bluuebunny/crossref_metadata_2025 huggingface dataset:
THE GOOD TOOTHBRUSHING GAME: A SCHOOL‐BASED DENTAL HYGIENE PROGRAM FOR INCREASING THE TOOTHBRUSHING EFFECTIVENESS OF CHILDREN
Authors: Swain Joanne J. , Allard Glenn B. , Holborn Stephen W.
Published: March 2006

There has been a serious lack of experimentally verified, effective dental hygiene programs in the schools. In and of themselves, the instruction‐alone programs which comprise children's dental education do not produce proper toothbrushing skills. In the present study, a school‐based contingency dental hygiene program designed to increase the effectiveness of children's toothbrushing skills at home was implemented with grade one and two classes. Each class was divided into teams and participated in the “Good Toothbrushing Game.” Each day four children from each team had the cleanliness of their teeth assessed according to the Simplified Oral Hygiene Index (Greene & Vermillion, 1964). The team with the lowest mean oral hygiene score was declared the daily winner. Winning teams received stickers and had their names posted. A multiple baseline across classrooms single‐subject group design (Hersen & Barlow, 1976, pp. 228–229) established that the good toothbrushing game greatly increased the effectiveness of children's oral hygiene skills. The treatment terminal level for the grade one scores was 2.0 as compared to a baseline terminal level of 5.0, and for the grade two's was 2.3 compared to 5.7 at the end of baseline. A 9‐mo follow‐up indicated that these results were maintained. The data strongly suggest that proper implementation of behavioral principles is essential to the success of oral hygiene programs.
SIMPLIFYING CONTINUOUS MONITORING OF MULTIPLE‐RESPONSE/MULTIPLE‐SUBJECT CLASSROOM INTERACTIONS
Authors: Skrtic Thomas M. , Sepler Harvey J.
Published: March 2006

In order to facilitate the field monitoring of three subjects interacting according to one or more of 18 response categories, a modified version of several available, but oftentimes mechanically incompatible, observational procedures was designed. Its continuous recording strategy, sectioned into one‐minute observational units, enabled researchers to derive highly representative behavior samples, and when accompanied by the specially tailored coding form and recording apparatus, observers achieved over 90% agreement across all reliability sessions. This procedure provides applied researchers with a simple, highly reliable, and adaptable observation tool for continuously and simultaneously monitoring the behaviors of one or more subjects.
THE ROLE OF RESPONSE DELAY IN IMPROVING THE DISCRIMINATION PERFORMANCE OF AUTISTIC CHILDREN
Authors: Dyer Kathleen , Christian Walter P. , Luce Stephen C.
Published: March 2006

This study investigated the influence of a response delay requirement on the discrimination performance of autistic children. In the context of a multiple baseline design with subsequent repeated reversals, two conditions were compared: a no‐response‐delay condition, where the child was allowed to make the target response immediately after presentation of the discriminative stimulus versus a response‐delay condition, where the target response was permitted three seconds following the discriminative stimulus when the therapist would signal the child to respond. The results showed that the response‐delay condition produced higher levels of correct responding than the no‐response‐delay condition. In addition, teachers in the research setting rated the response‐delay procedure to be a practical and effective teaching technique that could be implemented in a classroom setting. The results were discussed in relation to the literature on impulsivity, and were interpreted as indicating that the response‐delay procedure provides a valuable technique for teaching autistic children.
THE INTEGRITY OF INDEPENDENT VARIABLES IN BEHAVIOR ANALYSIS
Authors: Peterson Lizette , Homer Andrew L. , Wonderlich Stephen A.
Published: March 2006

Establishing a functional relationship between the independent and the dependent variable is the primary focus of applied behavior analysis. Accurate and reliable description and observation of both the independent and dependent variables are necessary to achieve this goal. Although considerable attention has been focused on ensuring the integrity of the dependent variable in the operant literature, similar effort has not been directed at ensuring the integrity of the independent variable. Inaccurate descriptions of the application of the independent variable may threaten the reliability and validity of operant research data. A survey of articles in the Journal of Applied Behavior Analysis demonstrated that the majority of articles published do not use any assessment of the actual occurrence of the independent variable and a sizable minority do not provide operational definitions of the independent variable. The feasibility and utility of ensuring the integrity of the independent variable is described.
TEACHER POPULARITY AND CONTRAST EFFECTS IN A CLASSROOM TOKEN ECONOMY
Authors: Kistner Janet , Hammer David , Wolfe David , Rothblum Esther , Drabman Ronald S.
Published: March 2006

