bluuebunny/crossref_metadata_2025 huggingface dataset:
A PEER‐MEDIATED SOCIAL NETWORK INTERVENTION TO ENHANCE THE SOCIAL INTEGRATION OF PERSONS WITH MODERATE AND SEVERE DISABILITIES
Authors: Haring Thomas G. , Breen Catherine G.
Published: March 2006

Increasingly, parents, teachers, and students with disabilities are advocating for interventions that go beyond skill training to provide support for participation in integrated environments and support for friendships. The present research demonstrated a social network intervention for youths with moderate and severe disabilities. Two groups of nondisabled peers were recruited to participate in weekly discussions with an adult integration facilitator to increase opportunities for social interaction for 2 students (1 with autism and 1 who was moderately mentally retarded). The groups met to discuss social interactions that had occurred with the students with disabilities and to talk about strategies to promote greater inclusion of the students into ongoing social interaction. The nondisabled students participated in the design and implementation of social skills interventions during transition times and lunch. The nondisabled students used self‐monitoring data sheets to record the quantity and quality of interactions. The frequency of interaction, number of opportunities for interaction, and appropriateness of social interactions were analyzed with a multiple baseline design. Results indicated that the social network intervention was successful in increasing the quantity and quality of interactions and that the network strategy promoted the development of friendships. The results are discussed in terms of the need for additional research showing the relationships between increases in social competence, peer‐mediated intervention, and the development and support of friendship.
INCREASING GENERALIZED SOCIAL INTERACTIONS IN PSYCHOTIC AND MENTALLY RETARDED RESIDENTS THROUGH PEER‐MEDIATED THERAPY
Authors: Stewart Gary , Houten Ron Van , Houten Joy Van
Published: March 2006

This study investigated whether withdrawn adults living in a residential center for psychotic and mentally handicapped persons could serve as peer therapists to increase the social interaction of other withdrawn residents. Two pairs of residents served as participants. Treatments were introduced and evaluated within a multiple baseline with reversal design. After baseline, the peer therapist was instructed to increase the social interactions of a target peer through engagement in social interactions. The results demonstrated that the peer therapist increased the social interactions of target peers. However, these increases did not generalize to other residents until the introduction of a multiple peer therapist condition. The percentage of time the peer therapists interacted with other nontarget residents also increased throughout the study. These results were maintained during a 4‐month follow‐up condition.
IMPROVING SOCIAL SKILLS AND DISRUPTIVE BEHAVIOR IN CHILDREN WITH AUTISM THROUGH SELF‐MANAGEMENT
Authors: Koegel Lynn Kern , Koegel Robert L. , Hurley Christine , Frea William D.
Published: March 2006

The literature suggests that children with autism typically are unresponsive to verbal initiations from others in community settings, and that such unresponsiveness can lead to problematic social interactions and severely disruptive behavior. The present study assessed whether self‐management could be used as a technique to produce extended improvements in responsiveness to verbal initiations from others in community, home, and school settings without the presence of a treatment provider. The results showed that children with autism who displayed severe deficits in social skills could learn to self‐manage responsivity to others in multiple community settings, and that such improvements were associated with concomitant reductions in disruptive behavior without the need for special intervention. The results are discussed in terms of their significance for improved development of social skills in children with autism.
EFFECTS OF VIDEO‐ASSISTED TRAINING ON EMPLOYMENT‐RELATED SOCIAL SKILLS OF ADULTS WITH SEVERE MENTAL RETARDATION
Authors: Morgan Robert L. , Salzberg Charles L.
Published: March 2006

Two studies investigated effects of video‐assisted training on employment‐related social skills of adults with severe mental retardation. In video‐assisted training, participants discriminated a model's behavior on videotape and received feedback from the trainer for responses to questions about video scenes. In the first study, 3 adults in an employment program participated in video‐assisted training to request their supervisor's assistance when encountering work problems. Results indicated that participants discriminated the target behavior on video but effects did not generalize to the work setting for 2 participants until they rehearsed the behavior. In the second study, 2 participants were taught to fix and report four work problems using video‐assisted procedures. Results indicated that after participants rehearsed how to fix and report one or two work problems, they began to fix and report the remaining problems with video‐assisted training alone.
SOCIAL VALIDATION OF COMPONENT BEHAVIORS OF FOLLOWING INSTRUCTIONS, ACCEPTING CRITICISM, AND NEGOTIATING
Authors: Quinn John M. , Sherman James A. , Sheldon Jan B. , Quinn Liane M. , Harchik Alan E.
Published: March 2006

This study evaluated whether behaviors often taught as part of social skills training are judged favorably by others. Community judges evaluated the performances of people in various situations requiring one of three social skills: following instructions, accepting criticism, and negotiating to resolve conflicts. These skills were displayed in videotaped scenes by actors with and without mental retardation who acted out roles that had different types of authority relationships, and when different components or clusters of behavior (nonverbal, specific verbal, or general verbal behaviors) were performed well or poorly. The highest ratings by judges were of videotaped scenes that depicted correct use of all behaviors, regardless of which skill was being examined, whether or not the actor had mental retardation, or what the relationship was between the two actors. The lowest ratings were of videotaped scenes that depicted poor performance of all behaviors, and intermediate ratings were obtained when only some of the behaviors were performed poorly. These results, as well as the verbal responses of judges to questions, indicated that the different behaviors commonly used in teaching the skills of following instructions, accepting criticism, and negotiating are relevant to judgment of social performance, and are likely to be reinforced and maintained by social contingencies.
GENERALIZATION AND MAINTENANCE OF PRESCHOOL CHILDREN'S SOCIAL SKILLS: A CRITICAL REVIEW AND ANALYSIS
Authors: Chandler Lynette K. , Lubeck Roger C. , Fowler Susan A.
Published: March 2006

