bluuebunny/crossref_metadata_2025 huggingface dataset:
NATURALISTIC ASSESSMENT OF CHILDREN'S COMPLIANCE TO TEACHERS' REQUESTS AND CONSEQUENCES FOR COMPLIANCE
Authors: Strain Phillip S. , Lambert Deborah L. , Kerr Mary Margaret , Stagg Vaughan , Lenkner Donna A.
Published: March 2006

Naturally occurring levels of teacher commands, child compliance to those commands, and positive and negative teacher feedback were studied in 19 teachers and 130 children in kindergarten through third grade. Seventy‐five of the children had been identified as “making a good social adjustment” to school (high‐rated) and 55 children were identified as “not making a good social adjustment” to school (low‐rated). Results of intensive observation over a 4‐wk period showed that: (a) individual teachers differed significantly in their overall use of commands; however, they did not differentially respond to high‐ versus low‐rated children; (b) high‐rated children were more likely to comply with commands than were low‐rated children; (c) although the overall level of positive social consequences was extremely low, there was some indication that high‐rated children were more likely to receive positive feedback for compliance than were low‐rated children; (d) low‐rated children received significantly more positive feedback than high‐rated children for noncompliance; (e) teachers gave negative feedback for noncompliance at an equal level to both groups of children; and (f) although repeated teacher commands following noncompliance were equal across groups, low‐rated children were exposed to significantly higher levels of repeated commands following compliance than were high‐rated youngsters.
ACQUISITION OF SIGN LANGUAGE BY AUTISTIC CHILDREN II: SPONTANEITY AND GENERALIZATION EFFECTS
Authors: Carr Edward G. , Kologinsky Eileen
Published: March 2006

Autistic children typically do not use their language repertoire in order to communicate. Six autistic children who exhibited poor communication skills were trained to use their sign repertoire to make spontaneous requests of adults. Training consisted of imitative prompting, fading, and differential reinforcement, and included aspects of incidental teaching. The children displayed an increase in the rate and variety of spontaneous sign requests (Experiment 1). Generalization of spontaneity across adults (Experiments 1 and 2) and settings (Experiment 2) was also observed. We suggest that spontaneity may be facilitated when language is brought under the control of broadly defined stimuli such as adult attention rather than narrowly defined stimuli such as the presence of specific objects or verbal prompting in the form of questions. Finally, response generalization was observed as well (Experiment 1). Specifically, as spontaneity increased, self‐stimulatory behavior decreased. This result may be accounted for in terms of reinforcer competition, reinforcer consistency, or discriminative stimulus effects.
ACQUISITION OF EXPRESSIVE SIGNING BY AUTISTIC CHILDREN: AN EVALUATION OF THE RELATIVE EFFECTS OF SIMULTANEOUS COMMUNICATION AND SIGN‐ALONE TRAINING
Authors: Remington Bob , Clarke Sue
Published: March 2006

Two methods of training autistic children to use manual signs were compared. Two children, one mute and one capable of some verbal imitation, were taught to use signs as expressive labels for pictures of objects. Using an alternating treatments design, speed of sign acquisition was compared across two training conditions in which signs were presented either accompanied by, or without, the corresponding verbal label. In both conditions, the training procedure incorporated reinforcement, modeling, prompting, fading, and stimulus rotation. The efficacy of training in both treatment conditions was demonstrated by the use of a multiple baseline control across signs, but no clear differences in acquisition speed across conditions were apparent. Posttests conducted to assess stimulus control of signing, and learning of verbal labels when these were present in training, showed that the behavior of the imitative, but not the mute, child was controlled by the verbal stimuli. The implications of the results both for understanding deficits characteristic of autistic children and for developing appropriate language training procedures are discussed.
A MODIFIED INCIDENTAL‐TEACHING PROCEDURE FOR AUTISTIC YOUTH: ACQUISITION AND GENERALIZATION OF RECEPTIVE OBJECT LABELS
Authors: McGee Gail G. , Krantz Patricia J. , Mason Debra , McClannahan Lynn E.
Published: March 2006

A modified incidental‐teaching procedure was used to increase the receptive language skills of autistic youth who had previously experienced lengthy institutionalization. At the time of the study, the two severely language‐delayed children had recently been transitioned to a community‐based group home. Receptive‐labeling skills were taught for four sets of objects typically used in school lunch preparation. The percentage of correct, unprompted object identifications displayed by Youth 1 increased when the incidental‐teaching package (gestural prompts, behavior‐specific praise, and contingent access to lunch‐making supplies) was sequentially introduced in a multiple‐baseline design across sets of objects. These results were replicated with Youth 2. The youths' newly acquired language skills also generalized to a different setting (the dining room of the group home) and to a different activity occurring later in the day (a traditional sit‐down, discrete‐trial session). This research indicates that the linguistic skills of severely developmentally delayed autistic children can be accelerated by incidental instruction that is provided in the course of shaping other home‐living skills.
THE UNIT PLAY MANAGER AS FACILITATOR OF PURPOSEFUL ACTIVITIES AMONG INSTITUTIONALIZED PROFOUNDLY AND SEVERELY RETARDED BOYS
Authors: Spangler Paul F. , Marshall Ann M.
Published: March 2006

