bluuebunny/crossref_metadata_2025 huggingface dataset:
EFFECTS AND SIDE EFFECTS OF DRO AS TREATMENT FOR SELF‐INJURIOUS BEHAVIOR
Authors: Cowdery Glynnis Edwards , Iwata Brian A. , Pace Gary M.
Published: March 2006

A three‐part controlled case study is presented in which severe and longstanding self‐injurious behavior exhibited by a 9‐year‐old‐boy was treated successfully with differential reinforcement of other behavior. In Phase 1, an experimental analysis demonstrated that the boy's scratching was not maintained by environmental contingencies; instead, it appeared that the self‐injurious behavior was a stereotypic (automatically reinforced) response. In Phase 2, the effects of an escalating differential‐reinforcement‐of‐other‐behavior schedule mediated through token reinforcement (pennies) were evaluated in a reversal design. Results showed that differential‐reinforcement‐of‐other‐behavior eliminated self‐injurious behavior very quickly and for periods of time as long as 30 min. A noteworthy side effect observed during Phase 2 was the occurrence of crying behavior following the nondelivery of reinforcement. In Phase 3, the token program was gradually extended in 30‐min increments throughout the day. Additionally, results of a brief multielement manipulation showed that the effects of token reinforcement were superior to those of a more easily administered differential reinforcement of other behavior based on social reinforcement, which differed little from baseline.
BEHAVIORAL MOMENTUM IN THE TREATMENT OF ESCAPE‐MOTIVATED STEREOTYPY
Authors: Mace F. Charles , Belfiore Phillip
Published: March 2006

Descriptive and experimental analyses of stereotypy by a woman with severe mental retardation showed that the behavior was maintained by escape from demands. A sequence of high‐probability requests issued immediately prior to a task‐related request established a momentum of compliance that increased compliance with task‐related demands. Increases in compliance were accompanied by collateral reductions in stereotypic behavior. A mechanism of response covariation, called functional incompatibility, and an animal analogue study for testing the validity of this mechanism are proposed.
EFFECTS OF CHOICE MAKING ON THE SERIOUS PROBLEM BEHAVIORS OF STUDENTS WITH SEVERE HANDICAPS
Authors: Dyer Kathleen , Dunlap Glen , Winterling Vincent
Published: March 2006

This study assessed the impact of choice making on the serious problem behaviors of 3 students with severe autism and/or mental retardation. In the context of within‐subject reversal designs, the results showed consistently reduced levels of problem behaviors (e.g., aggression) when the students were given opportunities to make choices among instructional tasks and reinforcers. Additional data showed no systematic differences in the rate of correct responding between the two conditions. The results are discussed in relation to the continuing search for effective, nonintrusive solutions to the occurrence of serious problem behavior.
EFFECTS OF ACTIVE STUDENT RESPONSE DURING ERROR CORRECTION ON THE ACQUISITION, MAINTENANCE, AND GENERALIZATION OF SIGHT WORDS BY STUDENTS WITH DEVELOPMENTAL DISABILITIES
Authors: Barbetta Patricia M. , Heron Timothy E. , Heward William L.
Published: March 2006

We used an alternating treatments design to compare the effects of active student response error correction and no‐response error correction during sight word instruction. Six students with developmental disabilities were provided one‐to‐one daily sight word instruction on eight sets of 20 unknown words. Each set of 20 words was divided randomly into two equal groups. Student errors during instruction on one group of words were immediately followed by the teacher modeling the word and the student repeating it (active student response instruction). Errors on the other group of words were immediately followed by the teacher modeling the word while the student attended to the word card (no‐response instruction). For all 6 students, the active student response error‐correction procedure resulted in more words read correctly during instruction, same‐day tests, next‐day tests, 2‐week maintenance tests, and generality tests (words read in sentences).
EFFECTS OF SIGNALING INVASIVE PROCEDURES ON A HOSPITALIZED INFANT'S AFFECTIVE BEHAVIORS
Authors: Derrickson Janice G. , Neef Nancy A. , Cataldo Michael F.
Published: March 2006

We report the effects of using a visual and auditory stimulus signaling impending painful medical procedures versus “safe” periods on the affective behavior of a hospitalized infant. The results of a reversal design suggested that the signaling procedures increased positive behaviors and decreased negative behaviors during both noninvasive and invasive caregiver events.
THE APPLICATION OF NATURALISTIC CONVERSATION TRAINING TO SPEECH PRODUCTION IN CHILDREN WITH SPEECH DISABILITIES
Authors: Camarata Stephen
Published: March 2006

The purpose of this experiment was to test the effectiveness of including speech production into naturalistic conversation training for 2 children with speech production disabilities. A multiple baseline design across behaviors (target phonemes) and across subjects (for the same phoneme) indicated that naturalistic conversation training resulted in improved spontaneous speech production. The implications of these findings are discussed relative to existing models of speech production training and other aspects of communication disorders.
STIMULUS (INSTRUCTIONAL) FADING DURING EXTINCTION OF SELF‐INJURIOUS ESCAPE BEHAVIOR
Authors: Pace Gary M. , Iwata Brian A. , Cowdery Glynnis Edwards , Andree Peter J. , McIntyre Therese
Published: March 2006

