions did not successfully establish a preference of verbal responding in transfer tests. The present research used verbal matching response training with and without differential feedback of the types of descriptions in order to evaluate its effects on the preferences of verbal response in intramodal, extramodal and extradimensional transfer tests with verbal matching responses. Results will be discussed in terms of the role of language in the learning of conditional discrimination. |
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| 22. Effects of the Number of Required Responses on Win-Shift/Lose-Stay Performances in a Concurrent-Chains Procedure. |
| Area: EAB; Domain: Experimental Analysis |
| TAKU ISHII (Keio University, Japan), Takayuki Sakagami (Keio University, Japan) |
| Abstract: Pigeons chose between two identical white response keys in a discrete-trial procedure. In each trial, completing a fixed-ratio schedule on either key led to a signaled delay followed by food presentation. The duration of the delay was one second on one key and nine seconds on the other. Because this assignment of the delays was reversed after each trial, pigeons had to stay on the same key after obtaining food with the longer delay (lose-stay) and shift to the other key after obtaining food with the shorter delay (win-shift) in order to pursue the shorter delay of reinforcement. When the pigeons made win-shift choices in five or more successive trials, the assignment of the delays was not reversed probabilistically in one trial, so that the pigeons had opportunities to make lose-stay choices. The number of responses required for the fixed-ratio schedule was changed across conditions. Results showed that the win-shift/lose-stay performances were more accurate when the requirement was moderate than when the number of responses required was too few or too many. This may mean that moderate requirements of responses make choice behavior more discriminable, but this effect is disturbed when more responses are required. |
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| 23. Extinction-Induced Variability in Non Contingent Dimensions of a Response. |
| Area: EAB; Domain: Experimental Analysis |
| JAMES MCEWAN (University of Waikato) |
| Abstract: When an organisms behavior is no longer effective that behaviour will become more variable, sometime referred to as extinction responding. This variability in behaviour is essential if new responses are to be acquired. Most behaviours have more than one dimension for example the pigeon’s peck has force, location, rate and velocity. In a typical extinction experiment the contingent behavioural dimension, typically rate of responding, is examined before and after the removal of reinforcement, but other dimension of the behaviour are not examined. The present study examines more closely what exactly varies during extinction by examine the impact of reinforcement withdrawal on non contingent dimension of the response as well as the contingent dimension. |
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| 24. Maternal Nutrition and Choice. |
| Area: EAB; Domain: Experimental Analysis |
| MICHAEL C. DAVISON (University of Auckland), Narisa Evelyn Marrett (University of Auckland) |
| Abstract: Four different groups of 8 rats were compared, of various combinations of nutritional and diet-based interventions. The overnutrition control (ONC) group of rats was exposed to an early post-natal nutritional increase; the Ad-Lib control (ADC) group of rats was exposed to no increase, the Overnutrition-HighFat (ONH) to an increase plus a high-fat diet, and the Ad-Lib HighFat (ADH) to a high-fat diet. The rats were exposed to three 31-step PRBS schedules that varied reinforcer magnitude, reinforcer delay, and reinforcer rate. Lag 0 sensitivity was greatest for reinforcer rate, and least for reinforcer delay. Local changes after delayed reinforcers showed a difference between ADC rats and all other groups, but there were no other obvious differences. |
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| 25. Preference Pulses: The Effects of Post-Reinforcer Blackouts. |
| Area: EAB; Domain: Experimental Analysis |
| MICHELLE E. BANICEVICH (University of Auckland), Michael C. Davison (University of Auckland), Douglas Elliffe (University of Auckland) |