Child care workers were trained in specified techniques (play manager routines) in an effort to increase purposeful activity among a group of profoundly and severely retarded institutionalized boys. A system of prompts, increasing the availability of toys and regular staff monitoring, were alternated with normal institutional routines in an ABA reversal design. On the average, activity level increased from 10% to a mean of 70% during treatment conditions. Correspondingly, stereotyped or harmful behaviors decreased from an average of 20% to 70% during treatment.
PREVENTING SCHOOL VANDALISM AND IMPROVING DISCIPLINE: A THREE‐YEAR STUDY
Authors: Mayer G. Roy , Butterworth Tom , Nafpaktitis Mary , Sulzer‐Azaroff Beth
Published: March 2006

Vandalism is a major problem facing educators and taxpayers alike. The present investigation analyzed how vandalism costs and student disruption were related to the implementation of a training and consultation package designed to increase the reinforcing ambience of the school. A positive environment, it was posited, would displace previous events that may have set the occasion for vandalism, with cues to promote productive school performance. Eighteen elementary and junior high schools were involved over a 3‐year period. Using a delayed treatment control design, treatment was delivered following either 4 or 13 months of baseline. During treatment, teams of school personnel attended training workshops in behavioral strategies for reducing vandalism and disruption by students in school. Each team also met regularly on its campus to plan and implement programs on a schoolwide basis. To demonstrate that reinforcing procedures were actually implemented and accompanied by change in student performance, these variables were periodically probed throughout the study. Project staff also provided consultation. Vandalism costs decreased significantly (p < .05) more in treatment than control schools, with an average reduction of 78.5% for all project schools. Rates of praise delivered by project teachers and other randomly selected teachers in the school increased significantly (p < .05), and rates of off‐task behavior by students decreased significantly (p < .05) following treatment. The staff development model used in this study appeared to be both feasible and economical.
PARENTAL INFLUENCES ON CHILDREN'S EATING BEHAVIOR AND RELATIVE WEIGHT
Authors: Klesges Robert C. , Coates Thomas J. , Brown Guendoline , Sturgeon‐Tillisch Janet , Moldenhauer‐Klesges Lisa M. , Holzer Barbara , Woolfrey Joan , Vollmer Jim
Published: March 2006

We investigated the relationship between selected parent behaviors, child mealtime behavior, and infant relative weight. Subjects were 7 male and 7 female children varying in age from 12 to 30 months (mean = 23.9 months). Each subject and parents were observed during the dinnertime meal on two occasions using the BATMAN (Bob and Tom's Method of Assessing Nutrition). The children spent 58% of the mealtime eating. They spent very little time making active decisions about what and how much they ate (food requests = 2% of the time; food refusals = 1% of the time). We found significant correlations between child relative weight and (a) parental prompts to eat (r = .81, p < .001), (b) parental food offers (r = .51, p < .05), and (c) parental encouragement to eat (r = .82, p < .001). Thus, the present study suggests a relationship between certain parental variables and the relative weight of their children.
AN INSTITUTIONAL STAFF TRAINING AND SELF‐MANAGEMENT PROGRAM FOR DEVELOPING MULTIPLE SELF‐CARE SKILLS IN SEVERELY/PROFOUNDLY RETARDED INDIVIDUALS
Authors: Kissel Robert C. , Whitman Thomas L. , Reid Dennis H.
Published: March 2006

Although considerable attention has been given to the development of institutional staff training and management programs, the generalized effects of such programs on staff and resident behavior have seldom been examined. This study evaluated a program for teaching institutional staff behavioral training and self‐management skills during self‐care teaching sessions with severely and profoundly retarded residents. Following baseline observations in three self‐care situations (toothbrushing, haircombing, handwashing), four direct care staff were sequentially taught to use verbal instruction, physical guidance, and contingent reinforcement in the toothbrushing program. During maintenance, staff were simultaneously taught to record, graph, and evaluate resident and their own behavior in the toothbrushing sessions. Staff were taught use of the training and self‐management skills through a sequence of written instructions, videotaped and live modeling, rehearsal, and videotaped feedback. Observer presence and experimenter supervision were gradually decreased during the maintenance condition. Results indicated that during training and maintenance staff: (a) learned to use the training skills appropriately and consistently in the example situation (toothbrushing); (b) applied the skills in the generalization situations (haircombing and handwashing); and thereafter (c) maintained consistent and appropriate use of the skills with infrequent supervision. In addition, important changes in retarded residents' independent self‐care responding occurred as staff training skills developed. Results are discussed in terms of their implication for future research and continued development of effective staff training and management programs.
A COMPARISON OF TWO PROCEDURES FOR PROGRAMMING THE DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIORS
Authors: Repp Alan C. , Barton Lyle E. , Brulle Andrew R.
Published: March 2006

