bluuebunny/crossref_metadata_2025 huggingface dataset:
ACQUISITION AND FUNCTIONAL ANALYSIS OF MANDING WITH AUTISTIC STUDENTS
Authors: Yamamoto Jun'ichi , Mochizuki Akira
Published: March 2006

Three autistic students were trained to request a specific object from an adult “supplier” with the sentence, “Give me —” and to deliver that object to another adult, the “director.” Subsequently, the degree to which the object offered by the supplier controlled the “Give me —” verbal response was assessed by delivering to the student an object other than the one requested. Despite knowing the names of all objects used in the experiment, students accepted and delivered to the director any object offered by the supplier regardless of its match with the requested object. After training to say “That's not it. Give me —” when nonrequested objects were offered, students responded differentially to requested and nonrequested objects, suggesting control of the “Give me —” response by the requested object, a characteristic of a mand. These results generalized across settings and objects. Results are discussed in terms of the training technique to establish manding and the functional analysis of the resulting verbal behavior.
EVALUATION OF HOME‐BASED PROGRAMS FOR TEACHING PERSONAL SAFETY SKILLS TO CHILDREN
Authors: Miltenberger Raymond G. , Thiesse‐Duffy Ellyn
Published: March 2006

We evaluated the efficacy of a commercially available program, the Red Flag, Green Flag Prevention Book, used by parents to teach their children personal safety skills. Children's knowledge and skills regarding the prevention of sexual abuse and abduction were assessed prior to, during, and after training. In one group, training consisted of parents using the prevention book to train their children. Parents of children in the second group used the prevention book with added instructions. Children who did not achieve criterion performance after training with the prevention book received behavioral skills training provided by the experimenter. All children acquired safety skills following behavioral skills training. Follow‐up probes 2 months later showed skill maintenance among the older children. Parents reported satisfaction with the procedures and no signs of behavioral or emotional problems following the follow‐up probe.
STIMULUS VARIATION AS A MEANS OF ENHANCING PUNISHMENT EFFECTS
Authors: Charlop Marjorie H. , Burgio Louis D. , Iwata Brian A. , Ivancic Martin T.
Published: March 2006

We compared the effects of varied punishers (presentation of one of three available punishers) with the single presentation of one of the punishers on the occurrence of inappropriate behaviors with three developmentally delayed children. Two children were presented with varied‐punisher conditions in which either overcorrection, time‐out, or a verbal “no” was presented contingent upon inappropiate behavior. A loud noise was substituted for overcorrection for a third child. Results of the multielement with reversal design indicated that both punishment formats produced a decrease in the target behaviors with the varied‐punisher format slightly more effective than the single presentations of the punishers. The results suggest the use of varied punishers as a means of enhancing the effects of less intrusive procedures to effectively reduce inappropriate behaviors.
BEHAVIORAL MANAGEMENT OF EXERCISE TRAINING IN VASCULAR HEADACHE PATIENTS: AN INVESTIGATION OF EXERCISE ADHERENCE AND HEADACHE ACTIVITY
Authors: Fitterling James M. , Martin John E. , Gramling Sandra , Cole Patricia , Milan Michael A.
Published: March 2006

A behavioral package was used to shape and maintain the adherence of 5 subjects with vascular headache to a program of aerobic exercise training. Repeated measures of exercise behavior were examined through the use of a bidirectional changing criterion design. Repeated measures of headache activity were also collected. Results demonstrated a functional relationship between the behavioral package and exercise adherence, because all 5 subjects showed exercise behavior that matched bidirectional changing exercise criteria. The results also indicated clinically significant collateral reductions in vascular headache activity in 4 subjects. Subjects whose aerobic fitness levels were not masked by vasoactive medication also showed measurable increases in aerobic fitness. The results are discussed in terms of the methodology used to demonstrate a functional relationship between the adherence package and exercise behavior and the possible mechanism(s) by which aerobic exercise activity might affect vascular headache activity.
ECOBEHAVIORAL CHARACTERISTICS OF A PEDIATRIC BURN INJURY UNIT
Authors: Tarnowski Kenneth J. , Rasnake L. Kaye , Linscheid Thomas R. , Mulick James A.
Published: March 2006

Behavioral observations were conducted on 40 children admitted consecutively to an inpatient pediatric burn care unit (PBCU) over a 6‐month period. Children's responses to the PBCU environment as well as adult responses to patients were assessed. Data indicated that children most frequently (a) were oriented and alert, (b) emitted vocalizations or verbalizations, (c) were environmentally engaged, (d) and demonstrated positive or neutral affective responding. Adult‐child interactions occurred during the majority of observations. Age was found to be significantly related to the type of distress response exhibited. Positive responses indicative of patient well‐being were found to be associated with environmental engagement and the presence of other patients. In general, little evidence emerged to support the notion of a PBCU response pattern which resembles that observed in pediatric intensive care units (i.e., ICU syndrome). The use of observational methods for studying the behavioral adaptation of children in medical settings and the implications of the data for the design of interventions on PBCUs are discussed.
IMPROVING RESIDENTIAL TREATMENT SERVICES: IMPLEMENTATION AND NORM‐REFERENCED EVALUATION OF A COMPREHENSIVE MANAGEMENT SYSTEM
Authors: Parsons Marsha B. , Cash Victoria B. , Reid Dennis H.
Published: March 2006