| Abstract: Preference pulses are short-term and often extreme changes in choice following reinforcement, normally for the just-reinforced response. While initially interpreted as a local effect of the last reinforcer location, recent research has reported pulses towards the not-just-reinforced response. This experiment shows the effect on preference pulses of 5 durations (2.5, 5, 10, 20, and 30 s) of blackout – periods where no reinforcers are delivered, signaled by the offset of all experimental stimuli. It was found that increasing blackout duration creates pulses that are increasingly nondifferential towards the richer (as opposed to most recent) alternative. A possible explanation of the corresponding change in probability of reinforcement immediately after blackout is also investigated. |
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| 26. Schedule Performance in African Penguins (Spheniscus Demersus). |
| Area: EAB; Domain: Experimental Analysis |
| KAZUCHIKA MANABE (Nihon University, Japan), Takashi Kawashima (Nihon University, Japan), Kiyoshi Asahina (Nihon University, Japan), Kenji Okutu (Yokohama Hakkeijima Sea Paradice) |
| Abstract: Two African penguins were trained to turn on a joy-stick using their beaks under VI-20S and FI-20S schedules. Additional penguins were trained to respond to four different manipulandum, joy-stick, chain, foot-switch and a touch switch using infra-red, under a concurrent schedule. Their responses were similar to those of the other species under the similar reinforcement schedules. |
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| 28. The Effect of Session Length on the Performance of Hens Under Fixed Ratio Schedules. |
| Area: EAB; Domain: Experimental Analysis |
| JENNIFER M. KINLOCH (University of Waikato, New Zealand), Therese Mary Foster (University of Waikato, New Zealand), Catherine E. Sumpter (University of Waikato, New Zealand), William Temple (University of Waikato, New Zealand) |
| Abstract: Hens responded under fixed ratio schedules with a range of session lengths: 2 hr, 1 hr, 40 min, and 10 min. In each cycle the fixed ratio requirement started at 1 and was doubled each session until a hen received no reinforcers in a session, the fixed ratio was then returned to 20 for that hen for the next few sessions, until all hens had completed that fixed ratio cycle. There were two cycles of fixed ratios at each session length. Comparison of response patterns under early and late parts of the different length sessions will be presented, together with a demand analysis of these data. |
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| 29. The Efficacy of Behavioral Contracting in Increasing Compliance in Students Having Attention Deficit Hyperactivity Disorder. |
| Area: EAB; Domain: Applied Behavior Analysis |
| PHILIP M. KANFUSH (Saint Vincent College) |
| Abstract: An investigation of the effectiveness of behavioral contracting as an intervention strategy for increasing compliance in students having ADHD, this study, using an ABAB design, illustrates the use of behavioral contracting in managing the non-compliant behavior of an 11 year old Caucasian male having Down Syndrome and ADHD. |
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| 30. The Reinforcing Properties of an Imprinted Stimulus for Chicks: II. An Imprinted Stimulus as a Conditioned Stimulus. |
| Area: EAB; Domain: Experimental Analysis |
| TETSUMI MORIYAMA (Tokiwa University, Japan), Shun Goto (Tokiwa University, Japan) |
| Abstract: An imprinted stimulus functions as a reinforcer of an arbitrary operant response. The purpose of the present study was to investigate the reinforcing properties of the imprinted stimulus comparing with those of food for chicks. This study replicated our previous study. The chicks’ behaviors investigated in the present study were their preferences for each reinforcer and the key-peck operant response reinforced by each stimulus. The results showed that newly hatched chicks preferred the red moving box as 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, the pattern of key-peck responses reinforced by the imprinted stimulus was sporadic and different from that of the key-peck responses reinforced by food.