The relative effectiveness of two methods of programming DRO schedules of reinforcement was examined in two experiments. In these two methods, reinforcement is delivered if inappropriate responding is not occurring (a) at the end of an interval (momentary DRO), or (b) throughout the entire interval (whole‐interval DRO). In Experiment 1, the effects of these schedules on disruptive responding of three retarded students were assessed in a multiple‐baseline design. For two students, the momentary schedule occurred first and was ineffective, whereas the whole interval that followed was effective; for the third student, the whole‐interval schedule occurred first and was effective, and reduced responding was maintained under the momentary schedule. In Experiment 2, baseline and the two DRO schedules were each presented in random order each day to one student in an alternating treatments design. The momentary DRO schedule reduced responding, but the whole‐interval schedule was more effective.
ON TOKEN REINFORCEMENT AND STUTTERING THERAPY: ANOTHER VIEW ON FINDINGS REPORTED BY HOWIE AND WOODS (1982)
Authors: Ingham Roger J.
Published: March 2006

Howie and Woods (1982) have provided data that, they claim, indicate that a token reinforcement system is redundant in instating and shaping fluent speech within a stuttering treatment program developed by Ingham and Andrews (1973a, b). However, there were substantial procedural differences between the treatment programs referred to in both studies, as well as methodological weaknesses in Howie and Woods' study. These factors provide ample sources of explanation for Howie and Woods' failure to demonstrate benefits from their token reinforcement system.
A RESPONSE TO “ON TOKEN REINFORCEMENT AND STUTTERING THERAPY: ANOTHER VIEW ON FINDINGS REPORTED BY HOWIE AND WOODS (1982)”
Authors: Howie Pauline M.
Published: March 2006

Ingham's (1983) critique of our research is based on the unwarranted assumption that it claimed to be a replication of Ingham and Andrews' (1973a) study. Our report did not claim to be a replication. Procedural differences between treatments do not preclude the possibility of drawing general conclusions that may apply to related treatments, or suggesting possible confounding variables that might be operating in another study. We have nevertheless dealt with each of Ingham's methodological objections. In general, we believe that we struck an acceptable compromise between the needs of clients and theoretical and research demands. We stand by our original conclusions, and note with satisfaction that Ingham concurs with our emphasis on systematic structure rather than the presence or absence of rewards as the crucial component of this type of stuttering treatment.
DINING OUT WITH CHILDREN: EFFECTIVENESS OF A PARENT ADVICE PACKAGE ON PRE‐MEAL INAPPROPRIATE BEHAVIOR
Authors: Bauman Kenneth E. , Reiss Maxin L. , Rogers Richard W. , Bailey Jon S.
Published: March 2006

The effectiveness of an advice package designed to restructure the restaurant environment and encourage parent praise was examined. Experiment 1 assessed the usefulness of the package when used with experimenter assistance. Videotapes were used to record the target child's behavior. Pre‐meal inappropriate behavior decreased an average of 51% across target children. Mealtime inappropriate behavior and parent praise and disapproval were also measured. Experiment 2 was designed to determine whether families could implement the package without experimenter assistance and whether effects obtained would generalize to a different restaurant. Data were taken in vivo. Nine families were randomly assigned to one of three groups. Group assignment determined the order in which families went to two restaurants, the number of dinners each family participated in, and the point at which parents received the advice package. The order in which the families went to the two restaurants as well as the number of baseline meals was counterbalanced. Results of Experiment 2 showed that, when using the advice package, parents in all sequences were able to decrease pre‐meal inappropriate behavior of their children, and that these effects generalized to a second restaurant.
THE EFFECTS OF A CHILD'S SELF‐EVALUATION PROGRAM ON COMPLIANCE WITH PARENTAL INSTRUCTIONS IN THE HOME
Authors: O'Brien Thomas P. , Riner Linda S. , Budd Karen S.
Published: March 2006

A self‐evaluation program was implemented with a kindergarten‐aged boy in the home to increase compliance with parent instructions and decrease inappropriate verbal behavior. The self‐evaluation package included the child's assessing the appropriateness of his behavior in 5‐min intervals, receiving chips for positive self‐evaluations, and exchanging chips for a reward following experimental sessions. In a reversal design, analyses were conducted of the effectiveness of the self‐evaluation program, the requisite conditions for effective child behavior change with a self‐evaluation approach, and the parent's efficiency in using the self‐evaluation package. The self‐evaluation procedures typically resulted in increased compliant behavior and decreased inappropriate behavior, although the effects generally weakened with time. Behavioral gains were greater and better maintained when the self‐evaluation procedures were preceded by a phase of external evaluation via the mother than by baseline, suggesting that self‐evaluation procedures may serve more to maintain the effects of external evaluation rather than to induce their own changes. The parent generally was efficient in implementing the procedures. Research and clinical implications for using self‐evaluation procedures in a home setting are discussed.
EVALUATION OF A PARENT‐TRAINING MANUAL FOR REDUCING CHILDREN'S FEAR OF THE DARK
Authors: Giebenhain Jean E. , O'Dell Stan L.
Published: March 2006

We evaluated the effectiveness of a manual to teach parents how to help their children overcome fear of the dark. The primary components of the package included desensitization, reinforcement, and verbal self‐control statements. Six fearful children ages 3–11 and their parents participated. A multiple‐baseline design across three pairs of matched subjects was used. Outcome measures consisted of the level of nighttime illumination voluntarily set by the child on a rheostat installed in the bedroom and the child's subjective rating of his or her fear level during the night. The data indicated that all children were sleeping all night with the rheostat set at criterion level or lower within 2 weeks after initiation of treatment, without any report of fear. Follow‐up measures at 3, 6, and 12 months showed that all children maintained or improved on the reduced fear behaviors achieved during the treatment.
APPLICATION OF THE “GENERALIZATION MAP” TO A SELF‐CONTROL INTERVENTION WITH SCHOOL‐AGED CHILDREN
Authors: Stevenson Howard C. , Fantuzzo John W.
Published: March 2006