This paper summarizes the results of a retrospective review of generalization in the context of social skills research with preschool children. A review of studies from 22 journals (1976 to 1990) that assessed generalization as part of social interaction research provided information concerning the prevalence of studies that have assessed generalization, common practices concerning the production and assessment of generalization, and the overall success of obtaining generalization and maintenance of social behaviors. A comparison of the most and least successful studies, with respect to generalization, revealed some differences concerning the practices employed by studies within each group. Differences differentially related to the production of generalization are discussed and recommendations are provided to guide and support future research efforts.
ON THE RELATIONSHIP BETWEEN SELF‐INJURIOUS BEHAVIOR AND SELF‐RESTRAINT
Authors: Smith Richard G. , Iwata Brian A. , Vollmer Timothy R. , Pace Gary M.
Published: March 2006

Many individuals who exhibit self‐injurious behavior (SIB) also exhibit self‐restraint. Three hypotheses about the determinants of self‐restraint have been suggested: (a) Self‐restraint is maintained by escape from or avoidance of aversive aspects of SIB, (b) self‐restraint and SIB are members of the same functional class, and (c) self‐restraint and SIB are functionally independent. This study examined a method by which the relationship between self‐restraint and SIB may be investigated using functional analysis. Data were collected on the self‐restraint and SIB exhibited by 5 mentally retarded males, while conditions suspected to maintain SIB were manipulated. Results suggested that self‐restraint, like SIB, may be maintained by idiosyncratic contingencies. Implications of an understanding of self‐restraint for the analysis and treatment of SIB are discussed, as are some general possibilities for future research.
TEACHING CHILDREN WITH AUTISM APPROPRIATE PLAY IN UNSUPERVISED ENVIRONMENTS USING A SELF‐MANAGEMENT TREATMENT PACKAGE
Authors: Stahmer Aubyn C. , Schreibman Laura
Published: March 2006

The present study used a self‐management treatment package to teach 3 children with autism, who exhibited inappropriate play behaviors, to play appropriately in the absence of a treatment provider. After self‐management training, generalization and maintenance of the behavior change were assessed. Because of the detrimental effects of self‐stimulation (arm flapping, spinning toys, twirling, etc.) on learning, the relationship between self‐stimulatory behaviors and appropriate play was measured. Results indicated that the children learned to exhibit appropriate play skills in unsupervised settings, appropriate play skills generalized to new settings, and 2 of the children maintained their gains at 1‐month follow‐up. In addition, self‐stimulatory behaviors decreased as appropriate play increased. Treatment implications of these findings are discussed.
USING STIMULUS EQUIVALENCE PROCEDURES TO TEACH NAME‐FACE MATCHING TO ADULTS WITH BRAIN INJURIES
Authors: Cowley Brian J. , Green Gina , Braunling‐McMorrow Debra
Published: March 2006

On pretests, 3 men with brain injuries matched dictated names of three therapists to written names, but did not match dictated or written names to photos, produce correct names in response to photos, locate offices given written names, or name therapists on sight. Match‐to‐sample training established conditional relations between dictated names and photos. Posttests showed the emergence of untrained conditional relations involving photos and written names, indicating development of three classes of equivalent stimuli (each containing a dictated name, photo, and written name). For 1 participant, conditional relations involving photos of office nameplates were also examined, but did not emerge pre‐ or posttraining. Two participants produced names orally when given photos and sorted written names and faces together after training; the 3rd participant was unavailable for these posttests. After training, 1 participant located and named all three therapists in their offices.
ONGOING CONSULTATION AS A METHOD OF IMPROVING PERFORMANCE OF STAFF MEMBERS IN A GROUP HOME
Authors: Harchik Alan E. , Sherman James A. , Sheldon Jan B. , Strouse Michael C.
Published: March 2006

A model of ongoing consultation was implemented in a community group home for 8 adults with severe and profound mental retardation. Two consultants, highly experienced in working with people with mental retardation and in the procedures used in group homes, taught staff members to use a token reinforcement system, to engage the adults in a variety of activities, and to improve the content and style of the staff members' interactions with the adults. The consultants taught skills to 9 staff members through brief mini‐workshops, direct observation of the staff members' use of the skills during regular activities in the group home, and individual verbal feedback regarding a staff member's performance of the skills. Evaluation of the ongoing consultation process by the 2 consultants showed it to be effective in improving the performance of the staff members and in changing the behaviors of the adults who lived in the home. Continued implementation of the process, however, appeared to be necessary for the behavior changes of staff members to be maintained at high levels.
PROBLEM SOLVING TO PREVENT WORK INJURIES IN SUPPORTED EMPLOYMENT
Authors: Martella Ronald C. , Agran Martin , Marchand‐Martella Nancy E.
Published: March 2006