Three individuals with developmental disabilities were exposed to a series of assessment conditions to identify the source of reinforcement for their self‐injurious behavior. In each case, self‐injury occurred most often in instructional (demand) situations containing a brief time‐out from the task contingent on self‐injury, indicating that the behavior was an escape response (i.e., maintained by negative reinforcement). Treatment was implemented in a multiple baseline across subjects design and consisted of extinction (prevention of escape) plus instructional fading (initial elimination of instructions followed by their gradual reintroduction). Results showed that the combined treatment produced immediate and large reductions in self‐injury that were maintained as the frequency of instructions was increased across sessions to match the original baseline rate of presentation. Results of a component analysis conducted with 1 subject suggested that stimulus fading accelerated the behavior‐reducing effects of extinction.
EVALUATION OF A SOCIAL INTERACTION COACHING PROGRAM IN AN INTEGRATED DAY‐CARE SETTING
Authors: Hendrickson Jo M. , Gardner Nancy , Kaiser Ann , Riley Ann
Published: March 2006

We used a multiple baseline design across teachers (with a reversal phase for 1 teacher) to evaluate the direct and indirect effects of a structured coaching procedure on the teaching behaviors of 3 day‐care teachers. Structured coaching preceding daily caregiver routines resulted in (a) substantial increases in adult delivery of behavioral support of social interaction during group activities with 2‐ and 4‐year‐old children and (b) marked collateral increases in positive interactions of socially withdrawn children. Long‐term maintenance effects were demonstrated by both the teachers and target children, and social validity measures indicated that the teachers rated coaching very positively on several dimensions. The results are discussed in relation to in‐service training of day‐care staff, the concept of coaching as a setting event, and the dissemination of teaching technology related to social interaction of young children.
TEACHER USE OF DESCRIPTIVE ANALYSIS DATA TO IMPLEMENT INTERVENTIONS TO DECREASE STUDENTS' PROBLEM BEHAVIORS
Authors: Lalli Joseph S. , Browder Diane M. , Mace F. Charles , Brown D. Kirby
Published: March 2006

We conducted two field studies using a behavioral consultation approach to reduce children's problem behaviors in public school settings. The first study consisted of a descriptive analysis in which the students and their teachers were observed during naturally occurring classroom activities. The results of the descriptive analysis provided hypotheses regarding the operant function of the students' problem behaviors. The hypotheses were tested in the second experiment directly through a modified experimental analysis and indirectly through an evaluation of the treatment effects. The interventions were designed to disrupt the inappropriate response—reinforcer relation by discontinuing contingent reinforcement (i.e., extinction), providing the reinforcer contingent on appropriate play behaviors, and teaching the students verbal skills functionally equivalent to the inappropriate response. The classroom teachers were trained to implement the interventions and conduct the experimental analyses during classroom activities in which the problem behaviors occurred most frequently. The interventions were effective in decreasing the students' problem behaviors while concurrently increasing their appropriate verbal skills.
INCREASING RECYCLING IN OFFICE ENVIRONMENTS: THE EFFECTS OF SPECIFIC, INFORMATIVE CUES
Authors: Austin John , Hatfield David B. , Grindle Angelica C. , Bailey Jon S.
Published: March 2006

We investigated the effects of prompts on the recycling behavior of approximately 217 faculty, staff, and graduate students in two academic departments of a large university. During the intervention, two signs were posted in each department. One sign prompted recycling (posted above the recycling receptacle), and the other sign prompted proper disposal of trash (posted above the trash receptacle). Results of a multiple baseline design across the two departments indicated that the sign prompt increased recycling behavior. Installation of the sign prompts in close proximity to receptacles in Department A resulted in a 54% improvement over baseline. Posting of sign prompts over containers 4 m apart in Department B resulted in a 17% improvement, whereas positioning the signs and receptacles in close proximity resulted in a 29% improvement over baseline.
TREATMENT INTEGRITY IN APPLIED BEHAVIOR ANALYSIS WITH CHILDREN
Authors: Gresham Frank M. , Gansle Kristin A. , Noell George H.
Published: March 2006

Functional analysis of behavior depends upon accurate measurement of both independent and dependent variables. Quantifiable and controllable operations that demonstrate these functional relationships are necessary for a science of human behavior. Failure to implement independent variables with integrity threatens the internal and external validity of experiments. A review of all applied behavior analysis studies with children as subjects that have been published in the Journal of Applied Behavior Analysis between 1980 and 1990 found that approximately 16% of these studies measured the accuracy of independent variable implementation. Two thirds of these studies did not operationally define the components of the independent variable. Specific recommendations for improving the accuracy of independent variable implementation and for defining independent variables are discussed.
DESCRIPTIVE AND EXPERIMENTAL ANALYSES OF VARIABLES MAINTAINING SELF‐INJURIOUS BEHAVIOR
Authors: Lerman Dorothea C. , Iwata Brian A.
Published: March 2006