Ensuring effective service delivery by direct‐care personnel in institutional living units for persons with developmental disabilities historically has been a difficult process, despite considerable attention from researchers, service providers, and governmental regulatory agencies. In this investigation, we conducted a normative evaluation of the extent and quality of treatment services currently provided in residential living units (Experiment 1) and evaluated a comprehensive management system designed to improve such services (Experiment 2). Results of the first experiment, encompassing 22 living units in three states, indicated that on the average two thirds of observed resident behavior did not involve any therapeutic activity. The results also provided social validity for the criteria used to evaluate the quality of treatment provision based on opinions of mental retardation professionals. Results of the second experiment indicated that a behavioral management program implemented during 23 separate time periods across five living units was accompanied by consistent and durable decreases in resident nontherapeutic activity as well as increases in specifically designated habilitative activity. The results provide support for the successful incorporation of behavioral management technology into human service settings on a large‐scale, long‐term basis.
A PRACTICAL STRATEGY FOR ONGOING REINFORCER ASSESSMENT
Authors: Mason Susan Ann , McGee Gail G. , Farmer‐Dougan Valerie , Risley Todd R.
Published: March 2006

There is a need for practical methods of reinforcer assessment that systematically track ongoing changes in clients' preferences. In this study, the effects of a time‐efficient reinforcer assessment package were evaluated in a multiple baseline across 3 preschoolers with autism, comparing individualized item selections by experienced teachers with children's presession preferences for items of various sensory qualities. Systematic assessment of children's reinforcers for correct responding virtually eliminated nontargeted maladaptive behaviors, as well as yielding expected improvements in accuracy. The powerful side‐effects of potent reinforcers underline the importance of increased attention to reinforcer assessment in research and practice.
GENERALIZED LANGUAGE LEARNING BY CHILDREN WITH SEVERE MENTAL RETARDATION: EFFECTS OF PEERS' EXPRESSIVE MODELING
Authors: Goldstein Howard , Mousetis Lori
Published: March 2006

In this study, we investigated the conditions that contribute to observational learning of generalized language in children with severe mental retardation. Matrix‐training strategies were used to teach 6 children with mental retardation to combine known words into two‐ or three‐word utterances consistent with syntactic rules. Subsequently, the children learned two or more unknown words concurrently, inducing word‐referent relations consistent with these word order rules. Generalized learning of responses not taught directly was shown to be under experimental control using a multiple baseline design across submatrices. Expressive modeling of only four or five responses was sufficient to promote recombinative generalization in the expressive and receptive modalities. Thus, 95% to 98% of subjects' learning was attributed to generalization processes. This study demonstrates how the efficiency of language training with children with mental retardation might be enhanced by coupling observational learning and matrix‐training strategies.
INTERACTION EFFECTS IN MULTIELEMENT DESIGNS: INEVITABLE, DESIRABLE, AND IGNORABLE
Authors: Hains Ann Higgins , Baer Donald M.
Published: March 2006

A single‐subject design often used to compare the effectiveness of two or more independent variables (like treatment programs) is the multielement (alternating treatments or simultaneous treatments) design. Variants of this design approximate the concurrent comparison of the effects of two or more variables (or levels of variables) by programming the variables (or levels) in rapid alternation, typically across or within daily sessions. Properly combined with conventional reversal designs, these designs can also display a variety of interaction effects, some of them worrisome, others highly desirable for the future development of the field. A worrisome model is the possibility that when Treatment B alternates rapidly with Treatment C, the effects of each will not be the same as when each is the only treatment used. A desirable model is the use of the multielement design as a fast‐paced component of an otherwise conventional reversal design examining contextual control of some relationship: the possibility that some behavior responds differently to Controlling Variables A and B in Context X than in Context Y. This second possibility opens single‐subject designs to the more efficient examination of all interactive effects and is highly desirable, considering the prevalence and importance of interactions in determining the limits and the generality of currently understood behavioral phenomena.
GENERALIZATION OF STUDENT QUESTION ASKING FROM SPECIAL CLASS TO REGULAR CLASS SETTINGS
Authors: Knapczyk Dennis R.
Published: March 2006

This study investigated the use of videotaped exemplars taken from a regular education mathematics class to teach generalization of question asking. Three mildly handicapped fourth‐grade students who asked few questions in the regular education class served as subjects. Measures of the frequency of question asking and percentage of accuracy on assignments were obtained in the regular class. Treatment included showing the videotapes to the subjects, structuring opportunities for rehearsing question asking, and providing feedback. The results showed training procedures implemented in the learning resource room were effective in increasing the level of participants' question asking and in improving their scores on assignments in the regular mathematics class.
A COMPARISON OF TIME DELAY AND DECREASING PROMPT HIERARCHY STRATEGIES IN TEACHING BANKING SKILLS TO STUDENTS WITH MODERATE HANDICAPS
Authors: McDonnell John , Ferguson Brad
Published: March 2006