There is a common fear that the use of a token economy in one classroom might harm pupil performance in situations where the contingencies are not in effect. This study investigated potential contrast effects on measures of children's productivity and attitudes toward teachers. Six children with reading deficits participated. A multiple baseline design was used to assess the effects of a token economy which was systematically introduced across three teachers. Dependent measures included two rating forms of teacher popularity and work rate on a programmed reading series. The results indicated that the token system was effective in increasing the children's productivity and that no consistent behavioral contrast effects occurred. Furthermore, children's attitudes toward teachers did not appear to be influenced by the token economy until only one teacher was not delivering tokens. At this point, her popularity declined until she also delivered tokens. The token economy manipulation appeared to have a specific, desirable effect on the targeted behavior (i.e., work rate) and had minimal negative or positive “side effects” on teacher popularity.
POSITIVE PRACTICE OVERCORRECTION: THE EFFECTS OF DURATION OF POSITIVE PRACTICE ON ACQUISITION AND RESPONSE REDUCTION
Authors: Carey Robert G. , Bucher Bradley
Published: March 2006

The effects of long and short durations of positive practice overcorrection were studied, for reduction of off‐task behavior after an instruction to perform an object‐placement task. Off‐task behavior, correct responses, and approximate responses were all observed. Off‐task behavior received positive practice. The short and long practice durations (30 seconds and 3 minutes) produced equally rapid reduction of off‐task behavior and acquisition of correct object‐placement performance. Over sessions, much less time was required for positive practice when the short practice duration was used. Approximate responses, which also avoided positive practice, occurred at low rates relative to correct responding. Negative side effects were observed to occur primarily during sessions with long positive practice. These results indicate that use of short durations of positive practice can reduce the practice time required and negative side effects, with no loss of training effectiveness either for reducing inappropriate behavior or increasing a desired alternative behavior.
THE EFFECTS OF A GOOD BEHAVIOR GAME ON THE DISRUPTIVE BEHAVIOR OF SUDANESE ELEMENTARY SCHOOL STUDENTS
Authors: Saigh Philip A. , Umar Abdul M.
Published: March 2006

An endemic version of the Good Behavior Game was applied in a rural Sudanese second‐grade classroom. Official letters of commendation, extra time for recess, victory tags, and a winner's chart were used as backup reinforcers. The class was divided into two teams, and the teacher indicated she would place a check on the board after every rule violation. The students were also told that the team with the fewest marks would win the game and receive the aforementioned prizes. After an initial adaptation period, the rate of disruption was charted across four treatment phases: viz., baseline I, introduction of the game, baseline II, and reintroduction of the game. It was observed that the game phases were associated with marked decreases in the rate of seat leaving, talking without permission, and aggression. The teacher, principal, parents, and students were consequently individually interviewed, and their comments spoke strongly for the social validity of the game.
A PARTICIPATIVE MANAGEMENT APPROACH FOR IMPROVING DIRECT‐CARE STAFF PERFORMANCE IN AN INSTITUTIONAL SETTING
Authors: Burgio Louis D. , Whitman Thomas L. , Reid Dennis H.
Published: March 2006

The present study evaluated a participative management approach for increasing the frequency of interactions between institutional staff and severely/profoundly retarded residents. The participative management approach involved teaching staff how to use self‐monitoring, standard setting, self‐evaluation, and self‐reinforcement procedures. These procedures were then used by staff with minimal involvement of supervisory personnel. Although supervisors provided feedback and praise to staff for using these self‐management behaviors, feedback and praise were never dispensed contingent on staff interactions with residents. Results indicated that during the participative management program there was an increase in staff interactions that were contingent on appropriate resident behavior. The increase in this type of staff interaction was accompanied by an increase in appropriate resident behavior. Follow‐up data on both staff and resident behaviors, although showing moderating trends, suggested generally good maintenance of the initial behavior changes. Acceptability data suggested that staff were quite receptive to the program. The advantages of participative management procedures for improving staff performance in residential settings are discussed.
VICARIOUS REINFORCEMENT: EXPECTED AND UNEXPECTED EFFECTS
Authors: Ollendick Thomas H. , Dailey Donna , Shapiro Edward S.
Published: March 2006