Rather the pattern was similar to that of the key-peck responses reinforced by the conditioned reinforcer associated by food. These results were exactly same as those of our previous study. Thus we conclude that the reinforcing properties of the imprinted stimulus are different from those of food for chicks. |
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| 31. The Sensitivity of Behavior for the Change of Contingency Which Was Acquired without Error. |
| Area: EAB; Domain: Experimental Analysis |
| KANAME MOCHIZUKI (Teikyo University, Japan) |
| Abstract: Eight undergraduates acquired a stimulus relation with the following three methods: (1) Direct training with matching to sample (MTS) procedure, (2) Verbally instructed with a graphical illustration, (3) Emerged as a transitivity relation by the stimulus equivalence relations which was trained with MTS. After they acquired the original stimulus relation completely, they were trained a new stimulus relation with MTS. The sensitivity for the new relation was measured by the number of trials required for training and the number of errors. The sensitivity was high in both direct training and emerged group and low in verbally instructed group. The results suggests that the experience of error in original learning has an influence on the sensitivity for the change of contingency. |
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| #45 International Poster Session - EDC |
| Monday, August 13, 2007 |
| 5:00 PM–6:30 PM |
| Level 4 Lobby |
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| 32. Improvement of Submission Ratio of Paper Works by Performance Management Technique in Child Care Students. |
| Area: EDC; Domain: Applied Behavior Analysis |
| MAORI GONDO (Kinki University Toyooka Junior College) |
| Abstract: Submitting routine paper works and paper reports on time are fundamental and essential skills for the staff working at the child care facilities. This simple rule however, is not acquired by college students especially for freshman. To improve their performance in submission, performance management technique was used for the practical training period at the facility. Submitting necessary documents to college on time was defined as a target behavior. Students were given a questionnaire about what they have to do. They also were provided check lists which described all behavioral process in summation of documents. In addition to these materials, they were asked to confirm these completion of submission each other in small group (group contingency). There are three deal lines of submitting papers to collage during practical training period. ABA design was used; the interventions were done in the first and the third deal lines. Student’s submission ratio was 100% for two sessions used this intervention and 80% for the session without this intervention. Hundred submission ratios was first phenomenon for last ten years at this collage. This result indicates an availability of intervention using performance management technique. |
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| 33. Personalized System of Instruction: Some Aversive Contingencies. |
| Area: EDC; Domain: Experimental Analysis |
| JOAO CLAUDIO TODOROV (Universidad Catolica de Goias), Marcio Moreira (Instituto de Educacao Superior de Brasilia) |
| Abstract: Introductory courses in learning, motivation and history of psychology were designed using Keller's personalized system of instruction as it was originally used in the University of Brasilia in 1964. There was no time limit for completion of all study units. One student took more than 80 weeks to finish a 16-weeks course, with long pauses between tests. Procrastination decreased dramatically when punished with fees, with a later addition of class attendance as a requirement. |
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| 34. The Effects of Two Techniques on Student Participation with African American Boys with Emotional and Behavioral Disorders. |
| Area: EDC; Domain: Experimental Analysis |
| KAREN B. PATTERSON (University of North Florida), Janice Seabrooks-Blackmore (University of North Florida), Susan Syverud (University of North Florida) |
| Abstract: The purpose of this study was to evaluate the effects of two active responding techniques (i.e., hand raising, response card) on student participation and on-task behavior in African American boys with emotional and behavioral disorders. Data were collected on six fourth grader's active responding, on-task, and inappropriate behaviors during mathematics instruction. An alternating treatment design was used to examine the effects of the independent variable. Result indicated that the response card technique was more efficient for all six participants across all dependent measures. |
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| 35. The Use of Video Modeling with Intermittent Coaching and Feedback for Staff Training in Presentation/Training Skills. |
| Area: EDC; Domain: Applied Behavior Analysis |
| CYNTHIA R. BLACKLEDGE (Lizard Children's Centre), Elizabeth Watson (Lizard Children's Centre and Woodbury School) |
| Abstract: As Behavior Analysis has disseminated across various countries, initial training efforts have been hampered by the dearth of trained professionals. The area of staff training becomes paramount in expanding the number of trained personnel in any one geographic area or discipline. For those organizations addressing the issue of minimal trained staff, modifications in exemplar training methods are made while integrity of treatment outcomes attempts to be preserved.