The assessment of generalization has become a priority of applied behavior analysis. This study provided a thorough assessment of the generality of a comprehensive self‐control intervention. This intervention incorporated a number of self‐management skills and was designed to increase the math performance of an underachieving student in a regular elementary school classroom. All possible classes of generalization as outlined by Drabman, Hammer, and Rosenbaum (1979) were assessed. An ABAB design with follow‐up was used to determine the effectiveness of the intervention for the treated student's math performance in the school setting as well as the degree of generalization across the following untreated dimensions: behavior (disruptiveness); setting (home); subject (classmate); and time period (follow‐up). The effective intervention produced: subject, behavior, subject‐behavior, setting, subject‐setting, behavior‐setting, subject‐behavior‐setting, time, subject‐time, setting‐time, subject‐setting‐time, and subject‐behavior‐setting‐time generalization. Generalization was not obtained for behavior‐time, subject‐behavior‐time, and behavior‐setting‐time generalization. Features of this intervention which may have promoted generalization are discussed.
POSITIVE PEER PRESSURE: THE EFFECTS OF PEER MONITORING ON CHILDREN'S DISRUPTIVE BEHAVIOR
Authors: Smith Lisa K. Carden , Fowler Susan A.
Published: March 2006

Classroom peers can serve as powerful sources of reinforcement in increasing or maintaining both the positive and negative behaviors of their classmates. In two experiments, we examined the effectiveness of a peer‐monitored token system on reducing disruption and nonparticipation during a transition period of a kindergarten class for behaviorally impaired children. Additionally, the effect of providing and subsequently withholding corrective feedback to peer mediators on the accuracy of their point awards was evaluated. Results in Experiment 1 suggest that both teacher‐and peer‐monitored interventions were successful in decreasing disruption and increasing participation of monitored peers. Experiment 2 further demonstrated that peer monitors could successfully initiate the token system without prior adult implementation. Analysis of the point awards in both experiments indicates that peer monitors consistently awarded points that were earned. However, when corrective feedback was withdrawn the peer monitors frequently awarded points that were not earned, i.e., they rarely withheld points for undesirable behavior. Even so, the monitored peers' disruptive behavior was maintained at low rates.
THE TRAINING AND GENERALIZATION OF SOCIAL INTERACTION SKILLS WITH AUTISTIC YOUTH
Authors: Gaylord‐Ross Robert J. , Haring Thomas G. , Breen Catherine , Pitts‐Conway Valerie
Published: March 2006

Two experiments were conducted to increase the initiations and duration of social interactions between autistic and nonhandicapped youths. Experiment 1 taught two autistic youths to initiate and elaborate social interactions with three age‐appropriate and commonly used leisure objects; a radio, a video game, and gum. The students were first taught to use the objects and subsequently instructed in the related social skills. The youths generalized these social responses to other nonhandicapped peers in the same leisure setting. A second experiment trained a third autistic youth to emit similar social leisure skills. The use of the leisure objects and the related social skills were taught at the same time. The autistic youth learned these skills and generalized them to other handicapped peers in the same leisure setting. The importance of teaching generalized social responding in particular subenvironments was emphasized.
A PARENT‐ADMINISTERED PROGRAM TO REDUCE CHILDREN'S TELEVISION VIEWING
Authors: Wolfe David A. , Mendes Maria G. , Factor David
Published: March 2006

A parent‐administered program to reduce television viewing of primary school‐aged children was tested on two boys and three girls from three different families who were heavy viewers of television. Children were given 20 unearned tokens each week by their parents, which they could exchange for up to 10 hours of viewing time. The child earned a gold token for viewing in accordance with the rules for 4 consecutive weeks, which was exchanged for a reward. Parents were given instructions to follow the program independently. Data on hours of television viewing, homework, and reading were recorded each day by one or both parents. A multiple‐baseline analysis of the effects of the TV reduction program indicated that children reduced their baseline television viewing by more than half once the program was implemented, and continued to maintain these changes 6 months and 1 year after the program was discontinued. Reading time increased for all children whereas effects on homework varied across children. The results support the effectiveness of a parent‐administered program for nonbehavior problem children who watch excessive amounts of television.
TEACHING HOME SAFETY AND SURVIVAL SKILLS TO LATCH‐KEY CHILDREN: A COMPARISON OF TWO MANUALS AND METHODS
Authors: Peterson Lizette
Published: March 2006