A problem‐solving strategy was used to teach three groups of 3 individuals in supported employment how to prevent work‐related injuries. The problem‐solving strategy was taught in two training phases. The first training phase involved the use of cue cards, and the second involved the withdrawal of the cue cards. Interviews and staged generalization assessments in the participants' natural work environments were conducted before, during, and up to 12 weeks after training. In these assessments, situations were presented that were either similar or dissimilar to situations presented in training. Results of both the interviews and staged assessments indicated that the participants' newly acquired problem‐solving skills generalized to similar and dissimilar situations.
MUSICAL REINFORCEMENT OF PRACTICE BEHAVIORS AMONG COMPETITIVE SWIMMERS
Authors: Hume K. Michelle , Grossman Jane
Published: March 2006

This study determined whether music could be used as a reinforcer for increasing productive and decreasing nonproductive behavior of 6 competitive swimmers during the dry‐land portion of a practice session. The swimmers were randomly assigned to either the contingent reinforcement group, who received music for productive behavior, or the noncontingent group, who received music regardless of their training productivity. An ABAB design showed that a large and immediate increase in productive practice behavior and decrease in nonproductive practice behavior occurred during the contingent phase compared to the baseline phase. Subjects rated the musical reinforcement favorably and elected to have the procedure continued.
EFFECTS OF A VARIABLE‐RATIO REINFORCEMENT SCHEDULE WITH CHANGING CRITERIA ON EXERCISE IN OBESE AND NONOBESE BOYS
Authors: De Luca Rayleen V. , Holborn Stephen W.
Published: March 2006

The effects of a variable‐ratio schedule of reinforcement on pedaling a stationary exercise bicycle were examined. Three obese and three nonobese 11‐year‐old boys were individually tested five times weekly for approximately 12 weeks. A changing‐criterion design was used in which each successive criterion was increased over mean performance rate in the previous phase by approximately 15%. The contingencies of the successive criteria resulted in systematic increases in rate of exercise for all children. Final variable‐ratio rates were higher than those under fixed ratios found in previous research, with rates for 2 of the 3 obese boys approximating those of the nonobese.
AN ANALYSIS OF A GROUP TEACHING PROCEDURE FOR PERSONS WITH DEVELOPMENTAL DISABILITIES
Authors: Repp Alan C. , Karsh Kathryn G.
Published: March 2006

This study evaluated whether a concurrent group teaching procedure, in which all students respond simultaneously, could be used for persons with moderate or severe mental retardation. The teaching procedure used was the Task Demonstration Model, a program based on stimulus‐control research and the fading techniques of behavioral psychology. Three teachers and three groups of students participated. Results showed that the teachers increased their rates of questions and instructions, positive feedback, and use of functional materials, but they reduced their rate of prompts to almost zero. Students increased their percentage and rate of correct responding as well as their engaged time. In addition, maladaptive responding, for which there were never any direct consequences, decreased from 45% to 10% for 8 of the 14 students. Results are discussed primarily in two areas: (a) changing stimulus control from teacher prompts to critical elements of the items being taught, and (b) reasons for the reduction of maladaptive behavior for 8 of the subjects.
COVARIATION WITHIN FUNCTIONAL RESPONSE CLASSES: IMPLICATIONS FOR TREATMENT OF SEVERE PROBLEM BEHAVIOR
Authors: Sprague Jeffrey R. , Horner Robert H.
Published: March 2006

Two studies examined the effects of a reductive treatment versus instruction‐based treatments on the generalized reduction of problem behaviors. Each study involved a detailed analysis of multiple problem behaviors performed by school‐aged youth with severe intellectual disabilities. The analysis examined the contrasting effects of one of two different positive intervention procedures (teaching a positive alternative behavior or providing additional teacher assistance during instruction) versus blocking and/or verbally reprimanding a problem behavior. The focus of each analysis was on the covariation of multiple problem behaviors within functional response classes. Results of the investigation indicated that when only one member of the response class was blocked, a collateral increase was observed in one or more different problem behaviors from the same response class. Alternatively, when 1 participant was taught a functionally equivalent mand response, all problem behaviors in the response class were reduced. Problem behaviors also were reduced for the remaining participant by presenting antecedent teacher assistance. Implications of the research extend to analysis of covariation within response classes and to procedures that result in generalized reduction of problem behaviors within a response class.
ASSESSING CHOICE MAKING AMONG CHILDREN WITH MULTIPLE DISABILITIES
Authors: Sigafoos Jeff , Dempsey Roslyn
Published: March 2006

Some learners with multiple disabilities display idiosyncratic gestures that are interpreted as a means of making choices. In the present study, we assessed the validity of idiosyncratic choice‐making behaviors of 3 children with multiple disabilities. Opportunities for each child to choose between food and drink were provided under two conditions. In one condition, the children were given the food or drink item corresponding to their prior choice. In the other condition, the teacher delivered the item opposite to that chosen. It was reasoned that valid choice‐making behaviors would be reflected in a greater tendency to accept the chosen item and refuse the unchosen item. Direct observations revealed all children consistently indicated choices during both conditions. Choices of both the food and drink items were made by all 3 children. A reversal design demonstrated that acts of refusal were more frequent when choices were followed by delivery of the item opposite to that chosen. Similar assessment procedures may be effective in determining the function of idiosyncratic gestures exhibited by persons with multiple disabilities. For children lacking such skills, intervention to teach valid choice‐making behaviors may be needed to complement assessment procedures.
BEHAVIOR CHANGE IN THE FUNNY PAPERS: FEEDBACK TO CARTOONISTS ON SAFETY BELT USE
Authors: Mathews R. Mark , Dix Michael
Published: March 2006