Four students with moderate handicaps were taught to cash checks and to use an automatic teller through either a decreasing prompt hierarchy or time delay procedure. The strategies were compared within a multielement design. Results indicated that both strategies led to the acquisition of the target tasks; however, the decreasing prompt hierarchy was more efficient. Four and 8‐week follow‐up probes indicated that the strategies were equally effective in producing maintenance of performance.
A FADED BEDTIME WITH RESPONSE COST PROTOCOL FOR TREATMENT OF MULTIPLE SLEEP PROBLEMS IN CHILDREN
Authors: Piazza Cathleen C. , Fisher Wayne
Published: March 2006

The sleep‐wake cycles of 4 developmentally delayed individuals with longstanding severe sleep disturbances were regulated using a faded bedtime procedure with response cost. Bedtimes were systematically delayed for each individual, thus increasing the probability of short latency to sleep onset. The response cost component, consisting of removing the individual from bed for 1 hour, was implemented when an individual did not experience short latency to sleep onset. A fading procedure was then applied successfully to advance the bedtimes and to gradually increase durations of sleep. Specifically, all 4 individuals had decreased amounts of nighttime sleep that increased following treatment. Two of the 4 individuals showed excessive daytime sleep that decreased following treatment. Three of the 4 individuals experienced decreases in night wakings following treatment. Both environmental and biological manipulations of the sleep‐wake cycle are hypothesized as mechanisms of treatment. The relative advantages of this procedure over other procedures for the treatment of pediatric sleep disorders are discussed, as are directions for future research.
DOES SLEEPTIGHT WORK? A BEHAVIORAL ANALYSIS OF THE EFFECTIVENESS OF SLEEPTIGHT FOR THE MANAGEMENT OF INFANT COLIC
Authors: Sosland Jane Mailman , Christophersen Edward R.
Published: March 2006

We evaluated the effectiveness of SleepTight in the management of infant colic. SleepTight is a device that vibrates the infant's crib to simulate the action of a car traveling at 55 mph. A multiple baseline design across 6 infants was used. Data were collected on infant crying, parental use of SleepTight, and parental satisfaction. The application of SleepTight was associated with reduction in crying in 4 of the 6 infants. These outcome data notwithstanding, consideration of reported nonrecording of severe episodes and mixed reports of satisfaction suggests that SleepTight may not be a viable means of managing infant colic.
FUNCTIONAL COMMUNICATION TRAINING TO REDUCE CHALLENGING BEHAVIOR: MAINTENANCE AND APPLICATION IN NEW SETTINGS
Authors: Durand V. Mark , Carr Edward G.
Published: March 2006

We evaluated the initial effectiveness, maintenance, and transferability of the results of functional communication training as an intervention for the challenging behaviors exhibited by 3 students. Assessment indicated that escape from academic demands was involved in the maintenance of the challenging behaviors. Social attention was also implicated as controlling the behavior of 1 student. The intervention involved teaching alternative assistance‐seeking and attention‐getting phrases to the students in an effort to replace challenging behavior with these verbal equivalents. Multiple baseline data collected across the 3 students indicated that not only did the intervention substantially reduce challenging behavior but also that these results transferred across new tasks, environments, and teachers, and were generally maintained from 18 to 24 months following the introduction of functional communication training. These results are discussed in light of recent efforts to develop effective interventions for severe challenging behavior and to understand the processes underlying transfer and maintenance of intervention effects.
INTERSPERSED REQUESTS: A NONAVERSIVE PROCEDURE FOR REDUCING AGGRESSION AND SELF‐INJURY DURING INSTRUCTION
Authors: Horner Robert H. , Day H. Michael , Sprague Jeffrey R. , O'Brien Michelle , Heathfield Lora Tuesday
Published: March 2006

Interspersed requests are simple commands, with a high likelihood of being followed correctly, that are interspersed among instructional trials to increase the probability that a learner will attempt to perform new or difficult tasks without engaging in aggression or self‐injurious behavior. This report presents two assessments of the effect of interspersed requests on aggression and self‐injury during instruction. The participants were individuals with severe mental retardation who used aggression and self‐injury to avoid difficult instructional situations. Results from both studies indicate that interspersed requests were effective at increasing the responsiveness of the learners to instructions and reducing levels of aggression and self‐injury.
ESTABLISHING OPERATIONS AND REINFORCEMENT EFFECTS
Authors: Vollmer Timothy R. , Iwata Brian A.
Published: March 2006