Independent descriptive (correlational) and functional (experimental) analyses were conducted to determine the extent to which the two methods would yield data supporting similar conclusions about variables maintaining the self‐injurious behavior (SIB) of 6 subjects. For the descriptive analyses, subjects were observed in their residences and at training sites at various times each day while observers recorded naturally occurring sequences of specified subject and staff behaviors. The subjects also participated in a day program for the assessment and treatment of SIB, in which they were exposed to functional analyses that manipulated potential maintaining variables in multielement designs. Both sets of data were analyzed via conditional probabilities to identify relevant antecedent and consequent events for subjects' SIB. Using outcomes of the experimental analysis as the standard for comparison, results indicated that the descriptive analysis was useful in identifying the extent to which SIB was related to social versus nonsocial contingencies, but was limited in its ability to distinguish between positive and negative reinforcement (i.e., attention versus escape).
EFFECTS OF SETTING EVENTS ON THE PROBLEM BEHAVIOR OF STUDENTS WITH SEVERE DISABILITIES
Authors: Kennedy Craig H. , Itkonen Tuna
Published: March 2006

Two studies analyzed the effects of preceding setting events on the problem behavior of students with severe disabilities. Using ABAB withdrawal designs, the occurrence versus nonoccurrence of preceding setting events was analyzed in relation to the frequency of problem behavior. Data were collected throughout a student's school day, with interventions focusing upon the elimination of setting events that occurred before school. The results indicate that (a) the occurrence of preceding setting events was related to higher frequencies of problem behavior and (b) interventions designed to eliminate preceding setting events were consistently associated with low frequencies of problem behavior.
PROGRAMMING GENERALIZATION OF IN‐CLASS TRANSITION SKILLS: TEACHING PRESCHOOLERS WITH DEVELOPMENTAL DELAYS TO SELF‐ASSESS AND RECRUIT CONTINGENT TEACHER PRAISE
Authors: Connell Mitchell C. , Carta Judith J. , Baer Donald M.
Published: March 2006

We investigated a self‐management intervention package that taught preschoolers with developmental delays to self‐assess performance of targeted skills and to recruit teacher praise. Self‐assessment alone resulted in increases in active engagement across all participants during the training sessions, but generalization to classrooms was sporadic and short‐lived. When recruitment of contingent praise was added to the training package, treatment effects generalized to the participants' classrooms and teachers' rates of contingent praise increased. The implications of combining self‐assessment and recruitment of contingent teacher praise are discussed.
EXTINCTION OF SELF‐INJURIOUS ESCAPE BEHAVIOR WITH AND WITHOUT INSTRUCTIONAL FADING
Authors: Zarcone Jennifer R. , Iwata Brian A. , Vollmer Timothy R. , Jagtiani Suneeta , Smith Richard G. , Mazaleski Jodi L.
Published: March 2006

Three individuals with developmental disabilities participated in a study of the treatment of self‐injurious behavior (SIB) maintained by negative reinforcement (escape from educational tasks). Treatment was implemented in a multiple baseline design across subjects, in which two treatments were compared in a multielement format. Both treatment conditions included an escape‐extinction component in which SIB no longer produced escape. One of the conditions also included a fading component in which the frequency of instructions was initially reduced to zero and then was gradually faded back in across sessions until the instructional rate matched that of the original baseline. Results indicated that extinction alone reduced SIB to the end‐of‐treatment criterion in fewer sessions than did extinction plus fading for all 3 subjects. For 2 of the 3 subjects, however, there was an initial increase in the frequency of SIB at the outset of treatment with extinction (an extinction burst) that was not observed when extinction was combined with the fading component.
IMPULSIVITY IN STUDENTS WITH SERIOUS EMOTIONAL DISTURBANCE: THE INTERACTIVE EFFECTS OF REINFORCER RATE, DELAY, AND QUALITY
Authors: Neef Nancy A. , Mace F. Charles , Shade Doran
Published: March 2006

We conducted two studies extending basic matching research on self‐control and impulsivity to the investigation of choices of students diagnosed as seriously emotionally disturbed. In Study 1 we examined the interaction between unequal rates of reinforcement and equal versus unequal delays to reinforcer access on performance of concurrently available sets of math problems. The results of a reversal design showed that when delays to reinforcer access were the same for both response alternatives, the time allocated to each was approximately proportional to obtained reinforcement. When the delays to reinforcer access differed between the response alternatives, there was a bias toward the response alternative and schedule with the lower delays, suggesting impulsivity (i.e., immediate reinforcer access overrode the effects of rate of reinforcement). In Study 2 we examined the interactive effects of reinforcer rate, quality, and delay. Conditions involving delayed access to the high‐quality reinforcers on the rich schedule (with immediate access to low‐quality reinforcers earned on the lean schedule) were alternated with immediate access to low‐quality reinforcers on the rich schedule (with delayed access to high‐quality reinforcers on the lean schedule) using a reversal design. With 1 student, reinforcer quality overrode the effects of both reinforcer rate and delay to reinforcer access. The other student tended to respond exclusively to the alternative associated with immediate access to reinforcers. The studies demonstrate a methodology based on matching theory for determining influential dimensions of reinforcers governing individuals' choices.
IMPROVING DIETARY PRACTICES OF ELDERLY INDIVIDUALS: THE POWER OF PROMPTING, FEEDBACK, AND SOCIAL REINFORCEMENT
Authors: Stock Leah Z. , Milan Michael A.
Published: March 2006