The primary purpose of this study was to examine the effects on one child of observing another child receive direct social reinforcement. In the first part of the study, pairs of same‐sex children worked on puzzles for three sessions spaced 2 to 3 days apart. One child was praised on a continuous schedule for performance, whereas the other received no praise. Although children who observed other children being praised increased their performance initially (as predicted by vicarious reinforcement and social comparison hypotheses), their performance decreased over time, reaching levels below their own baseline rates. In the second part of the study, intermittent praise delivered to the observing child was examined as a potential strategy to reverse the unexpected effects obtained in the first part of the study. Intermittent praise was found to be effective in reducing these effects and in producing enhanced performance. Individual data, as well as group data, are presented. Results are discussed in light of theoretical and applied issues related to the use of vicarious reinforcement in applied settings.
THE CLASS SPECIFIC EFFECTS OF COMPLIANCE TRAINING WITH “DO” AND “DON'T” REQUESTS: ANALOGUE ANALYSIS AND CLASSROOM APPLICATION
Authors: Neef Nancy A. , Shafer Michael S. , Egel Andrew L. , Cataldo Michael F. , Parrish John M.
Published: March 2006

Two experiments are reported in which the relationship between compliance with “do” and “don't” requests was examined with developmentally disabled children. In Experiment 1, a multiple baseline design across subjects with counterbalanced treatment conditions was used to evaluate a compliance training program composed of four phases: (a) baseline, during which no consequences were delivered for compliance, (b) reinforcement for compliance with one targeted “do” request, (c) reinforcement for compliance with one targeted “don't” request, and (d) follow‐up with reinforcement on a variable ratio schedule for compliance with any “do” or “don't” request. Results of probes conducted before and after training within each condition indicated that generalized compliance occurred only with requests of the same type as the target exemplar (“do” or “don't”). In Experiment 2, these results were replicated in a classroom setting. Following collection of baseline probe data on student compliance, a teacher training program was successfully implemented to increase reinforcement of compliance first with one “do” and subsequently with one “don't” request of a target student. Results of multiple baseline probes across “do” and “don't” requests indicated that the teacher generalized and maintained reinforcement of compliance with other requests of the same type and to other students, with a resulting increase in student compliance with the type of requests reinforced. The impact of treatment on both teacher and student behavior was socially validated via consumer ratings. Implications of these findings with respect to response class formation and compliance training programs are discussed.
AN EVALUATION OF THE ELECTRONIC FETAL MONITOR AS A FEEDBACK DEVICE DURING LABOR
Authors: Brasted William S. , Callahan Edward J.
Published: March 2006

We describe new methodology for the evaluation of the labor experience and preliminary findings using these methods. The effects of feedback from an Electronic Fetal Monitor on report of contraction onset were evaluated during the labors of eight primiparous women, four of whom had attended childbirth preparation classes. Using a within‐subject reversal design, data were gathered across four phases for each woman: no feedback (monitor turned away from mother and coach), feedback, no feedback, and feedback again. The women were observed in early labor without medication. Six women were able to note the onset of contractions earlier with the availability of feedback; two women (who had not attended childbirth preparation classes) were more variable in their response. Threshold for recognition of pain onset did not change reliably. Seven of the eight women chose to continue monitoring when offered the chance to discontinue it. These results suggest that the technological advance of fetal monitoring can be used in cooperation with prepared childbirth techniques to facilitate earlier recognition of contraction onset, allowing increased preparation for contractions. Further experimental evaluations during labor are suggested.
THE EFFECTS OF SINGLE INSTANCE, MULTIPLE INSTANCE, AND GENERAL CASE TRAINING ON GENERALIZED VENDING MACHINE USE BY MODERATELY AND SEVERELY HANDICAPPED STUDENTS
Authors: Sprague Jeffrey R. , Horner Robert H.
Published: March 2006

This report provides an experimental analysis of generalized vending machine use by six moderately or severely retarded high school students. Dependent variables were training trials to criterion and performance on 10 nontrained “generalization” vending machines. A multiple‐baseline design across subjects was used to compare three strategies for teaching generalized vending machine use. Training occurred with (a) a single vending machine, (b) three similar machines, or (c) three machines that sampled the range of stimulus and response variation in a defined class of vending machines. Results indicated that the third approach was the most effective method of obtaining generalized responding. Methodological implications for the experimental analysis of generalization and programmatic implications for teaching generalized behaviors are discussed.
INCREASING THE IMMUNIZATION OF PRESCHOOL CHILDREN; AN EVALUATION OF APPLIED COMMUNITY INTERVENTIONS
Authors: Yokley James M. , Glenwick David S.
Published: March 2006