I evaluated the influence of two training manuals on latch‐key children's acquisition of home safety and survival skills. The widely used, discussion‐oriented “Prepared for Today” manual was compared with a behaviorally oriented “Safe at Home” manual. Data were scored by response criteria developed by experts and by parents' and experts' ratings of children's spontaneous answers. With both methods of scoring, three behaviorally trained children demonstrated clear and abrupt increases in skill following training in each of seven trained modules, and these increases largely persisted in real world generalization probes and at 5‐month follow‐up. Smaller and less stable increases in skill were found in the three discussion‐trained children across the seven modules; lower skill levels were also seen in real world generalization probes and at follow‐up. Neither group of children demonstrated skill increases in home safety areas that were not explicitly trained. Both training methods produced small decreases in children's self‐report of general anxiety and anxiety concerning home safety. Results are discussed in terms of their implications for cost‐effective training of latch‐key children.
BEHAVIORAL ASSESSMENT AND TREATMENT OF CHRONIC FOOD REFUSAL IN HANDICAPPED CHILDREN
Authors: Riordan Mary M. , Iwata Brian A. , Finney Jack W. , Wohl Marianne K. , Stanley Alison E.
Published: March 2006

In this study, we examined the eating behavior of four handicapped children, none of whom exhibited self‐feeding skills. All children had a history of food refusal and were nutritionally at risk; one child received all nourishment by way of a gastrostomy tube. Baseline data taken during mealtimes indicated that all children accepted very little food, expelled food frequently, and engaged in a number of disruptive behaviors. Treatments consisted of one or more of the following contingent events: social praise, access to preferred foods, brief periods of toy play, and forced feeding. Results of multiple‐baseline and reversal designs showed marked behavioral improvement for each child and increases in the amount of food consumed. Further improvements were noted at follow‐up, which ranged from 7 to 30 months posttreatment.
EFFECTS OF LINES OF PROGRESS AND SEMILOGARITHMIC CHARTS ON RATINGS OF CHARTED DATA
Authors: Bailey Donald B.
Published: March 2006

The exent to which interrater agreement and ratings of significance on both changes in level and trend are affected by lines of progress and semilogarithmic charts was investigated. Thirteen graduate students rated four sets of charts, each set containing 19 phase changes. Set I data were plotted on equal interval charts. In Set II a line of progress was drawn through each phase on each chart. In Set III data points were replotted on semilogarithmic charts. In Set IV a line of progress was drawn through each phase of each Set III chart. A significant main effect on interrater agreement was found for lines of progress as well as a significant 2‐way interaction between lines of progress and change type. Three main effects (chart type, lines of progress, and type of change) and a significant 3‐way interaction were found for ratings of significance. Implications of these data for visual analysis of charted data are discussed.
PRACTICAL IMPLICATIONS OF THE MATCHING LAW
Authors: Myerson Joel , Hale Sandra
Published: March 2006

Many problem situations in applied settings are best conceptualized as choice situations. In addition, applied behavior analysts create choice situations when they reinforce a competing response to decrease inappropriate behavior. When such situations are analyzed using the matching law, variable interval (VI) schedules of reinforcement prove to be a superior intervention strategy regardless of the nature of the schedule maintaining other, less appropriate behavior. This conclusion is robust in that VI schedule superiority is observed in situations in which choice behavior is highly biased or shows pronounced undermatching as well as those in which the matching law holds precisely. Our analysis demonstrates the potential practical value of mathematical descriptions of behavior.
SELF‐MONITORING AND WORK PRODUCTIVITY WITH MENTALLY RETARDED ADULTS
Authors: Ackerman Adele M. , Shapiro Edward S.
Published: March 2006

We examined the use of self‐monitoring to increase the productivity of five mentally retarded adults in a sheltered workshop. Data were collected daily during a 30‐minute intervention and 30‐minute generalization period. Following baseline, verbal praise, prompts, and physical encouragement were administered contingent on productive behavior on a specific task during the intervention period. In the next phase, self‐monitoring was trained during the intervention period. During both phases, baseline conditions prevailed in the generalization periods. In the final phase, self‐monitoring was extended across the intervention and generalization periods. Results showed that increased productivity levels, evident when praise and prompting were being administered, maintained with self‐monitoring alone. Minimal generalization across time was observed until self‐monitoring was begun in the generalization period.
OPERANT TREATMENT OF OROFACIAL DYSFUNCTION IN NEUROMUSCULAR DISORDERS
Authors: Parker Lynn H. , Cataldo Michael F. , Bourland Gordon , Emurian Cleeve S. , Corbin Roger J. , Page Jeanne M.
Published: March 2006

The popularity and reported success of biofeedback treatment for neuromuscular disorders has occurred despite a lack of research identifying the critical variables responsible for therapeutic gain. In this study, we assessed the degree to which severe neurological dysfunction could be improved by using one of the components present in all biofeedback treatment, contingency management. Three cases of orofacial dysfunction were treated by reinforcing specific improvements reliably detectable without the use of biofeedback equipment. The results showed that contingency management procedures alone were sufficient to improve overt motor responses but, unlike biofeedback treatment, did not produce decreases in the hypertonic muscle groups associated with the trained motor behavior. The findings suggest that sophisticated, expensive biofeedback equipment may not be necessary in treating some neuromuscular disorders and that important clinical gains may be achieved by redesigning the patient's daily environment to be contingently therapeutic, rather than only accommodating the disabilities of the physically handicapped.
TRAINING MILDLY HANDICAPPED PEERS TO FACILITATE CHANGES IN THE SOCIAL INTERACTION SKILLS OF AUTISTIC CHILDREN
Authors: Shafer Michael S. , Egel Andrew L. , Neef Nancy A.
Published: March 2006