Three intervention packages consisting of (a) enhanced prompts, feedback, and social reinforcement; (b) a lottery; and (c) serving as a confederate were added and removed in sequence as adjacent conditions in an extended withdrawal design to assess their effects on the dietary choices of elderly persons. Participants were 3 elderly residents of an independent living facility who were identified as making consistently poor dietary choices and who had medical conditions that necessitated changes in their eating habits. All 3 participants demonstrated a marked increase in healthy choices of food items in response to the package of enhanced prompts, feedback, and social reinforcement. No additional increase occurred with the introduction of the lottery and serving as a confederate. Food‐choice data indicated that most of these improvements could be attributed to healthier entree and dessert choices. Group data for all residents suggested small improvements in dietary practices during the three intervention conditions, with the largest proportion of the group's healthy choices occurring when the lottery was added to enhanced prompts, feedback, and social reinforcement. Food‐choice data indicated that most of these improvements could be attributed to healthier dessert choices alone.
EFFECTS OF A MULTIFACETED TRAINING PROCEDURE ON THE SOCIAL BEHAVIORS OF HEARING‐IMPAIRED CHILDREN WITH SEVERE LANGUAGE DISABILITIES: A REPLICATION
Authors: Rasing Eef J.
Published: March 2006

The effectiveness of a training package on the social behaviors of 20 hearing‐impaired children with severe language disabilities was assessed. The package consisted of initial instruction in role‐play situations, reinforcement of appropriate instances of the behaviors, and a correction procedure following inappropriate instances of the behaviors. Results showed that the training package was effective in increasing greeting, turn waiting, initiating interaction, and giving help and these effects were maintained over several weeks.
INCREASING CALORIE CONSUMPTION IN CHILDREN WITH CYSTIC FIBROSIS: REPLICATION WITH 2‐YEAR FOLLOW‐UP
Authors: Stark Lori J. , Knapp Lenora G. , Bowen Anne M. , Powers Scott W. , Jelalian Elissa , Evans Sylvia , Passero Mary Anne , Mulvihill Mary M. , Hovell Mel
Published: March 2006

Three mildly malnourished children with cystic fibrosis and their parents participated in a behavioral group‐treatment program that focused on promoting and maintaining increased calorie consumption. Treatment included nutritional education, gradually increasing calorie goals, contingency management, and relaxation training, and was evaluated in a multiple baseline design across four meals. Children's calorie intake increased across meals, and total calorie intake was 32% to 60% above baseline at posttreatment. Increased calorie consumption was maintained at the 96‐week follow‐up (2 years posttreatment). The children's growth rates in weight and height were greater during the 2 years following treatment than the year prior to treatment. Increases in pace of eating and calories consumed per minute were also observed 1 year posttreatment. These findings replicated and extended earlier research supporting the efficacy of behavioral intervention in the treatment of malnutrition in children with cystic fibrosis.
AN APPOINTMENT‐KEEPING IMPROVEMENT PACKAGE FOR OUTPATIENT PEDIATRICS: SYSTEMATIC REPLICATION AND COMPONENT ANALYSIS
Authors: Ross Linda Vance , Friman Patrick C. , Christophersen Edward R.
Published: March 2006

Child health‐care appointments that are not kept are an important pediatric problem. Previous research has shown that reducing effort (with a parking pass) and reminding patients (with mailed and telephone reminders) significantly improved appointment keeping for first‐time and patient‐scheduled appointments. This study, using a posttest‐only group design, evaluated the effects of various combinations of that intervention applied to clinic‐scheduled follow‐up appointments. All combinations of the intervention significantly increased cancellations, but none increased appointments kept or decreased appointments not kept significantly. Log linear analyses showed that the lag time between scheduling and the appointment significantly influenced appointment keeping. The results suggest that if clinics want to increase cancellations, a mailed reminder and effort reduction are sufficient. To increase appointment keeping, other interventions, such as reduced lag time, may be necessary.
A WATER‐PROMPTING PROCEDURE FOR THE TREATMENT OF URINARY INCONTINENCE
Authors: Hagopian Louis P. , Fisher Wayne , Piazza Cathleen C. , Wierzbicki John J.
Published: March 2006

Based on clinical observations of a naturally occurring phenomenon, a water‐prompting procedure was used to facilitate toilet training with a 9‐year‐old boy with profound mental retardation. Other frequently used toilet‐training procedures were either ineffective or were associated with increased self‐injury. The water‐prompting treatment package may increase continence by eliciting and reinforcing urination under specific stimulus conditions.
A BRIEF COMPONENT ANALYSIS OF POTENTIAL TREATMENT PACKAGES IN AN OUTPATIENT CLINIC SETTING WITH YOUNG CHILDREN
Authors: Millard Thomas , Wacker David P. , Cooper Linda J. , Harding Jay , Drew Janet , Plagmann Lee Ann , Asmus Jennifer , McComas Jennifer , Jensen‐Kovalan Paula
Published: March 2006

The purpose of this study was to develop outpatient clinic assessments that allowed us to assess multiple treatment variables, produce relatively quick effects, and isolate active treatment components. Assessment began by evaluating a treatment package consisting of antecedent and consequence variables followed by a component analysis to determine the separate effects of the treatment variables. Three examples of the findings are presented.
A BEHAVIORAL MODEL OF INFANT SLEEP DISTURBANCE
Authors: Blampied Neville M. , France Karyn G.
Published: March 2006