We evaluated the relative impact of four procedures designed to encourage parents to obtain immunizations for their children. In a public health setting, the families of 1,133 immunization‐deficient preschool children were randomly assigned to six conditions: (a) a general prompt; (b) a more client‐specific prompt; (c) a specific prompt and increased public health clinic access; (d) a specific prompt and monetary incentives; (e) contact control; and (f) no contact control. All interventions, except the general prompt, produced some evidence of improvement when compared with the control groups. The monetary incentive group revealed the largest effect, followed by the increased access group, specific prompt group, and general prompt group, respectively. The data suggest that relatively powerful and immediate effects on preschoolers' clinic attendance for immunization may be produced by monetary incentives in conjunction with client‐specific prompts. However, client‐specific prompts alone appear to be the most cost‐effective of the interventions.
EFFECTS OF FEEDBACK AND SELF‐MONITORING ON HEAD TRAUMA YOUTHS' CONVERSATION SKILLS
Authors: Gajar Anna , Schloss Patrick J. , Schloss Cynthia N. , Thompson Cynthia K.
Published: March 2006

The effects of feedback and self‐recording on the small group conversational behaviors of two head trauma youths were evaluated. Feedback involved providing clients a light signal corresponding to positive or negative social interactions. The self‐monitoring procedure required that the clients flip a switch corresponding with their positive or negative interactions. An A1‐B1‐C1‐A2‐C2‐B2 design in which the feedback phase (B) and self‐monitoring phase (C) were alternated to control for order effects demonstrated the efficacy of both interventions. Performance gains were also shown to generalize to less structured situations, bringing the clients' level of positive responses into a range established with a social comparison group.
THE EFFECT OF INFORMATIONAL FEEDBACK ON FOOD INTAKE OF ADULT BURN PATIENTS
Authors: Mahon Lana M. , Neufeld Norma (Winn) , Mani Mani M. , Christophersen Edward R.
Published: March 2006

The effect of informational feedback on the protein and caloric consumption of burn patients was investigated using a multiple‐baseline across subjects. The patients were four severely burned adult males who failed to consume sufficient foods to achieve prescribed levels of protein or kilocalories via standard burn unit procedures during recovery. Feedback consisted of informing patients of (a) their prescribed levels of protein and kilocalories, (b) the protein and kilocalorie content of hospital foods and beverages, and (c) their actual intake of protein and kilocalories. Following the provision of feedback, there was an increase in protein and kilocalorie intakes and in the number of days during which prescribed levels for protein and kilocalories were achieved. These results suggest that the informational feedback was effective for improving the oral caloric intake of burn patients.
TEACHING BEHAVIORALLY HANDICAPPED PRESCHOOL CHILDREN TO SHARE
Authors: Bryant Lorrie E. , Budd Karen S.
Published: March 2006

We examined the effectiveness of Barton and Ascione's (1979) package for training sharing in a classroom setting with six behaviorally handicapped preschool children, four of whom were also developmentally delayed. Individual responses in sharing and not sharing were examined. Training consisted of initial instructions, modeling, and behavioral rehearsal, followed by teacher prompts and praise regarding sharing directly in a classroom free play period. Introduction of training in a multiple‐baseline design across three pairs of children resulted in substantial increases in sharing for five of the six children. Results for negative interactions were less clear but suggested that concomitant decreases occurred for the same five children. The response analysis indicated that (a) individual components of sharing (offers, requests, and acceptances) all increased with training; (b) most children were more likely to initiate sharing through requests than through offers; (c) the proportion of sharing initiatives accepted by peers increased with training despite a much greater absolute number of initiatives; and (d) of the three negative behaviors (opposing play, taking without asking, and aggression) examined as incompatible with sharing, the most prevalent response was opposing other children's play. Individual differences in initial social repertoires and responsiveness to training were examined with respect to their implications for research and practice. Overall, the findings provide an encouraging indication of an intervention program for children with behavioral, social, and developmental handicaps.
REDUCING SELF‐INJURY AND CORRESPONDING SELF‐RESTRAINT THROUGH THE STRATEGIC USE OF PROTECTIVE CLOTHING
Authors: Silverman Kenneth , Watanabe Kanji , Marshall Ann M. , Baer Donald M.
Published: March 2006

We examined the use of protective clothing to reduce a retarded male's face‐punching and leg‐kicking and two corresponding forms of self‐restraint—arm and leg self‐restraint. The resident was observed each day in three sessions of randomly ordered conditions (one condition per session): without any protective clothing, with a padded helmet, and with a padded helmet and padded slippers. Use of the padded helmet substantially reduced face‐punching and arm self‐restraint. The addition of padded slippers reduced leg‐kicking and leg self‐restraint. These results suggest a practical and effective means of controlling self‐injury and self‐restraint. They are also consistent with the possibility that the resident's arm restraint was maintained in part by escape or avoidance of face‐punching and that his leg restraint was maintained in part by escape or avoidance of leg‐kicking.
TRAINING AND GENERALIZATION OF REACH‐GRASP BEHAVIOR IN BLIND, RETARDED YOUNG CHILDREN
Authors: Correa Vivian I. , Poulson Claire L. , Salzberg Charles L.
Published: March 2006