Positive reinforcement procedures have had a major impact on educational programs for the developmentally disabled; nevertheless, variation in reinforcer effectiveness both within and across individuals is a common phenomenon. This study examined one class of variables—establishing operations—that might influence the effectiveness of reinforcers. Five developmentally disabled adult males participated. Responding on one of two motor tasks—switch closure or block placement—was assessed during baseline, satiation, and deprivation conditions with respect to three classes of consequences: small food items, music, and social praise. Deprivation and satiation conditions were constructed so as not to alter significantly the normal course of events in a subject's day. For example, food deprivation entailed scheduling sessions just prior to a subject's regular lunch, and social deprivation involved limiting a subject's access to social interaction for 15 minutes, during which time the subject had access to an assortment of other activities. Results showed that each stimulus class functioned as reinforcement with different degrees of effectiveness during satiation versus deprivation conditions. These results are discussed in light of previous research on enhancement of reinforcer efficacy as well as the assessment and identification of functional reinforcers, and implications are presented for future research and client habilitation.
EVALUATION OF COMPONENTS OF RESIDENTIAL TREATMENT BY MEDICAID ICF‐MR SURVEYS: A VALIDITY ASSESSMENT
Authors: Reid Dennis H. , Parsons Marsha B. , Green Carolyn W. , Schepis Maureen M.
Published: March 2006

We evaluated the proficiency of the federal Medicaid program's survey process for evaluating intermediate care facilities for the mentally retarded. In Study 1, an observational analysis of active treatment during leisure times in living units suggested that these surveys did not discriminate between certified and noncertified units. In Study 2, a reactivity analysis of a survey indicated that direct‐care staff performed differently during the survey by increasing interactions with clients and decreasing nonwork behavior. Similarly, results of Study 3 showed increases in client access to leisure materials during a survey. In Study 4, questionnaire results indicated considerable variability among service providers' opinions on the consistency, accuracy, and objectivity with which survey teams determine agency standard compliance. Results are discussed regarding effects of the questionable proficiency of survey processes and the potential utility of behavioral assessment methodologies to improve such processes.
SOCIAL INTERACTIONS IN THREE SUPPORTED EMPLOYMENT OPTIONS: A COMPARATIVE ANALYSIS
Authors: Storey Keith , Horner Robert H.
Published: March 2006

Controversy exists over the benefits that workers with severe disabilities accrue under different supported employment options. This study focused upon one benefit of supported employment: social integration. Direct observation procedures were used to assess the social interactions of 37 adults with severe disabilities in 18 employment programs representing three different supported employment contexts (individual, enclave, and work crew). Results indicated that workers employed in individual and enclave programs had significantly more contact with nondisabled persons than did members of work crews. No differences were detected in the social contact rate between disabled and nondisabled workers in individual versus enclave sites. Furthermore, few differences in type of interactions across the three different work options were revealed. Results suggest that both individual and enclave models are capable of facilitating social integration. However, characteristics of specific job sites, more so than the employment model per se, may determine whether a particular employment setting is conducive to social integration.
COMPUTER‐PROGRAMMED INSTRUCTION: THE RELATION OF REQUIRED INTERACTION TO PRACTICAL APPLICATION
Authors: Tudor Roger M. , Bostow Darrel E.
Published: March 2006

Computers were used to evaluate the effects of supplying answers to programmed instruction frames. A group experimental design compared passive reading, covert responding to frame blanks, and actively typing answers to blanks with and without immediate confirmation of correctness. Effects of a 315‐frame program, teaching elements of programmed instruction design, were evaluated by analyzing answers to posttest generalization questions and an application test. Results strongly supported the effectiveness of requiring the student to supply fragments of a terminal repertoire while working through a program. Students who could either covertly respond to frame blanks or who were required to type frame answers performed significantly better on the frame generalization posttest and, more importantly, carefully followed program rules when preparing elements of a new instructional program.
FACILITATING CONVERSATION THROUGH SELF‐INITIATED AUGMENTATIVE COMMUNICATION TREATMENT
Authors: Dattilo John , Camarata Stephen
Published: March 2006

We examined the conversational skills of 2 adult males with severe motor and speech deficits resulting from cerebral palsy. A multiple baseline design across subjects was used to determine the effectiveness of an intervention strategy designed to teach them to use an augmentative communication system (Touch Talker) independently. The dependent measure was the number of conversation initiations relative to conversation reactions during spontaneous communication across baseline and treatment. The treatment included specific training on using the augmentative system to participate in communication. Once the intervention began, the production of conversation initiations accelerated at a rapid rate. The treatment program was effective in training the subjects to use the augmentative system to increase conversation participation. These results demonstrate that training on the operation of the device alone is not sufficient to ensure improvement in conversation performance, and that it is important to incorporate direct conversational treatment when providing instruction on the use of augmentative communication systems for severely speech‐impaired individuals.
HIGH SCHOOL DRIVER EDUCATION USING PEER TUTORS, DIRECT INSTRUCTION, AND PRECISION TEACHING
Authors: Bell Kenneth E. , Young K. Richard , Salzberg Charles L. , West Richard P.
Published: March 2006

The authors investigated the combined effects of direct instruction and precision teaching by peer tutors in a high school driver education curriculum. Learners (N = 4) included students with intellectual and learning disabilities and students without disabilities. Peer tutoring was associated with immediate increases in correct responding and a simultaneous and rapid deceleration of errors. Three learners passed the written tests in the driver education classroom, obtained driver's licenses, and produced similar or better driving records than students who did not require assistance. This program is being continued and expanded by school personnel without assistance from the authors.
INCREASING HABILITATIVE SERVICES FOR PERSONS WITH PROFOUND HANDICAPS: AN APPLICATION OF STRUCTURAL ANALYSIS TO STAFF MANAGEMENT
Authors: Green Carolyn W. , Reid Dennis H. , Perkins Linda I. , Gardner Shirley M.
Published: March 2006