Chronic sleep disturbance, such as bed refusal, sleep‐onset delay, and night waking with crying, affects 15% to 35% of preschool children. Biological factors, particularly arousals associated with recurrent episodes of rapid‐eye‐movement sleep, render infants vulnerable to repeated awakenings. Parental failure to establish appropriate stimulus control of sleep‐related behaviors and parent‐mediated contingencies of reinforcement for sleep‐incompatible behaviors may shape and maintain infant sleep disturbance. Treatment and prevention strategies are discussed, and research needs are identified.
A BEHAVIORAL PRESCRIPTION FOR PROMOTING APPLIED BEHAVIOR ANALYSIS WITHIN PEDIATRICS
Authors: Allen Keith D. , Barone Vincent J. , Kuhn Brett R.
Published: March 2006

In recent decades, pediatric medicine has undergone a shift in focus from infectious diseases to the effects of behavior on the health and development of children. At the same time, behavior analysts have increasingly evaluated the direct application of their technology to the development and maintenance of child health behavior. Unfortunately, applied behavior analysts have developed their technology parallel to, rather than collaboratively with, pediatricians and, as a result, are not recognized as experts in the treatment of child health behavior. In addition, behavioral technology is not widely recognized as the treatment of choice by pediatricians. This paper provides a behavioral prescription for behavior analysts who wish to enter pediatrics as expert scientists and technicians. Specific recommendations are provided for stimulating collaborative rather than parallel development between applied behavior analysis and pediatrics in the promotion and maintenance of child health behavior. Strategies for maintaining this collaborative relationship and for strengthening the social relevance of behavior analysis are discussed.
TAKING STOCK: THE FIRST 25 YEARS OF THE JOURNAL OF APPLIED BEHAVIOR ANALYSIS
Authors: Laties Victor G. , Mace F. Charles
Published: March 2006

Some aspects of the performance of the Journal of Applied Behavior Analysis (JABA) are described on the occasion of the journal's 25th anniversary. Comparative circulation data are presented. JABA's influence on the scientific community is measured by examining the citation history of articles that it has published, with attention to both frequency and source of the citations. The influence that other journals have on JABA's authors is assessed through an analysis of citations made by those authors in this journal's reference lists. The citation history indicates dearly that JABA has made substantial contributions toward producing methods useful in coping with a wide variety of problem behaviors, from profound developmental disabilities (such as autism) to the simpler behavioral problems that interfere with normal functioning in home and at school. Recently, the journal has devoted many issues and parts of issues to special topics, in a concerted effort to reflect the increasing breadth of applied behavior analysis.
PUBLICATION TRENDS IN 25 YEARS OF THE JOURNAL OF APPLIED BEHAVIOR ANALYSIS
Authors: Northup John , Vollmer Timothy R. , Serrett Karen
Published: March 2006

All articles published in the first 25 years of JABA (1968 to 1992) were reviewed to classify the percentage of articles published in the following categories: (a) type of article, (b) subjects, (c) setting, (d) behavior‐change agent, (e) target behavior, (f) use of basic principles, and (g) miscellaneous procedures. Overall percentages and trends are reported in each category. Results indicate an increase in the percentage of articles with participants and target behaviors in developmental disabilities and a decrease in the percentage of studies targeting academic behavior, verbal behavior, and other child behavioral excesses. The most frequent setting continues to be a school; however, there is a clear trend towards community and other naturalistic settings. Results also highlight the increasing complexity and multicomponent nature of JABA interventions. Potential implications for future applications are discussed.
CREATING NEW REALITIES: PROGRAM DEVELOPMENT AND DISSEMINATION
Authors: Fixsen Dean L. , Blase Karen A.
Published: March 2006

Program development and dissemination in human services present challenges and opportunities for social scientists. Over the past 27 years the Teaching‐Family Model of group home treatment has moved from prototype development to widespread dissemination across North America. Reviewing concepts in industry related to product development and dissemination, the application of these concepts to a human services delivery system, and program replication and dissemination data offer information about how innovative human services can be widely adapted and adopted.
TEACHING CHOICE MAKING DURING SOCIAL INTERACTIONS TO STUDENTS WITH PROFOUND MULTIPLE DISABILITIES
Authors: Kennedy Craig H. , Haring Thomas G.
Published: March 2006

We taught 4 students with profound multiple disabilities to use a microswitch communication system to request a change in recreational stimuli during social interactions with nondisabled peers. In Study 1, we conducted a preference assessment across a range of stimuli for each student. The most and least preferred stimuli were incorporated into microswitch communication system training in Study 2. During the second study, 3 of the 4 students (a) learned to use the microswitch communication system to control stimulus presentation, (b) more clearly differentiated their time among stimuli, and (c) increased their level of general alertness. Study 3 extended the use of the microswitch communication system to social interactions with nondisabled peers. Two students were more engaged in interactions when they chose when to change stimuli; 1 student was more alert when a peer chose when to change activities; a 4th student showed an undifferentiated pattern. The outcomes of the investigation are discussed in terms of the effects of controlling stimulus presentation on the behavior of students with profound multiple disabilities and the stability of preference hierarchies over time.
THE ROLE OF ATTENTION IN THE TREATMENT OF ATTENTION‐MAINTAINED SELF‐INJURIOUS BEHAVIOR: NONCONTINGENT REINFORCEMENT AND DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIOR
Authors: Vollmer Timothy R. , Iwata Brian A. , Zarcone Jennifer R. , Smith Richard G. , Mazaleski Jodi L.
Published: March 2006