The effects of a graduated prompting treatment procedure were analyzed in three phases of an experiment on the training and generalization of reaching‐grasp responding in 2‐ to 4‐year‐old blind, severely or profoundly retarded children. In Phase 1, we used a multiple‐baseline across‐subjects design to investigate the effectiveness of the treatment on midline reach‐grasp responding. In Phase 2, we used a reversal design to investigate the effects of repeated implementations and withdrawals of the treatment. In both phases, generalization to right and left positions was measured. In Phase 3, in a multiple‐baseline across‐responses design, the treatment was implemented in right and left positions. Also in Phase 3, shift of stimulus control from toy‐sound to verbal instructions was measured. The results showed that (a) the graduated prompting procedure was effective in training reach‐grasp responding in all three children; (b) for one child, the effects were durable over repeated applications of the treatment procedure, but were not maintained during withdrawals; (c) for another child, the treatment procedure was effective in teaching reach‐grasp responding in all three positions; and (d) for the same child, training of reach‐grasp responding generalized to toys presented without sound, given only the verbal instruction.
INCREASING DRIVER YIELDING AND PEDESTRIAN SIGNALING WITH PROMPTING, FEEDBACK, AND ENFORCEMENT
Authors: Van Houten Ron , Malenfant Louis , Rolider Ahmos
Published: March 2006

The effects of an intervention package on drivers' yielding to pedestrians and on pedestrians' signaling their intention to cross the street were assessed using a multiple baseline design. The intervention, which consisted of publicly posted feedback on the percentage of motorists yielding to pedestrians, small signs prompting pedestrians to engage in appropriate crossing behavior, and an enforcement program involving the use of warning tickets and feedback fliers, was sequentially introduced on two streets. The intervention more than doubled the percentage of motorists yielding to pedestrians and increased the percentage of pedestrians signaling their intention to cross the street to over 13% from a baseline level of less than 1%. Near misses involving pedestrians decreased by more than 50% on the narrower of the two streets.
TEACHING SELECTED MICROCOMPUTER SKILLS TO RETARDED STUDENTS VIA PICTURE PROMPTS
Authors: Frank Alan R. , Wacker David P. , Berg Wendy K. , McMahon Colleen M.
Published: March 2006

Five retarded students were taught to use picture prompts to help them access and terminate a microcomputer program. Training was provided within a multiple baseline format. Posttesting (picture prompts without feedback), and a return to baseline were later conducted for boththe training program and an untrained (generalization) program. The results indicate thatthe program was successful in teachingthe microcomputer skills tothe students. In addition, all students were able to maintain their skills over a 7‐day interval in which they did not have access tothe microcomputer.
SHAPING SELF‐INITIATED TOILETING IN INFANTS
Authors: Smeets Paul M. , Lancioni Giulio E. , Ball Thomas S. , Oltva Doretta S.
Published: March 2006

We evaluated a method for training infants to cue their mothers on the need to eliminate. The program consisted of three phases: Phase I was directed at establishing a dose temporal relationship between body signals (straining) and subsequent defecations on the potty; Phase II was designed to establish a relationship between prompted and unprompted potty reaching/grabbing responses and eliminations (defecations and urinations) on the potty; and Phase III served to establish unprompted potty reaching/grabbing responses as reliable precursors of eliminations. Four babies, between 3.1 and 6.6 months old, all completed the training before age 1 year, with no negative side effects.
EFFECTS OF TELEVISION MODELING ON RESIDENTIAL ENERGY CONSERVATION
Authors: Winett Richard A. , Leckliter Ingrid N. , Chinn Donna E. , Stahl Brian , Love Susie Q.
Published: March 2006

A combination of social marketing, communications, social learning (particularly modeling), and behavior analysis may provide an effective framework for behavior change via films and television. We used this approach in developing special television programs about residential energy conservation. The programs were tailored and directed to preselected middle‐class homeowners (N = 150), and delivered over a public access channel of a cable TV system. The results indicated that after one program exposure (about 20 minutes), viewers adopted simple strategies modeled in the programs which led to savings of approximately 10% on their home energy use for a substantial part of the cooling and heating season. Although the potential benefits to costs of large‐scale media efforts seemed great, institutional barriers for such programs were identified. Less expensive, more local programs seem more viable.
PRIMARY ENCOPRESIS: EVALUATION AND TREATMENT
Authors: O'Brien Shirley , Ross Linda V. , Christophersen Edward R.
Published: March 2006