A multiple baseline across 8 nationally syndicated cartoonists evaluated the effects of personal advocacy letters encouraging presentations of a specific prevention message—the depiction of safety belt use in comic strips showing motor vehicle occupants. During baseline these cartoonists depicted safety belt use in only 15% (6 of 41) of their strips with occupied vehicles, but following receipt of a personal letter requesting safety belt use 41% (42 of 102) of their strips depicted safety belt use. Four cartoonists showed clear and immediate increases in depiction of safety belt use, 2 demonstrated delayed and somewhat less consistent belt use, and 2 cartoonists showed no change. The approach and results are discussed with regard to advocacy efforts intended to influence presentation of prevention messages in the media.
PROMOTING LAW ENFORCEMENT FOR CHILD PROTECTION: A COMMUNITY ANALYSIS
Authors: Lavelle Judith M. , Hovell Melbourne F. , West M. Patricia , Wahlgren Dennis R.
Published: March 2006

The Colorado Occupant Protection Project (COPP) intervention provided police with brief instruction concerning the importance of citations for drivers' failure to use child safety seats and special coupons to accompany citations. Coupons were exchangeable by drivers for a safety seat and brief training in its use, plus a waiver of the $50 citation fine. Over 4.5 years of archival records were employed, using an ABA design and a comparison community to evaluate the program. Few tickets were issued for nonuse of safety seats during the 3‐year baseline in either community. Citations for nonuse of safety seats increased to over 50 per month during the intervention period at the test site, whereas rates remained essentially zero at the comparison site. After the COPP intervention was removed at the intervention site, citation rates for nonuse of safety seats decreased to about 15 per month. Differences between intervention conditions and settings were statistically significant. During the intervention, officers were 44 times more likely to write citations than were controls. Results suggested that a behavioral program can increase police citation writing for child protection purposes.
EFFECTS OF HIGH‐PROBABILITY REQUESTS ON THE ACQUISITION AND GENERALIZATION OF RESPONSES TO REQUESTS IN YOUNG CHILDREN WITH BEHAVIOR DISORDERS
Authors: Davis Carol Ann , Brady Michael P. , Williams Robert E. , Hamilton Richard
Published: March 2006

The failure to respond to requests in young children often is maintained by the reactions of the adults that encounter this behavior. This failure to respond to requests has been identified as a primary reason for the children's exclusion from community, social, and instructional opportunities. Numerous interventions that target the failure to respond have consisted of punishment and reinforcement procedures. More recently, antecedent interventions have focused on changing the context in which a request is delivered. In the current study, high‐probability requests were provided as an antecedent to delivering a low‐probability request. The requests were delivered by multiple trainers in an attempt to produce generalized appropriate responding to adults who did not use the high‐probability sequence. Results showed an immediate increase in appropriate responding in 2 children when the intervention was delivered. In addition, when the intervention was implemented by more than one adult, spontaneous increases in responding also were observed toward adults who had never implemented the request sequence. Improvements in responding to requests were maintained after the intervention was discontinued.
IMPLICATIONS OF BEHAVIORAL PHARMACOLOGY RESEARCH FOR APPLIED BEHAVIOR ANALYSES: JEAB'S SPECIAL ISSUE CELEBRATING THE CONTRIBUTIONS OF JOSEPH V. BRADY (MARCH 1994)
Authors: Kirby Kimberly C. , Bickel Warren K.
Published: March 2006

We review four articles from JEAB's March 1994 issue celebrating the contributions of Joseph V. Brady. These articles have implications for studying private events and for studying multiple operants. We suggest that regularly including self‐reports about private events in behavioral pharmacological research has resulted in an accumulated knowledge that has facilitated examination of interesting relations among self‐reports, environmental factors, and other observable behaviors. Methodological lessons that behavioral pharmacologists have learned regarding the study of multiple operants are also relayed. We provide examples of how these lessons could be useful to applied behavior analysts studying nonpharmacological issues.
WAGERING ON A LARGE SCALE: RELATIONSHIPS BETWEEN PUBLIC GAMBLING AND GAME MANIPULATIONS IN TWO STATE LOTTERIES
Authors: Lyons Charles A. , Ghezzi Patrick M.
Published: March 2006

Public wagering was examined in relation to game adjustments during the first 523 draws of Oregon's “Megabucks” lottery and the first 540 draws of Arizona's “The Pick” lottery. Oregon's lottery was modified five times during this period, and Arizona's lottery underwent four modifications. Public wagering was not related to decreases in the odds of winning in either state. Wagering increased in both states following the introduction of a minimum $1 million jackpot. Wagering also increased following a change in game frequency from weekly to semiweekly draws. Sales trends in both states suggest that over the period examined, larger jackpots were required to maintain previous levels of lottery play. These data suggest that public participation in gambling can be manipulated by state lottery commissions through adjustments in lottery contingencies.
EFFECT OF RESPONSE PRACTICE VARIABLES ON LEARNING SPELLING AND SIGHT VOCABULARY
Authors: Cuvo Anthony J. , Ashley Kristin M. , Marso Kimberly J. , Zhang Bingju Lucy , Fry Troy A.
Published: March 2006