Because there are potentially serious limitations to differential reinforcement of other behavior (DRO) (which is probably the most widely used treatment procedure for behavior problems), we examined an alternative procedure—noncontingent reinforcement (NCR). Three females with developmental disabilities, all of whom engaged in severe self‐injurious behavior, participated. During a pretreatment functional analysis, each subject's self‐injury was shown to be differentially sensitive to social attention as a maintaining consequence. Next, each subject was exposed to a DRO treatment and an NCR treatment. During DRO, attention was delivered contingent on the absence of self‐injury for prespecified intervals. During NCR, attention was delivered on a fixed‐time schedule that was not influenced by the subject's behavior. Results showed that both procedures were highly effective in reducing self‐injury, probably because the functional reinforcer for self‐injury was used during treatment. Furthermore, there was evidence that NCR attenuated several of the limitations of DRO. These results are particularly interesting in light of the long experimental history of NCR as a control rather than as a therapeutic procedure.
RELATIVE EFFECTS OF WHOLE‐WORD AND PHONETIC‐PROMPT ERROR CORRECTION ON THE ACQUISITION AND MAINTENANCE OF SIGHT WORDS BY STUDENTS WITH DEVELOPMENTAL DISABILITIES
Authors: Barbetta Patricia M. , Heward William L. , Bradley Donna M. C.
Published: March 2006

We used an alternating treatments design to compare the effects of two procedures for correcting student errors during sight word drills. Each of the 5 participating students with developmental disabilities was provided daily one‐to‐one instruction on individualized sets of 14 unknown words. Each week's new set of unknown words was divided randomly into two groups of equal size. Student errors during instruction were immediately followed by whole‐word error correction (the teacher stated the complete word and the student repeated it) for one group of words and by phonetic‐prompt error correction (the teacher provided phonetic prompts) for the other group of words. During instruction, all 5 students read correctly a higher percentage of whole‐word corrected words than phonetic‐prompt corrected words. Data from same‐day tests (immediately following instruction) and next‐day tests showed the students learned more words taught with whole‐word error correction than they learned with phonetic‐prompt error correction.
COURTEOUS SERVICE: ITS ASSESSMENT AND MODIFICATION IN A HUMAN SERVICE ORGANIZATION
Authors: Johnson Michael D. , Fawcett Stephen B.
Published: March 2006

We evaluated strategies to increase behaviors associated with courteous provision of service by 3 staff members of a human service agency. Training included written instructions, practice, and performance feedback. A lottery procedure was introduced to maintain courteous service after training. The results of a multiple baseline design across the 3 participants showed marked increases in courteous behaviors following training. These effects were maintained at 3‐, 5‐, and 8‐month follow‐ups. Consumers' satisfaction with service also increased. These findings suggest that simple training and reinforcement procedures can enhance courtesy afforded those who receive service from public and nonprofit organizations.
OFFICE PAPER RECYCLING: A FUNCTION OF CONTAINER PROXIMITY
Authors: Brothers Kevin J. , Krantz Patricia J. , McClannahan Lynn E.
Published: March 2006

The experiment reported here served as a thesis submitted by the first author to the graduate school at the University of Kansas in partial fulfillment of the requirements for a master's degree. These data were first reported at the 18th annual convention of the Association for Behavior Analysis, May 1992. We gratefully acknowledge Barbara Etzel and Keith Miller, thesis committee members, for their editorial assistance, and Jill Young for obtaining interobserver agreement measures.

We investigated the effects of proximity of containers on pounds of office paper recycled and not recycled by 25 employees. During a memo and central container condition, one container for recyclable paper was provided; in a memo and local container condition, desktop recycling bins, announced by memo, were successively introduced across administrative, office, and instructional settings using a multiple baseline design. Only 28% of paper was recycled in the central container condition, but when recycling containers were placed in close proximity to participants, 85% to 94% of all recyclable paper was recycled. Follow‐up assessments, conducted 1, 2, 3, and 7 months after all settings received local recycling containers, showed that 84% to 98% of paper was recycled. Providing desktop recycling containers was a cost‐effective procedure with long‐term maintenance and program survival.
BALANCING SOCIAL ACCEPTABILITY WITH TREATMENT EFFECTIVENESS OF AN INTRUSIVE PROCEDURE: A CASE REPORT
Authors: Grace Nancy C. , Kahng Sung Woo , Fisher Wayne W.
Published: March 2006

The debate over social acceptability of intrusive procedures has led some school districts to adopt policies allowing punishment for only the most extreme forms of destructive behavior. We investigated the effectiveness of selectively implementing punishment for only the most severe topographies of aggression and property destruction, while less extreme behaviors were ignored. Results indicated that severe behaviors were reduced to near‐zero levels only when both severe and less severe behaviors were similarly punished.
MULTICOMPONENT INTERVENTION FOR AGITATED BEHAVIOR IN A PERSON WITH ALZHEIMER'S DISEASE
Authors: Bakke Bruce L. , Kvale Steven , Burns Theressa , McCarten J. Riley , Wilson Lynn , Maddox Melitta , Cleary James
Published: March 2006