Cathartic and behavioral treatment procedures for eliminating diurnal and nocturnal primary encopresis were investigated using a multiple‐baseline design across four children. The dependent and independent variables measured were appropriate bowel movements, soiling accidents, independent toiletings, and cathartic use. Over 177 reliability observations (home visits) were conducted. For two of the children, treatment with cathartics and child‐time remedied their soiling accidents and increased their independent toiletings in 8 to 11 weeks. While the cathartics and child‐time increased the rate of appropriate bowel movements, they did not eliminate the soiling accidents with the other two children. Independent toiletings for these two children were achieved after 32 to 39 weeks of treatment when punishment procedures (positive practice, time‐out, and hourly toilet sits) were incorporated and the suppositories were faded systematically.
A DIRECT PROMPTING STRATEGY FOR INCREASING RECIPROCAL INTERACTIONS BETWEEN HANDICAPPED AND NONHANDICAPPED SIBLINGS
Authors: James Susan D. , Egel Andrew L.
Published: March 2006

We investigated the effects of a sibling training procedure, consisting of direct prompting and modeling, on the occurrence of reciprocal interactions between nonhandicapped and handicapped siblings. Data were obtained for training, generalization, and follow‐up. Results of a multiple‐baseline design across three pairs of siblings showed that: (a) direct prompting of interactions was an effective strategy for increasing reciprocal interactions between handicapped and nonhandicapped siblings; (b) the training procedure resulted in increased levels of initiations and responsiveness to initiations; (c) reciprocal interactions between siblings generalized to larger play groups or across settings; (d) reciprocal interactions between handicapped subjects and untrained, nonhandicapped peers increased without direct training; (e) the siblings' levels of interactions were maintained at 6 mo follow‐up; and (f) these findings were judged socially valid by the siblings' parents.
THE EFFECTS OF PERFORMANCE FEEDBACK ON THE SAFETY OF CLIENT LIFTING AND TRANSFER
Authors: Alavosius Mark P. , Sulzer‐Azaroff Beth
Published: March 2006

Individual written and verbal performance feedback was examined to determine its influence on the safety with which physically disabled clients were transferred. Two client‐transfer techniques were task analyzed and six direct service providers' on‐the‐job performance was measured weekly. A multiple baseline across settings and subjects was used to evaluate effects of the feedback. Consumer satisfaction and the costs of the procedures were also assessed. Results showed that feedback was consistently followed by improvements in safe performance. These improvements tended to maintain as feedback was faded. Participants favorably rated the feedback procedure and consistently recommended its use with other staff.
THE GENERALITY AND SOCIAL VALIDITY OF A COMPETENCY‐BASED SELF‐CONTROL TRAINING INTERVENTION FOR UNDERACHIEVING STUDENTS
Authors: Stevenson Howard C. , Fantuzzo John W.
Published: March 2006

We evaluated the effectiveness, generality, and social validity of a modified version of a competency‐based self‐control package developed by Stevenson and Fantuzzo (1984). Three underachieving fifth‐grade students were trained to use this intervention to increase their arithmetic proficiency. Results indicated that the intervention produced improved arithmetic performance. Moreover, all possible classes of generalization were evidenced for the participants. Social validity data showed that the children's arithmetic performance either surpassed or approached the mean performance of their higher achieving classmates. Additionally, teachers reported that the intervention was effective, appropriate for classroom use, and easy to implement.
SOME DIRECT AND GENERALIZED EFFECTS OF REPLACING AN AUTISTIC MAN'S ECHOLALIA WITH CORRECT RESPONSES TO QUESTIONS
Authors: McMorrow Martin J. , Foxx R. M.
Published: March 2006

We extended the use of operant procedures to decrease immediate echolalia and increase the appropriate responding to questions of a 21‐year‐old autistic man. Three experiments were conducted in which the overall plan was to (a) encourage the subject to remain quiet before, during, and after the presentation of questions and (b) teach him to use environmental cues (i.e., word cards or a model's responses) to increase the likelihood of responding correctly. Multiple baseline designs demonstrated that echolalia was rapidly replaced with correct stimulus‐specific responses. In addition, there were a variety of generalized improvements in the subject's verbal responses to questions. The procedures and results are contrasted to previous research in an attempt to explain the encouraging findings.
SELF‐MONITORING OF ATTENTIONAL BEHAVIOR VERSUS SELF‐MONITORING OF PRODUCTIVITY: EFFECTS ON ON‐TASK BEHAVIOR AND ACADEMIC RESPONSE RATE AMONG LEARNING DISABLED CHILDREN
Authors: Harris Karen R.
Published: March 2006