We evaluated the effects of a peer‐training strategy, consisting of direct prompting and modeling, on the occurrence and duration of interactions between autistic students and nonautistic peer‐trainers. Data were obtained in both training and generalization settings. The results of a multiple‐baseline design across students demonstrated that: (a) the direct prompting procedure produced immediate and substantial increases in the occurrences and durations of positive social interactions between the peer‐trainers and autistic students; (b) these increases were maintained across time at levels above baseline during subsequent free‐play probes; (c) these findings were judged by teachers to be socially valid; (d) untrained peers increased their interactions with the autistic students in three of the four groups; (e) generalization of behavior change across settings occurred only after specific programming; and (f) interactions between untrained peers and peer‐trainers decreased following training. Variables that may account for the results and the implications of these findings for peer‐mediated interventions are discussed.
CO‐WORKER SOCIAL SUPPORT IN A WORKSITE SMOKING CONTROL PROGRAM
Authors: Malott James M. , Glasgow Russell E. , O'Neill H. Katherine , Klesges Robert C.
Published: March 2006

We evaluated the effects of adding a social support component to a worksite controlled smoking treatment program. Twenty‐four participants were randomly assigned to either a controlled smoking or a controlled smoking plus partner support condition. Within a multiple baseline across behaviors design, smokers in both conditions made efforts to achieve sequential 50% reductions in: (a) nicotine content of brand smoked, (b) number of cigarettes smoked per day, and (c) percentage of each cigarette smoked. Self‐monitoring records, laboratory analyses of spent cigarette butts, and carbon monoxide determinations indicated that both conditions were effective in producing significant reductions in each of the three target behaviors and in carbon monoxide levels. All participants who quit smoking during the program maintained their abstinence at a 6‐month follow‐up, and those who did not quit were smoking less at follow‐up than they had at pretest on all dependent variables. However, few differences were observed between controlled smoking and controlled smoking plus partner support conditions either during treatment or at the 6‐month follow‐up. Results are discussed with regard to previous worksite studies, future directions for research on social support, and variables that may have mediated treatment outcome.
THE USE OF RESPONSE PREVENTION TO ELIMINATE NOCTURNAL THUMBSUCKING
Authors: Van Houten Ron , Rolider Ahmos
Published: March 2006

The effects of a response prevention strategy consisting of the fading of restraint and the removal of reinforcers on nocturnal thumbsucking behavior was evaluated in four experiments. In the first experiment, nocturnal thumbsucking was restrained for approximately 1 week by having each of two boys wear a boxing glove to bed. Next they wore absorbent cotton over the thumb for 11 nights. During the last phase in this condition, they wore a fingertip bandage over the thumb for 10 to 11 nights. The response prevention package completely eliminated thumbsucking behavior in both boys. In the second experiment, the removal of reinforcers alone for nocturnal thumbsucking had little or no effect on the thumbsucking behavior of three girls whereas the later introduction of the entire package completely suppressed thumbsucking in all three girls. In the third experiment, the package was evaluated in the absence of the glove restraint condition. The results showed that the treatment package was effective in the absence of the glove restraint condition for all three children. The final experiment examined whether the package could be effective if the absorbent cotton condition was abruptly removed without using the fingertip bandage condition. The results showed the treatment to be effective with one of two boys, but not the other.
EYE CONTACT AS AN ANTECEDENT TO COMPLIANT BEHAVIOR
Authors: Hamlet Carolynn C. , Axelrod Saul , Kuerschner Steven
Published: March 2006

Many experimenters and practitioners regard eye contact between instructor and learner as a facilitator, if not a prerequisite, to the effective instruction of sighted people. Without scientifically supporting the practice of demanding eye contact, experimenters, nonetheless, advocate its use and offer a variety of procedures to promote its acquisition. To justify the widespread use of demanded eye contact and to explain its role functionally, one experiment and data from six replications with nine subjects are presented. The primary experiment provides an empirical base for the training of eye contact prior to instruction. In a multiple‐baseline design across two students demanded eye contact resulted in levels of compliance that were double and triple those of baseline. A tentative functional analysis of demanded eye contact is presented, followed by a discussion of the relationship of eye contact to attending.
INCREASING SPONTANEOUS VERBAL RESPONDING IN AUTUSTIC CHILDREN USING A TIME DELAY PROCEDURE
Authors: Charlop Marjorie H. , Schreibman Laura , Thibodeau Marie Garrison
Published: March 2006

One oft‐cited problem with teaching speech skills to autistic children isthe failure of the speech to be spontaneous. That is, the children's speech often remains underthe control of the verbal behavior of others rather than underthe control of other nonverbal referents inthe environment. We investigatedthe effectiveness of a time delay procedure to increasethe spontaneous speech of seven autistic children. Initially, the experimenter presented a desired object (e.g., cookie) and immediately modeledthe appropriate response “I want (cookie).” Gradually, asthe child imitatedthe vocalization, the experimenter increasedthe time between presentation of the object andthe modeled vocalization in an attempt to transfer stimulus control of the child's vocalization fromthe experimenter's model tothe object. Results indicated that allthe children learned to request items spontaneously and generalized this behavior across settings, people, situations, and to objects which had not been taught. These results are discussed in relation tothe literature on spontaneous speech, prompting, and generalization.
EFFECTS OF TEACHER‐DIRECTED VERSUS STUDENT‐DIRECTED INSTRUCTION AND CUES VERSUS NO CUES FOR IMPROVING SPELLING PERFORMANCE
Authors: Gettinger Maribeth
Published: March 2006