We evaluated a structural analysis methodology for enhancing the utility of a staff management program. In Experiment 1, a structural analysis of direct‐care staff behavior in a mental retardation facility revealed differences in work patterns over time. Specific times were identified when few basic care duties were necessary and staff engaged in nonwork activity. In Experiment 2, a management program was implemented to increase staff members' training activities during periods identified through the structural analysis. The program was accompanied by increases in training activities and decreases in nonwork behavior. The improvements were maintained during a 43‐week period while the most labor‐intensive component of the program was withdrawn. Staff acceptability measures indicated a positive response to the management intervention, although responses varied across components within the multifaceted program. The increased training was accompanied by beneficial changes among clients with profound handicaps. Results are discussed regarding practical considerations for improving staff performance and for adopting innovations resulting from applied research.
VIDEO‐BASED TRAINING OF RESPITE CARE PROVIDERS: AN INTERACTIONAL ANALYSIS OF PRESENTATION FORMAT
Authors: Neef Nancy A. , Trachtenberg Symme , Loeb Judith , Sterner Kimberly
Published: March 2006

We conducted two studies to evaluate a video‐based instructional package for training respite care providers and the role of presentation format (viewing the videotapes alone, with a partner, and with structured group training) as a contextual variable. In Study 1, the results of a within‐subjects Latin square design nested within a multiple baseline showed that performance during simulated (role‐played) respite care situations improved in five of the six skill areas for the 12 trainees following presentation of the videotape, with no differences between presentation formats. Correct responding generalized to respite care situations involving a developmentally disabled child, and in most cases, acquired skills were maintained for up to 6 months. In Study 2, we conducted a clinical replication of Study 1 under conditions more closely approximating those in which the training program would be implemented by respite care agencies. Results of the between‐groups analysis were consistent with the findings of Study 1.
REACTIVITY IN SELF‐RECORDING: OBTRUSIVENESS OF RECORDING PROCEDURE AND PEER COMMENTS
Authors: Kirby Kimberly C. , Fowler Susan A. , Illinois University of , Baer Donald M.
Published: March 2006

Reactivity refers to behavior change that occurs during self‐recording without specific programming of consequences. We analyzed the effects of obtrusiveness of recording procedure and peer comments on reactivity to self‐recording. Three first‐grade students in Experiment 1 completed math questions during a 5‐min work period. When we gave the children recording devices and told them to try to complete more questions than the highest number they had previously completed, math performance increased, as did the number of verbalizations about it. Two children showed more reactivity when they used the more obtrusive recording device. Because the increase in math performance corresponded closely to increases in peer comments, we manipulated peer comments directly in Experiment 2. Four second‐grade students completed a math task and an alphabet task. Three of the students showed increased math performance during periods when peer comments occurred compared to periods when peer comments did not occur. Although the data from the math task suggested that peer comments can enhance reactivity, we did not observe this relationship with the alphabet task. These results suggest that the conditions necessary to produce desirable results through self‐recording are complex and contextually specific.
LINKING DESCRIPTIVE AND EXPERIMENTAL ANALYSES IN THE TREATMENT OF BIZARRE SPEECH
Authors: Mace F. Charles , Lalli Joseph S.
Published: March 2006

Descriptive and experimental methods were used to analyze the environmental determinants of an adult's bizarre speech. A descriptive analysis of behavior under natural conditions indicated that bizarre vocalizations occurred most often in the presence of task‐related demands and in the absence of adult attention. Further, bizarre speech occurring during tasks was followed frequently by the cessation of task demands by staff or the subject's voluntary disengagement from task‐related activities; bizarre speech observed during noninteractional periods (i.e., in the absence of adult attention) was frequently followed by staff attention. The escape and attention hypotheses were tested under analogue conditions. Results of the experimental analysis supported only the attention hypothesis; that is, bizarre speech appeared to function as an attention‐producing behavior. The functional analysis data were used to select two different yet functionally equivalent treatments. The first treatment provided the subject with noncontingent scheduled attention. The second intervention taught the subject social language skills in the form of initiation and expansion statements. Both interventions were effective in suppressing maladapted speech. Advantages of linking descriptive and experimental analyses are discussed.
TEACHING SELF‐ADMINISTRATION OF SUCTIONING TO CHILDREN WITH TRACHEOSTOMIES
Authors: Derrickson Janice G. , Neef Nancy A. , Parrish John M.
Published: March 2006