We evaluated a multicomponent intervention for agitated behavior in a man with probable Alzheimer's disease. Hypotheses about variables controlling his agitated behavior guided intervention design. Based on staff interviews, direct observations, and brief experimental probes, intervention components were chosen to increase rate of reinforcement and decrease aversive aspects of his job. Intervention reduced agitated behavior without disrupting his work rate.
HYPOTHESIS‐BASED INTERVENTIONS FOR TANTRUM BEHAVIORS OF PERSONS WITH DEVELOPMENTAL DISABILITIES IN SCHOOL SETTINGS
Authors: Repp Alan C. , Karsh Kathryn G.
Published: March 2006

We conducted a functional assessment of problem behaviors of 2 students with developmental disabilities in their classroom environments. Results of the assessments showed that although there were more tantrums in demand than in no‐demand conditions, the function of the behavior was to gain attention (positive reinforcement) rather than to avoid or escape demands (negative reinforcement); demand conditions apparently served a discriminative function for the availability of attention. Therefore, intervention was based on the positive reinforcement hypothesis, resulting in a substantial reduction of tantrums for both subjects.
BEHAVIORAL ASSESSMENT OF FEEDING PROBLEMS OF INDIVIDUALS WITH SEVERE DISABILITIES
Authors: Munk Dennis D. , Repp Alan C.
Published: March 2006

As many as 80% of the individuals with severe or profound mental retardation exhibit feeding problems. Although behavioral interventions have been used to treat these problems, no assessment procedure for determining a functional relationship between a person's acceptance of food and the type and texture of that food has been reported. The purpose of this study was to test a behavioral assessment procedure for a feeding problem of limited intake. Five individuals with severe or profound mental retardation were fed 10 to 12 types of foods with one or more textures. Behavioral categories of acceptance, rejection, expulsion, and other negative behavior were recorded. Results indicated that each subject fit into one of four categories of feeding problems: (a) total refusal, (b) type selectivity, (c) texture selectivity, or (d) type and texture selectivity. Thus, although all 5 subjects exhibited limited intake, the food characteristics correlated with the problem were different for each individual. Results suggest that treatments for limited intake may be based on assessments that show the association of food type or texture to a person's rejection or expulsion of food.
MULTIPLE FUNCTIONS OF PROBLEM BEHAVIORS: ASSESSMENT AND INTERVENTION
Authors: Day H. Michael , Horner Robert H. , O'Neill Robert E.
Published: March 2006

Three individuals with severe intellectual disabilities participated in separate analyses of problem behavior. In each case, a functional analysis was conducted under two parallel conditions. In one condition, self‐injury or aggression resulted in escape from difficult tasks; in the second condition, the same problem behavior resulted in access to preferred items. Results indicated that the problem behaviors for each participant were maintained by both types of contingencies. Functional communication training was then delivered first in one condition and then in the second. After each participant was trained in a functionally equivalent mode of communication for one condition, levels of problem behavior decreased in that condition but not in the untrained condition. Only after separate communication forms were trained in both conditions was problem behavior reduced to clinically acceptable levels. These results document three examples of problem behaviors under multiple control, and emphasize the need to organize interventions that address different contingencies of reinforcement that maintain the same problem behavior.
BRIEF HIERARCHICAL ASSESSMENT OF POTENTIAL TREATMENT COMPONENTS WITH CHILDREN IN AN OUTPATIENT CLINIC
Authors: Harding Jay , Wacker David P. , Cooper Linda J. , Millard Thomas , Jensen‐Kovalan Paula
Published: March 2006

Seven parents conducted assessments in an outpatient clinic using a prescribed hierarchy of antecedent and consequence treatment components for their children's problem behavior. Brief assessment of potential treatment components was conducted to identify variables that controlled the children's appropriate behavior. Experimental control via a brief reversal was achieved for 6 of the 7 children, (1 child continued to behave appropriately following initial improvement in behavior). For these 6 children, improved behavior occurred with changes in treatment components. Our results extend previous studies of direct assessment procedures conducted in outpatient clinic settings.
STIMULUS FADING AS TREATMENT FOR OBSCENITY IN A BRAIN‐INJURED ADULT
Authors: Pace Gary M. , Ivancic Martin T. , Jefferson Gretchen
Published: March 2006

Obscene verbalizations of a person with traumatic brain injury were treated using stimulus fading as the singular form of intervention. Results of a functional assessment revealed that obscenity was maintained by negative reinforcement. Stimulus fading (initial elimination of instructional demands followed by their gradual reintroduction) produced immediate and substantial reductions in obscenity that were maintained as the frequency of demands increased to baseline levels. Potential applications of the use of antecedent treatment strategies are discussed.
THE TREATMENT OF SEVERE BEHAVIOR PROBLEMS IN SCHOOL SETTINGS USING A TECHNICAL ASSISTANCE MODEL
Authors: Northup John , Wacker David P. , Berg Wendy K. , Kelly Laura , Sasso Gary , DeRaad Agnes
Published: March 2006