The purpose of this study was twofold: to examinethe effects of imitating children's spelling errors alone and in combination with visual and verbal cues on spelling accuracy and retention among poor spellers and to comparethe effectiveness of student‐directed versus teacher‐directed spelling instruction on children's spelling accuracy and retention. Nine children received four alternating experimental treatments during a 16‐week spelling program. Results indicated that student‐directed instruction that incorporated visual and verbal cues was most effective in increasing children's spelling accuracy.
THE FACILITATIVE EFFECTS OF INCIDENTAL TEACHING ON PREPOSITION USE BY AUTISTIC CHILDREN
Authors: McGee Gail G. , Krantz Patricia J. , McClannahan Lynn E.
Published: March 2006

In a comparison of incidental teaching and traditional training procedures, three language‐delayed autistic children were taught expressive use of prepositions to describe the location of preferred edibles and toys. Traditional highly structured training and incidental teaching procedures were used in a classroom setting, and generalization was assessed during free‐play sessions. Results clearly indicate that incidental teaching promoted greater generalization and more spontaneous use of prepositions. These findings have important implications for language programming and teacher training, suggesting that incidental teaching should be included as a standard component of language development curricula for autistic and other developmentally delayed children.
SELF‐REINFORCEMENT EFFECTS: AN ARTIFACT OF SOCIAL STANDARD SETTING?
Authors: Hayes Steven C. , Rosenfarb Irwin , Wulfert Edelgard , Munt Edwin D. , Korn Zamir , Zettle Robert D.
Published: March 2006

Two studies were conducted to identify mechanisms responsible for observed “self‐reinforcement” effects. In Experiment 1, using a studying task, self‐reinforcement procedures did not work when they were private (i.e., when others are not aware of the goals or contingencies), but did work when they were public. Self‐delivery of consequences added nothing to the effectiveness of the procedure. The data suggested that public goal setting was the critical element in the procedure's effectiveness. In Experiment 2, an applied extension, goal setting alone was effective in modifying over a long time period studying behaviors of people with significant studying difficulties, but only when the goals were known to others. Overall, the two experiments make more plausible the view that self‐reinforcement procedures work by setting a socially available standard against which performance can be evaluated. The procedure itself functions as a discriminative stimulus for stringent or lenient social contingencies. The application of this mechanism to other problems of applied significance is briefly discussed.
A UNIVERSITY‐BASED INCENTIVE PROGRAM TO INCREASE SAFETY BELT USE: TOWARD COST‐EFFECTIVE INSTITUTIONALIZATION
Authors: Rudd James R. , Geller E. Scott
Published: March 2006

A cost‐effective incentive program to increase safety belt use was implemented by the campus police of a large university. For each of the 3‐week intervention periods during three consecutive academic quarters, the 22 campus police officers recorded the license plate numbers of vehicles with drivers wearing a shoulder belt. From these numbers, 10 raffle winners were drawn who received gift certificates donated by community merchants. Faculty and staff increased their belt usage markedly as a result of the “Seatbelt Sweepstakes,” whereas students increased their belt use only slightly. A cost‐effectiveness analysis indicated that the sweepstakes cost an average of $0.98 per each newly buckled driver. During each sweepstakes intervention, officers' belt usage increased significantly, but diminished to initial baseline levels after the final withdrawal of the program. Surveys of officers' opinions indicated that the police would accept the program demands as a regular task requirement. This result and the fact that program promotion and coordination were eventually taken over by two student organizations suggest that institutionalization of the “Seatbelt Sweepstakes” is feasible.
THE EFFICACY OF AN ALL‐POSITIVE APPROACH TO CLASSROOM MANAGEMENT
Authors: Pfiffner Linda J. , Rosén Lee A. , O'Leary Susan G.
Published: March 2006

This study addressed the question of whether an all‐positive approach to classroom management can be effective. The on‐task behavior and academic performance of eight, second‐ and third‐grade children with behavior problems were examined. Results indicated that an all‐positive approach that relied primarily on praise was not effective. However, when an individualized reward system was used, the children's rates of on‐task behavior were high and stable. Similar effects were observed for academic productivity. Thus, a classroom can be managed using only positive consequences. However, to be successful, such an approach may require a considerable amount of teacher time and effort, particularly potent, varied and individual rewards, and high rates of appropriate behavior previously established using both positive and negative consequences.
USING A TOKEN‐ACTUATED TIMER TO REDUCE TELEVISION VIEWING
Authors: Jason Leonard A.
Published: March 2006

A child watching an excessive amount of T.V. was provided a behavioral program featuring a token‐actuated timer. Earned tokens were used to activate the T.V. for thirty‐minute periods. The token‐exchange system effectively reduced T.V. viewing and the reductions were maintained at two follow‐up points. The principal contribution of the study is the development and evaluation of an electronically controlled device that was used to check the accuracy of parent‐reported data.
INCREASING HANDICAPPED PRESCHOOLERS' PEER SOCIAL INTERACTIONS: CROSS‐SETTING AND COMPONENT ANALYSIS
Authors: Odom Samuel L. , Hoyson Marilyn , Jamieson Bonnie , Strain Phillip S.
Published: March 2006