We examined the effectiveness of using dolls to teach young children with tracheostomies to self‐administer a suctioning procedure. Four children between the ages of 5 and 8 years, who had had tracheostomies for 6 months or longer, participated. After skills were taught via doll‐centered simulations, in vivo skills were evaluated. All of the training and probe sessions were conducted in the participants' classrooms or homes. Results of a multiple baseline design across subjects and skill components indicated that the performance of all children improved as a function of training. Skill maintenance was demonstrated by all participants during follow‐up assessments conducted 2 to 6 weeks posttraining. Results of a questionnaire completed by caregivers and interviews with the children revealed high levels of satisfaction with the training procedures and outcomes.
TEACHING ADULTS WITH SEVERE AND PROFOUND RETARDATION TO EXIT THEIR HOMES UPON HEARING THE FIRE ALARM
Authors: Bannerman Diane J. , Sheldon Jan B. , Sherman James A.
Published: March 2006

Prompting, modeling, and differential reinforcement with client‐chosen rewards were used to teach 3 nonverbal people with severe to profound mental retardation to exit their group homes at the sound of the house fire alarm, using a multiple baseline design. All 3 participants learned to exit independently in less than 2 min in all experimenter‐initiated surprise fire drills and in the majority of staff‐initiated surprise fire drills. Each participant was also able to exit from five areas of the house from which teaching was not done.
SIGNS AS DETERRENTS OF ILLEGAL PARKING IN SPACES DESIGNATED FOR INDIVIDUALS WITH PHYSICAL DISABILITIES
Authors: Cope John G. , Allred Linda J. , Morsell Joseph M.
Published: March 2006

The percentage of illegal parking in spaces reserved for the physically disabled was monitored under three sign conditions: ground markings, ground markings plus vertical signs, and vertical signs containing a message that concerned citizens were watching the spaces. Illegal parking dropped from 69.3% of 102 vehicles during the initial ground‐sign condition to 57.3% of 36 vehicles in the first vertical‐sign condition. Following removal of the vertical signs, illegal parking increased to 68.7% of 43 vehicles. During the second vertical‐sign condition, illegal parking dropped to 53.7% of 32 vehicles, followed by an increase to 69.5% of 68 vehicles after the vertical signs were removed. The lowest rate of illegal parking (27.1% of 78 vehicles) occurred in the vertical‐sign‐plus‐message condition. Illegal parking subsequently increased to 34.6% (of 94 vehicles) when the message sign was removed, followed by an increase to 65.2% (of 105 vehicles) when the vertical signs were removed.
SOME VALUES GUIDING COMMUNITY RESEARCH AND ACTION
Authors: Fawcett Stephen B.
Published: March 2006

The dual purposes of applied research—contributing to understanding and improvement—are only partially served by method systems that encourage studying (with increasing precision) a narrow range of questions of modest societal importance. To optimize contributions to challenging societal problems, a field's cherished standards should be adapted to support more adventuresome forms of community research and action. This paper outlines 10 values for community research and action, based on insights from the fields of behavioral and community psychology. These values—and related evaluative questions—reflect the goals and challenges of establishing collaborative relationships with research participants, determining research goals and methods, designing and disseminating interventions, communicating research findings, and advocating for community change. Critical challenges are outlined, and implications for the field and its clients are discussed.
KNOWING WHEN TO SAY WHEN: A SIMPLE ASSESSMENT OF ALCOHOL IMPAIRMENT
Authors: Geller E. Scott , Clarke Steven W. , Kalsher Michael J.
Published: March 2006

The use of writing samples as indices of alcohol impairment was explored. Students at a campus fraternity party wrote a sentence and their signatures before and after consuming alcohol (in beer and mixed drinks). Later, undergraduate and graduate students attempted to discriminate between pre‐ and postparty handwriting samples. The average percentage of correct discriminations of entrance and exit writing samples was 83.7% for sentences and 67.5% for signatures, and the percentage of correct discriminations increased directly with the blood alcohol concentration of the partier who gave the writing sample. When a partier's blood alcohol concentration reached 0.15, all of the judges accurately discriminated 90% or more of the sentences, and 25 of the 28 judges correctly discriminated at least 80% of the signatures. All of the judges correctly discriminated at least 90% of the 18 sentences written by partiers with a blood alcohol concentration of 0.12 or more. Implications of these findings for reducing the risk of driving while intoxicated are discussed, as well as directions for follow‐up research.
COMMUNITY INTERVENTION TO DETER ILLEGAL PARKING IN SPACES RESERVED FOR THE PHYSICALLY DISABLED
Authors: Cope John G. , Allred Linda J.
Published: March 2006

Illegal use of reserved parking spaces represents a major obstacle to the independence and mobility of people with physical disabilities. Using an ABACACA reversal design, the daily rates of illegal parking in four reserved spaces were examined across three types of sign displays: (a) a vertical sign alone or in combination with (b) a message sign that announced the possibility of public surveillance or (c) a message dispenser device that announced community involvement and dispensed politely worded reminder notes. The average rate of illegal parking dropped from 51.3% during the initial vertical sign phase to 37.3% under the message sign condition, followed by an increase to 50.4% when the message was removed. Illegal parking decreased to 24.5% when the message dispensers were first used (followed by an increase to 57.0% when they were removed) and to 23.7% when the message dispenser condition was repeated. Illegal parking in the final vertical sign condition failed to return to previous levels (M = 37.3%).
INTERVENTIONS TO REDUCE HIGH‐VOLUME PORTABLE HEADSETS: “TURN DOWN THE SOUND!”
Authors: Ferrari Joseph R. , Chan Lynda M.
Published: March 2006