Four experiments were conducted to examine variables associated with response practice as an instructional technique for individuals with intellectual disabilities. In Experiment 1, the effect of the cover component in the “cover write” method was evaluated, as were the comparative effects of written versus oral practice of spelling words by rehabilitation clients. The results showed that the cover procedure generally did not enhance performance over and above that produced by practice alone, and written practice generally was not superior to oral practice. Experiment 2 demonstrated that less response practice (i.e., five times) was as effective as more practice (i.e., 10 and 15 times) for teaching spelling to adolescents with developmental disabilities. Experiments 3 and 4 also showed that even less response practice (i.e., one time) was as effective as more practice (five times), and irrelevant practice following errors was as effective as relevant practice for teaching spelling and sight vocabulary to adolescents with behavior disorders and developmental disabilities, respectively. The findings suggest that a parsimonious procedure of limited response practice and positive reinforcement may be effective for the tasks and populations studied.
REINFORCER ASSESSMENT FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES AND VISUAL IMPAIRMENTS
Authors: Paclawskyj Theodosia R. , Vollmer Timothy R.
Published: March 2006

We assessed the applicability of two previously developed reinforcer assessment procedures to children with developmental disabilities and visual impairments. Greater differentiation between stimuli was observed with a choice procedure than with a preference procedure. Measurement of compliance and rate of responding in adaptive skill training confirmed that the choice procedure accurately identified reinforcing stimuli. The preference procedure produced false positive predictions of reinforcer efficacy.
THE DIFFERENTIAL EFFECTS OF TEACHER AND PEER ATTENTION ON THE DISRUPTIVE CLASSROOM BEHAVIOR OF THREE CHILDREN WITH A DIAGNOSIS OF ATTENTION DEFICIT HYPERACTIVITY DISORDER
Authors: Northup John , Broussard Carmen , Jones Kevin , George Teresa , Vollmer Timothy R. , Herring Melissa
Published: March 2006

We conducted functional analyses of classroom disruption during contingent teacher and peer attention conditions for 3 children with attention deficit hyperactivity disorder. Attention provided by peer confederates appeared to function as a distinct form of positive reinforcement for all 3 children.
TEACHING SELF‐ADMINSTRATION OF NASOGASTRIC TUBE INSERTION TO AN ADOLESCENT WITH CROHN DISEASE
Authors: Reimers Thomas M. , Vance Michael D. , Young Rosemary J.
Published: March 2006

We examined the effectiveness of simulation training to teach an adolescent male with Crohn disease to self‐administer nasogastric tube insertion. Nasogastric tube insertion was taught using simulation training, after which self‐insertion skills were assessed. Results across skill components indicated that this subject was able to self‐administer insertion of the nasogastric tube.
FUNCTIONAL ANALYSIS AND TREATMENT OF EYE POKING
Authors: Kennedy Craig H. , Souza Geri
Published: March 2006

In four studies we analyzed the eye poking of a youth with profound disabilities. In Study 1, a functional analysis showed that eye poking occurred during the no‐attention condition, but not during demand, attention, or recreation conditions. The analysis did not identify socially mediated variables involved in the maintenance of eye poking; rather, eye poking may have been maintained by consequences produced directly by the response. In Study 2 we had the student wear goggles to prevent potential reinforcement from finger—eye contact. The results of Study 2 indicated that eye‐poking attempts were reduced when the student wore goggles. We then tested in Study 3 the effects of two alternative topographies of stimulation. Study 3 demonstrated that eye poking was reduced when a video game was provided as a competing source of visual stimulation, and that music was less effective in reducing eye poking. In Study 4, a contingency analysis using the video game was conducted in an attempt to (a) reduce the frequency of eye poking and (b) study whether the video game functioned as a reinforcer. The results of Study 4 demonstrated substantive reductions in the frequency of eye poking, and suggested that the video game served as a reinforcer.
TEACHING CHILDREN WITH AUTISM TO SEEK INFORMATION‐ACQUISITION OF NOVEL INFORMATION AND GENERALIZATION OF RESPONDING
Authors: Taylor Bridget A. , Harris Sandra L.
Published: March 2006

A time delay procedure was used to teach 3 children with autism to ask the question “What's that?” when novel stimuli were presented during an instructional task. Once the ability to ask the question was acquired, the children's ability to learn novel information by asking the question was assessed. The children were then taught to ask the question within a less structured context. All three studies used a multiple baseline across participants. Generalization was assessed in a different room, to a new person, and to novel stimuli. All of the children learned to ask the question within the instructional context, while on a walk in the school building, and to request information about three‐dimensional objects. The acquisition of novel information was consistent for receptive and expressive tests for 2 of the children, with varied results for the 3rd. These studies indicate that children with autism can be taught to ask questions that lead to the acquisition of new information.
ISOLATING THE EFFECTS OF ACTIVE RESPONDING IN COMPUTER‐BASED INSTRUCTION
Authors: Tudor Roger M.
Published: March 2006