I investigated the differential effects of self‐monitoring of attentional behavior and self‐monitoring of productivity on on‐task behavior and academic response rate. Subjects were four learning disabled children with significant attentional problems. Results indicated relatively equivalent increases in on‐task behavior over baseline during all treatment phases. Academic response rate also improved under both interventions, with self‐monitoring of productivity showing a superior effect for one subject, an equivalent effect for one subject, and less dear results for two subjects.
ROLE REVERSALS: AN ANALYSIS OF THERAPEUTIC EFFECTS ACHIEVED WITH DISRUPTIVE BOYS DURING THEIR APPOINTMENTS AS PEER MONITORS
Authors: Fowler Susan A. , Dougherty B. Susan , Kirby Kimberly C. , Kohler Frank W.
Published: March 2006

Three 7‐year‐old boys with histories of negative interactions were appointed to monitor individual classmates during daily noon recess. As monitors, the boys awarded points to their classmates for playing appropriately and, on rare occasions, withdrew a point for negative interactions. The three boys immediately decreased their own rates of negative interactions during the sessions in which they were appointed as monitors. Two of the boys concomitantly increased their rates of positive interactions. Their reductions in negative interactions were not maintained during reversals and did not clearly generalize to the morning or afternoon recess periods. Subsequent appointment of the boys as peer monitors during the morning recess produced similar improvements in their behavior. Results suggest that appointment to the role of peer monitor may itself function as an intervention.
GENERALIZATION OF OBJECT NAMING AFTER TRAINING WITH PICTURE CARDS AND WITH OBJECTS
Authors: Salmon Donald J. , Pear Joseph J. , Kuhn Beverley A.
Published: March 2006

Generalization of four retarded children's object naming responses to stimuli in the natural environment was assessed after training with either objects or pictures of the objects. Generalization was typically greater after training with objects. In a second experiment, half of the stimuli that showed little generalization were retrained by alternating the original training object with an object that belonged to the same stimulus class as the training stimulus. The other half were simply retrained using the object. The alternating procedure resulted in substantial increases in generalization to untrained objects.
A REPLICATION OF THE USE OF PUBLIC POSTING IN TRAFFIC SPEED CONTROL
Authors: Roqué Gloria M. , Roberts Michael C.
Published: March 2006

In an attempt to replicate several previous studies, a reversal design was used to assess the effects of publicly posted feedback on vehicle speed reduction. The intervention phases consisted of daily posted feedback that supplied drivers with either accurate or inaccurate information regarding the percentage of vehicles exceeding the speed limit on the road. Results from the two feedback conditions indicated no speed reduction in comparison to baseline levels. These results are discussed in light of previous studies that found strong effects for such feedback. Baseline levels of driver compliance and methodological differences may limit the effectiveness of posted feedback in reducing speeding.
OVERVIEW OF SUPPORTED EMPLOYMENT
Authors: Rusch Frank R. , Hughes Carolyn
Published: March 2006

This article traces the emergence of supported employment as a result of philosophical changes in expectations for persons with disabilities, based on scientific developments that challenged traditional service‐delivery models. Supported employment program characteristics also are reviewed, and the influence of applied behavior analysis is outlined. Finally, areas for future research in supported employment are discussed.
BENEFITS AND COSTS OF SUPPORTED EMPLOYMENT: AN ANALYSIS OF THE ILLINOIS SUPPORTED EMPLOYMENT PROJECT
Authors: Conley Ronald W. , Rusch Frank R. , McCaughrin Wendy B. , Tines Jeffrey
Published: March 2006

This investigation presents a cost‐benefit analysis completed for one of 27 states implementing supported employment as a result of federal funding. Based upon the benefits and costs detailed, society realized a $0.75 return for every $1.00 invested in supported employment in Illinois. Supported employees realized a 37% increase in their earnings over a comparable period. The results of this study are discussed and recommendations are made for similar analyses across states.
EXPERIMENTAL ANALYSIS AND EXTINCTION OF SELF‐INJURIOUS ESCAPE BEHAVIOR
Authors: Iwata Brian A. , Pace Gary M. , Kalsher Michael J. , Cowdery Glynnis Edwards , Cataldo Michael F.
Published: March 2006