Two studies examined effects of interventions to reduce noise levels from portable stereo headphones. Study 1 examined the effectiveness of warning signs posted in and nearby public elevators with 567 passengers possessing a portable headphone (total N = 7,811). During a 9‐day baseline, the mean percentage of headphones played at an observer‐audible level was 85%. During a subsequent 6‐day warning sign phase, the mean percentage of audible headphones declined to 59%, which increased to a mean of 76% during a second baseline phase (5 days). Study 2 assessed the impact of a student confederate who lowered his or her observer‐audible headphone volume at the polite request of a second student confederate. Of the 4,069 elevator passengers, 433 possessed a portable headset. The mean percentage of observer‐audible headphones during a 4‐day baseline was 85%. Subsequently, a 5‐day modeling intervention reduced audible volumes to a mean of 46%. During a second baseline phase of 4 days, the mean level was 77%, and during reintroduction of the modeling phase (9 days) the mean level was 42%. The modeling intervention was significantly more effective with women (53% compliance) than men (29% compliance).
IN‐HOME GENERALIZATION OF SOCIAL INTERACTIONS IN FAMILIES OF ADOLESCENTS WITH BEHAVIOR PROBLEMS
Authors: Serna Loretta A. , Schumaker Jean B. , Sherman James A. , Sheldon Jan B.
Published: March 2006

The effects of a three‐phase family communication program were evaluated. In the skill‐teaching phase, family members were taught reciprocal social communication skills in a clinic setting. During the skill‐review phase, each family member practiced the skills in their homes with the teacher. During the home‐based family conference phase, each family was taught to use a structured format to resolve current family issues using their newly acquired skills. In‐home parent‐youth interactions were observed during a series of 1‐hr sessions that involved directed and nondirected situations. Evaluation included a multiple baseline design across skills during the skill‐teaching phase and a multiple baseline design across families for the family conference phase. Although the procedures of the skill‐teaching phase resulted in parent‐adolescent dyads learning to use the skills in the teaching setting, competent use of the skills in the home was not observed until the family conference phase was implemented. These results suggest the importance of home‐based intervention if changes are to be obtained at home.
ALTERING SHOPPERS' SUPERMARKET PURCHASES TO FIT NUTRITIONAL GUIDELINES: AN INTERACTIVE INFORMATION SYSTEM
Authors: Winett Richard A. , Moore John F. , Wagner Jana L. , Hite Lee A. , Leahy Michael , Neubauer Tamara E. , Walberg Janet L. , Walker W. Bruce , Lombard David , Geller E. Scott , Mundy Laurie L.
Published: March 2006

This study reports the results of one effort to help supermarket shoppers alter food purchases to make purchases (and meals) that are lower in fat and higher in fiber. A prototype interactive information system using instructional video programs, feedback on purchases with specific goals for change, weekly programs, and the ability to track user interactions and intended purchases was evaluated. The major dependent measure was users' actual food purchases as derived from participants' highly detailed supermarket receipts. After a 5‐ to 7‐week baseline phase, participants were randomly assigned to an experimental or control condition for the 7‐ to 8‐week intervention phase. A follow‐up phase began 5 to 8 weeks after participants completed the intervention and discontinued use of the system. The results indicated that experimental participants, when compared to control participants, decreased high fat purchases and increased high fiber purchases during intervention, with evidence for some maintenance of effect in follow‐up. Plans for increasing the use and impact of the system are discussed.
THE CLASSWIDE PEER TUTORING PROGRAM: IMPLEMENTATION FACTORS MODERATING STUDENTS' ACHIEVEMENT
Authors: Greenwood Charles R. , Terry Barbara , Arreaga‐Mayer Carmen , Finney Rebecca
Published: March 2006

We conducted a study designed to assess implementation of the classwide peer tutoring program and the relationship between implementation variation and student outcome. A clinical replication design was used. Five volunteer elementary teachers were trained to implement the program; their implementation was monitored for 19 consecutive weeks during 1 school year. Overall, the results indicated that specific variations in program implementation were associated with students' responses to treatment. It was also demonstrated that different teachers' applications of the program produced differential levels of student outcome. Implementation factors related to lower spelling achievement were (a) reduced opportunities to receive program sessions, (b) reduced probabilities of students' participation in program opportunities, (c) too many students assigned unchallenging spelling words, and (d) reduced rates of daily point earning reflecting lower levels of spelling practice during tutoring sessions. The implications of these findings and methods of preventing these implementation problems are discussed in the context of quality assurance and social validity.
TRIADIC INSTRUCTION OF CHAINED FOOD PREPARATION RESPONSES: ACQUISITION AND OBSERVATIONAL LEARNING
Authors: Griffen Ann K. , Wolery Mark , Schuster John W.
Published: March 2006