This experiment evaluated the effects of requiring overt answer construction in computer‐based programmed instruction using an alternating treatments design. Four college students worked through an instructional program that alternated between presenting frames with blanks requiring overt responses and complete frames without blanks. All students produced a higher percentage of correct posttest answers corresponding to program segments that required overt answer construction.
DISCIPLINED DECISION MAKING IN AN INTERDISCIPLINARY ENVIRONMENT: SOME IMPLICATIONS FOR CLINICAL APPLICATIONS OF STATISTICAL PROCESS CONTROL
Authors: Hantula Donald A.
Published: March 2006

This paper explores some of the implications the statistical process control (SPC) methodology described by Pfadt and Wheeler (1995) may have for analyzing more complex performances and contingencies in human services or health care environments at an organizational level. Service delivery usually occurs in an organizational system that is characterized by functional structures, high levels of professionalism, subunit optimization, and organizational suboptimization. By providing a standard set of criteria and decision rules, SPC may provide a common interface for data‐based decision making, may bring decision making under the control of the contingencies that are established by these rules rather than the immediate contingencies of data fluctuation, and may attenuate escalation of failing treatments. SPC is culturally consistent with behavior analysis, sharing an emphasis on data‐based decisions, measurement over time, and graphic analysis of data, as well as a systemic view of organizations.
THE PARADOX OF PREFERENCE FOR UNRELIABLE REINFORCEMENT: THE ROLE OF CONTEXT AND CONDITIONED REINFORCEMENT
Authors: Lalli Joseph S. , Mauro Benjamin C.
Published: March 2006

We discuss Belke and Spetch's (1994) work on choice between reliable and unreliable reinforcement. The studies by Belke and Spetch extend a line of basic research demonstrating that under certain experimental conditions in a concurrent chains procedure, pigeons prefer an alternative that produces unreliable reinforcement. The authors describe the variables that influence preference for unreliable reinforcement, including the signaling and the duration of the reinforcement schedules, the context in which the signaling stimuli occur, and the effects of conditioned reinforcement. Hypothetical applied examples that address these variables are provided, and their influence on preference for unreliable reinforcement in humans is discussed. We conclude by suggesting a line of applied research to examine the relationship between these variables and a preference for unreliable reinforcement.
EVALUATION OF TWO HEALTH EDUCATION STRATEGIES FOR TESTICULAR SELF‐EXAMINATION
Authors: Finney Jack W. , Weist Mark D. , Friman Patrick C.
Published: March 2006

We evaluated the effects of two health education teaching methods, a pamphlet based on a task‐analyzed checklist and two professionally developed films, on the completeness, accuracy, and maintenance of testicular self‐examinations (TSE). Subjects (N= 48) were videotaped while performing a TSE after training and at a follow‐up visit. Direct observation of the tapes showed that checklist‐based training resulted in more complete and longer TSEs (p< .05). Social validation ratings, however, suggested that physicians were unable to discriminate reliably the performances of subjects taught using the two methods. Accuracy of detection of simulated lesions on plastic models was also similar for the two groups. Adherence to TSE recommendations was high during the study, but declined across the follow‐up period. Further study is needed to promote adherence to TSE and to document the effects of early detection on morbidity and mortality of testicular cancer.
THE EFFECTS OF A SPORTSMANSHIP CURRICULUM INTERVENTION ON GENERALIZED POSITIVE SOCIAL BEHAVIOR OF URBAN ELEMENTARY SCHOOL STUDENTS
Authors: Sharpe Tom , Brown Marty , Crider Kim
Published: March 2006

This study evaluated the effects of an elementary physical education curriculum in which development of positive social skills, including leadership and conflict‐resolution behaviors, was the primary focus. A second goal was to determine possible generalization effects beyond the primary intervention setting. Students in two urban elementary physical education classes served as subjects, with a third class used as a comparison. The effects of the curriculum intervention were evaluated in the training setting and in the students' regular education classrooms using a multiple baseline across classrooms design. Results showed (a) an immediate increase in student leadership and independent conflict‐resolution behaviors, (b) an increase in percentage of class time devoted to activity participation, and (c) decreases in the frequency of student off‐task behavior and percentage of class time that students devoted to organizational tasks. Similar changes in student behavior were also observed in the regular classroom settings.
DIRECT ASSESSMENT OF QUALITY OF CARE IN A GERIATRIC NURSING HOME
Authors: Shore Bridget A. , Lerman Dorothea C. , Smith Richard G. , Iwata Brian A. , DeLeon Iser G.
Published: March 2006

