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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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