The use of video modeling with staff in an effort to increase the number of trained professionals at an intensive behavioral treatment program was examined. The skill examined was providing presentations and workshops on basic intervention skills (educational and behavioral) for an intensive behavioral treatment program. The video modeling was supplemented with intermittent coaching on presentations (outside of the presentation / workshop) and feedback (written evaluations by attendees and infrequent observations by trained staff). Behaviors for a successful presentation were identified and then measured in a self-monitoring format as well as during the infrequent observations (in-vivo and via video sampling). This modification of typical modeling, coaching, prompting, and extended training interventions was implemented in an effort to increase trained professionals using the minimal number of trained staff available. |
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| 36. Use of Siblings as a Motivational Operation in Food Refusal Programs for Children. |
| Area: EDC; Domain: Applied Behavior Analysis |
| CYNTHIA R. BLACKLEDGE (Lizard Children's Centre), Michelle A. Furminger (Lizard Children's Centre) |
| Abstract: Feeding refusal, both food and liquid forms, has been investigated more thoroughly over the past twenty years. Previous research suggests that positive reinforcement alone is insufficient for increasing consumption, and that escape extinction often is necessary to increase and maintain food acceptance. NCR may decrease inappropriate behavior for some participants in feeding programs.
In this present study two children, ages 4 and 7 years, were participating in feeding refusal programs with the goal of establishing flexibility in their eating and drinking repertoires. Escape extinction with NCR was implemented. Due to the challenging behaviors observed with each child and the concerns of program implementation with family members an additional component, each child’s sibling joining the program and functioning as a motivational operation, was added. The latency to eating each bite of food and the challenging behaviors observed for both children decreased significantly. In addition, the number of food items, the variety of food items and the rate of mastery for food items with each child increased. |
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| 37. Using ‘Behavioural Consultation’ to Address Behavioural Difficulties in a High School Setting. |
| Area: EDC; Domain: Service Delivery |
| TRUDY POCOCK (University of Waikato, New Zealand) |
| Abstract: High schools can be difficult educational facilities to work in because of the complexity of their structures, their size, and the number of teachers that have contact with any one student. The purpose of this presentation is to outline how a behavioural consultation method was used to address the behavioural needs of a class of low-achieving students in a local New Zealand high school. The main challenges that had to be faced will be covered. Data will also be shared that demonstrates how professional development provided to key teachers affected both individual teacher’s and the students’ overall behaviour in the classroom. Longitudinal data will demonstrate how well these effects were maintained over time. |
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| #47 Poster Session - TBA |
| Monday, August 13, 2007 |
| 5:00 PM–6:30 PM |
| Level 4 Lobby |
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| 38. Teaching Educators Functional Assessment Procedures. |
| Area: TBA; Domain: Applied Behavior Analysis |
| TRUDY POCOCK (University of Waikato, New Zealand) |
| Abstract: The current study evaluated a training protocol in which educators learned to use direct methods of functional behavior assessment. Educators recorded A-B-C (Antecedent-Behavior-Consequence) data, developed hypotheses regarding the function of the behavior, calculated conditional probabilities, and identified functional interventions. Participant's accurate recording of A-B-C data and accurate analysis of the data served as the dependent measure.
A multiple-baseline design across groups of participants (i.e., ten teachers) provided assessment of skill acquisition during baseline and training phases. During baseline and training phases, participants watched videotaped scenarios depicting a student displaying disruptive behaviors in a classroom setting. Following the baseline phase, the primary investigator provided a training presentation and verbal performance feedback. The training phase provided a measure of the effect of the training presentation and verbal performance feedback. During baseline, most participants did not exceed 95% accuracy when recording A-B-C data. Seven participants achieved at least 95% accuracy following training. There are limitations of the current study. For example, data collection following the training presentation and verbal feedback was limited to two data points. The results of the current study provide empirical support to the effectiveness of verbal performance feedback in training participants to collect functional assessment data. |
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