Direct observation was used to examine multiple aspects of care provided in a proprietary nursing home. Time samples were taken at random intervals, 7 days per week for 5 weeks, across several categories of environmental and resident conditions as well as staff and resident activity. Results showed a high degee of compliance with predefined standards (based on current federal regulations) for environmental and resident conditions. Overall distributions of resident and staff activity showed results similar to those found in previous studies, with residents spending most of their time engaged in nonsocial activity and staff spending the majority of their time engaged in nonresident work. When data were analyzed across areas of the facility, times of day, and weekdays versus weekends, some differences were noted. Weekend versus weekday comparisons showed higher resident:staff ratios on weekends and more resident inactivity, but no significant differences in environmental or resident conditions. In addition, more frequent resident care, resident interaction, and resident activity were observed in Medicare units than in non‐Medicare units. Results are discussed in terms of federal requirements for monitoring the quality of care in nursing homes and the potential use of time sampling expressly for this purpose.
EFFECT OF DISPENSER LOCATION ON TAKING FREE CONDOMS IN AN OUTPATIENT COCAINE ABUSE TREATMENT CLINIC
Authors: Carrigan Danielle R. , Kirby Kimberly C. , Marlowe Douglas B.
Published: March 2006

Crack cocaine use increases risky sexual behavior and HIV exposure; therefore, safe sexual practices should be encouraged during cocaine addiction treatment. Research indicates that placing condom dispensers in private restrooms increases taking free condoms. We investigated two other dispenser locations (a day room vs. counselors' offices) and found that substantially more condoms were taken when dispensers were in the day room. This is an important issue for public health facilities without private restrooms.
TRANSLATING WHAT WE KNOW ABOUT THE CONTEXT OF ANTISOCIAL BEHAVIOR INTO A LOWER PREVALENCE OF SUCH BEHAVIOR
Authors: Biglan Anthony
Published: March 2006

Although we have identified many variables that affect antisocial behavior, there is no evidence that we have learned how to reduce the incidence of such behavior or the proportion of young people who repeatedly engage in antisocial behavior. It is appropriate, therefore, for behavioral scientists to turn some of their energies to research on reducing the incidence and prevalence of antisocial behavior. Small communities may be a particularly useful social unit in which to conduct experimental research. The interventions to be tested include advocacy and community organizing to influence communities to make validated school and clinical interventions widely available and to assist them in increasing other forms of supervision of young people and social and material support of families. Key components of advocacy and community organizing are suggested, and possibilities for research are described.
ON ADVANCING BEHAVIOR ANALYSIS IN THE TREATMENT AND PREVENTION OF BATTERING: COMMENTARY ON MYERS
Authors: Peterson Lizette , Calhoun Karen
Published: March 2006

Myers offers an important challenge to behavior analysts: eliminating the battering of women. In this commentary, we extend the conceptual model advocated by Myers, urge a bidirectional approach that focuses more on the battered woman and less on the battering man, caution against the indiscriminate use of marital therapy approaches, and argue that the most important contributions in the field may come from behavioral prevention rather than treatment interventions.
IDENTIFICATION AND MODIFICATION OF A RESPONSE‐CLASS HIERARCHY
Authors: Lalli Joseph S. , Mace F. Charles , Wohn Ted , Livezey Kimberley
Published: March 2006

We evaluated the effects of extinction and negative reinforcement on the latency of response‐class members following requests made to a 15‐year‐old female with moderate mental retardation and autism. A functional analysis showed that the class members (screams, aggression, and self‐injury) were escape maintained. Informal observations suggested that these topographies generally occurred in the sequence listed above and therefore may have been hierarchically related. A therapist provided escape from demands contingent on a specific member of the class to determine the effects on the latency of the members' occurrence. Results showed that the latencies occurred in a predictable order. In addition, we expanded the response class to include a vocal response that was functionally equivalent to other members. Findings are discussed regarding the covariation and sequence of response‐class members and treatment development.
THE RELATIONSHIP BETWEEN PRONUNCIATION AND LISTENING DISCRIMINATION WHEN JAPANESE NATIVES ARE LEARNING ENGLISH
Authors: Shimamune Satoru , Smith Stacey L.
Published: March 2006

Two Japanese students were taught to pronounce and discriminate English words that contain unfamiliar phonemic contrasts (e.g., rock and lock). Teaching pronunciation was found to be easier than teaching listening discrimination. Teaching listening discrimination resulted in collateral improvement in pronunciation and, to a lesser extent, vice versa.
EFFECTS OF SUBJECT‐ VERSUS EXPERIMENTER‐SELECTED REINFORCERS ON THE BEHAVIOR OF INDIVIDUALS WITH PROFOUND DEVELOPMENTAL DISABILITIES
Authors: Smith Richard G. , Iwata Brian A. , Shore Bridget A.
Published: March 2006

Results from a number of studies have shown that individuals with profound developmental disabilities often show differential approach behavior to stimuli presented in a variety of formats, and that such behavior is a reasonably good predictor of reinforcement effects when these “preferred” stimuli are used subsequently in a contingent arrangement. Recent data suggest that reinforcement effects may be enhanced further by allowing individuals to select, just prior to training sessions, which (of several) preferred stimuli would be used as reinforcers, but whether this method is superior to one based on selection by a teacher or therapist has not been adequately addressed. We compared the effects of these two methods of reinforcer selection on rates of responding on a free‐operant task, using stimuli previously identified as potential reinforcers. Results obtained with 4 subjects indicated little or no difference in reinforcement effects when stimuli were selected by subjects rather than experimenters. Implications of these results with respect to choice and its relation to reinforcement are discussed.
INCREASED SALES AND THEFTS OF CANDY AS A FUNCTION OF SALES PROMOTION ACTIVITIES: PRELIMINARY FINDINGS
Authors: Carter Ned , Kindstedt Angeli , Melin Lennart
Published: March 2006