The purposes of our study were: (a) to train a set of observationally determined social behaviors via peer initiation; (b) to determine if effects generalized across classroom settings and to directly intervene if generalization did not occur; and (c) to analyze components of the peer‐initiation intervention. After baseline, nonhandicapped preschool children (confederates) were taught to direct social initiations to the three handicapped preschool‐aged students. Teachers prompted the confederates to engage the students in social interaction when necessary and rewarded the confederates with tokens. Confederates' initiations to the students resulted in increased frequencies of positive social interaction. There was no generalization to other classroom settings, and the intervention was subsequently implemented in a second and third classroom. Next, the confederates' token reinforcement system was withdrawn, with no apparent deleterious effects on the confederates' or students' social interactions. When teachers substantially reduced their prompts to the confederates, students' social interactions decreased. Finally, reinstatement of teacher prompts resulted in increases in the confederates' social initiations and, consequently, the positive social interactions of the students.
EVALUATION OF A TRAINING MANUAL FOR THE ACQUISITION OF BEHAVIORAL ASSESSMENT INTERVIEWING SKILLS
Authors: Miltenberger Raymond G. , Fuqua R. Wayne
Published: March 2006

Two procedures were used to teach behavioral assessment interviewing skills: a training manual and one‐to‐one instruction that included modeling, rehearsal, and feedback. Two graduate students and two advanced undergraduates were trained with each procedure. Interviewing skills were recorded in simulated assessment interviews conducted by each student across baseline and treatment conditions. Each training procedure was evaluated in a multiple baseline across students design. The results showed that both procedures were effective for training behavioral interviewing skills, with all students reaching a level of 90%‐100% correct responding. Finally, a group of experts in behavior analysis rated each interviewing skill as relevant to the conduct of an assessment interview and a group of behavioral clinicians socially validated the outcomes of the two procedures.
GENERALIZATION AND MAINTENANCE OF COMPLEX SKILLS BY SEVERELY HANDICAPPED ADOLESCENTS FOLLOWING PICTURE PROMPT TRAINING
Authors: Wacker David P. , Berg Wendy K. , Berrie Pat , Swatta Pat
Published: March 2006

Three severely handicapped adolescents were trained, using a picture prompt package, to complete three complex vocational or daily living tasks. Results indicated that all students required many training sessions to learn the first training task. Following initial training, however, all students generalized their use of the pictures across settings without additional training. The students also needed substantially reduced amounts of training on the remaining two tasks. During maintenance, two of the students continued to perform at relatively high levels of accuracy with and without the picture prompts, whereas one student continued to need the pictures.
TEACHING FUNCTIONAL COMMUNITY SKILLS TO AUTISTIC CHILDREN USING NONHANDICAPPED PEER TUTORS
Authors: Blew Priscilla A. , Schwartz Ilene S. , Luce Stephen C.
Published: March 2006

In this study, two autistic children were paired with normal peers who, after pretraining sessions, taught community skills to the autistic children. Data were collected during three conditions: baseline, modeling, and peer tutoring. Results demonstrated that no identified skills were acquired during the baseline and modeling conditions. However, direct instruction of each child by a peer tutor resulted in the learning and maintenance of functional community skills.
SELF‐INSTRUCTIONAL TRAINING WITH PRESCHOOLERS: AN ATTEMPT TO REPLICATE
Authors: Billings Donna C. , Wasik Barbara H.
Published: March 2006

We attempted to replicate an intervention program by Bornstein and Quevillon (1976), which had shown that the disruptive classroom behavior of Head Start children could be dramatically reduced through self‐instructional training. Although the subject population and procedures were quite similar across studies, our self‐instructional training did not produce socially significant, durable increases in either appropriate classroom behavior or changes in teacher ratings of the children's behavior. These results suggest that additional variables may have been responsible for Bornstein and Quevillon's success.
TEACHING JOB INDEPENDENCE AND FLEXIBILITY TO MENTALLY RETARDED STUDENTS THROUGH THE USE OF A SELF‐CONTROL PACKAGE
Authors: Sowers Jo‐Ann , Verdi Michael , Bourbeau Philip , Sheehan Martin
Published: March 2006

We examined mentally retarded individuals' use of picture cues and self‐monitoring to initiate a series of tasks of varying type and order. Four severely to moderately retarded high school students participating in a vocational training program were trained to use a picture‐cue system. The system consisted of photographs of vocational tasks that were inserted in the assigned order in a photoalbum sheet; self‐management was accomplished by marking off each photo after its corresponding task was completed. Students were assigned seven tasks from a pool of 13 each day. Results indicated that the students quickly learned to use the picture‐cue system to change tasks throughout their workday without trainer prompts and that performance was maintained as trainer feedback and presence were decreased. At the end of the study, two students who were exposed to novel photographs were able to initiate independently after only minimal training, suggesting that the use of the picture‐cue system had become a generalized skill.