We evaluated the feasibility of local school personnel conducting functional analysis and reinforcement‐based treatment procedures within actual classroom settings. Following an initial in‐service workshop on functional assessment and differential reinforcement procedures, on‐site technical assistance was provided two to four times per month to local school personnel working in transdisciplinary teams. Overall results suggest that local school personnel were able to implement all procedures adequately with periodic technical assistance. In addition, functional analysis was effective in identifying individual maintaining contingencies, the derived treatments were effective, and the results were maintained throughout the approximate 18 months of this investigation.
TREATMENT OF SELF‐INJURY AND HAND MOUTHING FOLLOWING INCONCLUSIVE FUNCTIONAL ANALYSES
Authors: Vollmer Timothy R. , Marcus Bethany A. , LeBlanc Linda
Published: March 2006

Numerous studies have used functional analyses to prescribe interventions for severe behavior disorders. The majority of these studies have focused on behavior that is clearly maintained by socially mediated reinforcement, such as contingent access to attention, tangibles, or escape from instructional demands. However, a significant proportion of functional analyses do not yield conclusive results. We examined interventions for 3 children with severe disabilities following inconclusive functional analyses. First, preferred stimuli were identified for each child via a stimulus preference assessment. Second, a functional analysis was conducted for 2 of the 3 children. High rates of aberrant behavior were seen even (if not especially) in no‐interaction sessions. The 3rd child was observed for several consecutive no‐interaction sessions; behavior persisted in this condition. Third, interventions based on environmental enrichment were analyzed in an analogue setting. For all of the children, environmental enrichment decreased aberrant behavior if preferred stimuli were used in the procedure. To obtain further reductions in aberrant behavior, explicit reinforcement of toy play was required for 2 children, and a brief (5‐s) time‐out was necessary with 1 child. Finally, effects of treatment carried over to the school or home environment following teacher or family training. Results are discussed in the context of basic reinforcement principles and future directions for research.
ASSESSING AND PROGRAMMING GENERALIZED BEHAVIORAL REDUCTION ACROSS MULTIPLE STIMULUS PARAMETERS
Authors: Shore Bridget A. , Iwata Brian A. , Lerman Dorothea C. , Shirley Melissa J.
Published: March 2006

Generalization across three stimulus parameters was examined for 5 individuals whose self‐injurious behavior was maintained by escape from task demands. Prior to treatment, three stimulus parameters (therapist, setting, and demands) were systematically varied across baseline sessions. These variables were held constant during treatment, which consisted of escape extinction. When treatment was completed, three novel stimulus parameters were probed. If the rate of self‐injury was high during this probe, treatment was reimplemented with one new stimulus parameter (the other two were the same as in the original treatment condition). Following this second treatment, another probe with three novel stimuli was conducted. If the rate of self‐injury was again high, treatment was implemented again while a second stimulus parameter was changed. This sequence continued until generalization was observed across the three parameters. Results showed idiosyncratic differences in generalization. The behavior of 2 subjects showed complete generalization during the first novel probe. A 3rd subject's behavior showed generalization following treatment across two stimulus parameters (setting and therapist). The behavior of the 2 remaining subjects showed a complete lack of generalization across the three parameters; both subjects required training for novelty by randomly varying the stimulus parameters for a substantial number of sessions.
EMERGING THEMES IN THE FUNCTIONAL ANALYSIS OF PROBLEM BEHAVIOR
Authors: Carr Edward G.
Published: March 2006

The functional control of problem behavior is generally conceptualized as involving attention, escape, sensory reinforcement, and tangible factors. Our analytic tools have now reached a level of sophistication that makes possible consideration of several new, emerging themes in the area of functional analysis. First, we need to examine other functional properties of problem behavior involving social avoidance, biological reinforcement, and respondent conditioning factors. Second, we need to explore the role of context, including social factors such as group interactions, sequencing of tasks and activities, presence or absence of specific individuals, and crowding; as well as biological factors, such as physical illness, exercise, and drugs. Finally, we must consider the multidimensional character of assessment in naturalistic settings and the practical need for developing descriptive analytic procedures that complement and produce results that are congruent with those obtained from traditional functional analyses.
A COMPARISON OF THREE INTERVENTIONS FOR INCREASING ORAL READING PERFORMANCE: APPLICATION OF THE INSTRUCTIONAL HIERARCHY
Authors: Daly Edward J. , Martens Brian K.
Published: March 2006

The instructional hierarchy is a behavior‐analytic model that links level of academic skill development (i.e., acquisition, fluency, generalization, adaptation) with appropriate instructional techniques. The present study used the instructional hierarchy to compare the effects of three instructional interventions (listening passage preview, subject passage preview, and taped words) on subjects' oral reading performance on word lists and passages. Subjects were 4 male students with learning disabilities who ranged in age from 8 years 10 months to 11 years 11 months. A multielement design was used to compare the effects of the three interventions to each other and to baseline. Results indicated that the listening passage preview intervention (which contained modeling, drill, and generalization components) produced the largest performance gains. The implications of these results for selecting academic interventions based on the instructional hierarchy are discussed.