We used an A‐B‐A design to evaluate the effects of two commonly used promotional activities—price reduction and increased exposure, in combination and separately—on sales and thefts of candy at a grocery store. The combination of activities and the increased exposure condition produced the greatest increases in sales. The combination of activities was also associated with the greatest increase in thefts.
THE EFFECTS OF ADVANCE NOTICE OF ACTIVITY TRANSITIONS ON STEREOTYPIC BEHAVIOR
Authors: Tustin R. Don
Published: March 2006

Using an A‐B‐A‐B design, two procedures for requesting a change of activity were compared for their effect on the stereotypic behavior of a man with autism. One procedure requested immediate change of activities, whereas the second procedure gave advance notice of a change. Less stereotypy occurred when advance notice of change was given.
PREVALENCE OF THE EXTINCTION BURST AND ITS ATTENUATION DURING TREATMENT
Authors: Lerman Dorothea C. , Iwata Brian A.
Published: March 2006

Although extinction has been an effective treatment for a variety of behavior disorders, its use may be associated with several adverse side effects, the most common being an initial increase in the frequency of the target response, called an “extinction burst.” We attempted to determine the prevalence of the extinction burst in applied research and its possible attenuation with other operant procedures. An analysis of 113 sets of extinction data indicated that bursting may not be as common as previously assumed (it occurred in 24% of the cases) and may be less likely when extinction is implemented with alternative procedures rather than as the sole intervention (bursting was evident in 12% of the former cases and 36% of the latter).
COMPARING INTERSPERSED REQUESTS AND SOCIAL COMMENTS AS ANTECEDENTS FOR INCREASING STUDENT COMPLIANCE
Authors: Kennedy Craig H. , Itkonen Tiina , Lindquist Kristen
Published: March 2006

Two students were alternately presented with interspersed high‐compliance requests and social comments as antecedents to low‐compliance requests. An initial comparison demonstrated similar positive effects on compliance for interspersed requests and social comments. A second analysis indicated that the effectiveness of social comments for increasing compliance was related to the time interval between social comments and low‐compliance requests.
A PRELIMINARY COMPARISON OF REINFORCER ASSESSMENT METHODS FOR CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
Authors: Northup John , Jones Kevin , Broussard Carmen , George Terri
Published: March 2006

We evaluated the relative treatment utility of a verbal forced‐choice questionnaire, child nomination, and direct observation for identifying the most potent reinforcers for children with attention deficit hyperactivity disorder. Results demonstrated that all three methods were more likely to disagree than to agree, that a forced‐choice format may enhance verbal reinforcer assessment, and that further development and evaluation of verbal reinforcer‐assessment methods are needed.
FURTHER ANALYSIS OF THE RELATIONSHIP BETWEEN SELF‐INJURY AND SELF‐RESTRAINT
Authors: Fisher Wayne W. , Grace Nancy C. , Murphy Clodagh
Published: March 2006

It has been suggested that self‐restraint, a phenomenon often correlated with self‐injurious behavior (SIB), may be maintained by negative reinforcement in the form of escape from the aversive properties of SIB (e.g., pain). We examined the effects of blocking SIB (and presumably removing any aversive effects) on the self‐restraint of a 19‐year‐old male with severe mental retardation. Consistent with the negative reinforcement hypothesis, blocking SIB resulted in near‐zero levels of SIB and moderate reductions in self‐restraint.
THE EFFECTS OF CONTINGENT AND NONCONTINGENT ATTENTION ON SELF‐INJURY AND SELF‐RESTRAINT
Authors: Derby K. Mark , Fisher Wayne W. , Piazza Cathleen C.
Published: March 2006

Self‐restraint and self‐injurious behavior (SIB) are two responses that can sometimes be members of the same functional response class (i.e., maintained by the same contingency). In such cases, a single treatment should be effective for both responses. In this investigation, we examined the effects of providing attention (the presumed reinforcer) both noncontingently and contingent upon either SIB or self‐restraint. Results were consistent with our hypothesis that both responses were maintained by attention and suggested that noncontingent reinforcement was a potentially effective treatment.
USE OF A TOKEN ECONOMY TO INCREASE COMPLIANCE DURING HEMODIALYSIS
Authors: Carton John S. , Schweitzer Julie B.
Published: March 2006

We report the effects of using a token economy to treat noncompliant behavior in a 10‐year‐old male hemodialysis patient. The results of an ABAB design indicated that the intervention increased compliant behavior during both treatment phases and that compliance was maintained at 3‐ and 6‐month follow‐up observations.
COMPARISON OF PROTOTYPE AND ROTE INSTRUCTION OF ENGLISH NAMES FOR CHINESE VISUAL CHARACTERS
Authors: Duan Doris Weili , Cuvo Anthony J.
Published: March 2006

This study compared prototype and rote instruction of English names for Chinese visual characters. In the prototype condition, participants were taught the meaning of the prototype that served as the distinctive feature of multicomponent characters. In the rote condition, participants traced the character and wrote its translation. Participants learned more rapidly and maintained more words in the prototype condition.