This research examined whether constant time delay would be effective in teaching students with moderate mental retardation in triads to perform chained tasks and whether observational learning would occur. Three chained snack preparation tasks were identified, and each student was directly taught one task. The other 2 students observed the instruction. The instructed student told the observers to watch and to turn pages of a pictorial recipe book. The teacher provided frequent praise to the instructed student based on performance and to the observers for watching the instruction and turning pages. A multiple probe design across students and tasks was used to evaluate the instruction. The results indicated that each student learned the skill he or she was taught directly, and the observers learned nearly all of the steps of the chains they observed. The implications for classroom instruction and future research in observational learning are discussed.
TEACHING CHILD‐CARE SKILLS TO MOTHERS WITH DEVELOPMENTAL DISABILITIES
Authors: Feldman Maurice A. , Case Laurie , Garrick Maria , MacIntyre‐Grande Wanda , Carnwell Jayne , Sparks Bruce
Published: March 2006

The present study identified and remediated child‐care skill deficits in parents with developmental disabilities to reduce their risk of child neglect. Eleven mothers with developmental disabilities who were considered by social service and child welfare agencies to be providing neglectful child care were found in baseline to have several important child‐care skill deficits (e.g., bathing, diaper rash treatment, cleaning baby bottles) compared to nonhandicapped mothers. Parent training (consisting of verbal instructions, pictorial manuals, modeling, feedback, and reinforcement) resulted in rapid acquisition and maintenance of child‐care skills in all mothers. Mean percentage correct scores increased from 58% in baseline to 90% in training and 91% in follow‐up (M = 31 weeks). The latter two scores compare favorably to the mean score (87%) of 20 nonhandicapped mothers on the same skills. Where observable, parent training was associated with corresponding benefits to the children (e.g., elimination of diaper rash and cradle cap, increased weight gain, successful toilet training). These results indicate that parent training may be a viable option to the removal of the child from the home when parenting skill deficits place the child's well‐being in jeopardy.
TEACHING YOUNG CHILDREN TO USE CONTACT LENSES
Authors: Mathews Judith R. , Hodson Gary D. , Crist William B. , LaRoche G. Robert
Published: March 2006

Young children with surgically removed lenses and extreme nearsightedness can benefit from contact lenses, but their parents may need instruction to teach their children to accept lenses. In this study, 4 children under the age of 5 years were taught contact lens wear using a shaping procedure. Compliance was rewarded with praise and tangibles, and noncompliance was followed with brief time‐out for 3 of the children and restraint for the 4th. Three children showed high compliance during an initial shaping procedure, with a decrease in compliance during initial insertion of the lenses. At 3‐ to 10‐month follow‐up, levels of compliance were high. Insertion and removal of lenses were accomplished in substantially less time, with little crying and no need for time‐out. All 3 children continue to use the lenses daily, and 2 have shown improved visual acuity. The 4th child, who has Down syndrome, showed low levels of compliance with need for physical restraint throughout. Although his parents reported high compliance when he first went home, fitting difficulties and an infection resulted in plummeting of compliance, and contact lens use was discontinued. This procedure has been used successfully at the same hospital with 11 of 13 other children between the ages of 14 months and 7 years 4 months. Implications for selection of suitable candidates for this intervention and ways to decrease costs are discussed.
AN ANALYSIS OF THE EFFECTS OF MULTIPLE SETTING EVENTS ON THE SOCIAL BEHAVIOR OF PRESCHOOL CHILDREN WITH SPECIAL NEEDS
Authors: Chandler Lynette K. , Fowler Susan A. , Lubeck Roger C.
Published: March 2006

We examined the effects of four combinations of setting events on the social interactions of 7 preschool children with social delays. In Study 1, the status of the teacher, activity materials, and peer varied across conditions. In Study 2, the status of the teacher and materials varied across conditions. Within the combinations of setting events, we also examined teacher behavior. Teacher presence and absence was varied in both studies. The type and rate of teacher prompting were varied in Study 2. The four combinations of setting events produced different rates of social behavior by the children with social delays. The optimal combination of setting events for promoting peer interaction and reducing teacher—child interaction included teacher absence from the activity, a limited number and form of materials, and children paired with a socially skilled partner.
PEER‐MEDIATED INTERVENTION: ATTENDING TO, COMMENTING ON, AND ACKNOWLEDGING THE BEHAVIOR OF PRESCHOOLERS WITH AUTISM
Authors: Goldstein Howard , Kaczmarek Louise , Pennington Ruth , Shafer Karin
Published: March 2006

This study investigated the effects of a peer‐mediated intervention on the social interaction of five triads comprised of preschoolers with autism and their typical peers. Strategies thought to facilitate interaction were selected based on analyses of a descriptive data base. Peers were taught to attend to, comment on, and acknowledge the behavior of their classmates with disabilities. These are behaviors preschoolers typically exhibit frequently, but that do not obligate responses to the same extent as questions and requests do. The ABCB reversal designs revealed that improved rates of social interaction during play were clearly associated with the peer intervention for 4 of the 5 children with autism. This intervention offers an alternative peer‐intervention package for increasing interaction between children with and without disabilities.