Three studies are presented in which environmental correlates of self‐injurious behavior were systematically examined and later used as the basis for treatment. In Study 1, 7 developmentally disabled subjects were exposed to a series of conditions designed to identify factors that maintain self‐injurious behavior: attention contingent on self‐injurious behavior (positive reinforcement), escape from or avoidance of demands contingent on self‐injurious behavior (negative reinforcement), alone (automatic reinforcement), and play (control). Results of a multielement design showed that each subject's self‐injurious behavior occurred more frequently in the demand condition, suggesting that the behavior served an avoidance or escape function. Six of the 7 subjects participated in Study 2. During educational sessions, “escape extinction” was applied as treatment for their self‐injurious behavior in a multiple baseline across subjects design. Results showed noticeable reduction or elimination of self‐injurious behavior for each subject and an increase in compliance with instructions in all subjects for whom compliance data were taken. The 7th subject, whose self‐injurious behavior during Study 1 occurred in response to medical demands (i.e., physical examinations), participated in Study 3. Treatment was comprised of extinction, as in Study 2, plus reinforcement for tolerance of the examination procedure, and was evaluated in a multiple baseline across settings design. Results showed that the treatment was successful in eliminating self‐injurious behavior and that its effects transferred across eight new therapists and three physicians. General implications for the design, interpretation, and uses of assessment studies are discussed.
A COLLATERAL EFFECT OF REWARD PREDICTED BY MATCHING THEORY
Authors: Mace F. Charles , McCurdy Barry , Quigley Elizabeth A.
Published: March 2006

Matching theory describes a process by which organisms distribute their behavior between two or more concurrent schedules of reinforcement (Herrnstein, 1961). In an attempt to determine the generality of matching theory to applied settings, 2 students receiving special education were provided with academic response alternatives. Using a combined simultaneous treatments design and reversal design, unequal ratio schedules of reinforcement were varied across two academic responses. Findings indicated that both subjects allocated higher rates of responses to the richer schedule of reinforcement, although only one responded exclusively to the richer schedule. The present results lend support to a postulation that positive reinforcement may have undesirable collateral effects that are predicted by matching theory (Balsam & Bondy, 1983).
INCREASING SPONTANEOUS LANGUAGE IN THREE AUTISTIC CHILDREN
Authors: Matson Johnny L. , Sevin Jay A. , Fridley Diane , Love Steven R.
Published: March 2006

A time delay procedure was used to increase spontaneous verbalizations of 3 autistic children. Multiple baseline across behaviors designs were used with target responses, selected via a social validation procedure, of two spontaneous responses (“please” and “thank you”) and one verbally prompted response (“you're welcome”). The results indicate gains across target behaviors for all children, with occurrence across other stimuli and settings. These gains were validated socially with 10 adults. Furthermore, increases in appropriate language had no effect on levels of inappropriate speech.
SELF‐ADMINISTERED WRITTEN PROMPTS TO TEACH HOME ACCIDENT PREVENTION SKILLS TO ADULTS WITH BRAIN INJURIES
Authors: O'Reilly Mark F. , Green Gina , Braunung‐McMorrow Debra
Published: March 2006

This study evaluated the use of written checklists and task analyses as self‐administered prompts to teach home accident prevention skills to 4 adults with brain injuries. Subsequent to baseline, participants used written checklists that identified potential in‐home hazards but did not prompt behaviors necessary for hazard remediation. Written individualized task analyses, incorporating specific behavioral steps for correcting hazards that participants had failed to remediate during the checklist phase, were used to prompt appropriate responding when necessary. These were subsequently faded to transfer stimulus control to the natural conditions. A multiple probe technique across participants and settings was used. Results indicated that the checklist alone was sufficient to increase appropriate responses to many of the potential hazards. Individualized task analyses, when needed, resulted in appropriate remediation of all potential hazards. Generalization to untrained potential hazards occurred to some degree for all participants. Follow‐up results showed that most skills trained were maintained over a 1‐month period.
IN VIVO VERSUS SIMULATION TRAINING: AN INTERACTIONAL ANALYSIS OF RANGE AND TYPE OF TRAINING EXEMPLARS
Authors: Neef Nancy A. , Lensbower Jeffrey , Hockersmith Idil , DePalma Valerie , Gray Kevin
Published: March 2006

We analyzed the role of the range of variation in training exemplars as a contextual variable influencing the effects of in vivo versus simulation training in producing generalized responding. Four mentally retarded adults received single case instruction, followed by general case instruction, on washing machine and dryer use; one task was taught using actual appliances (in vivo) and the other using simulation. In vivo and simulation training were counterbalanced across the two tasks for the 2 subject pairs, using a within‐subjects Latin square design. With both paradigms, more errors were made after single case than after general case instruction during probe sessions with untrained washing machines and dryers. These results suggest that generalization errors were affected by the range of training exemplars and not by the use of simulated versus natural training stimuli. Although both general case simulation and general case in vivo training facilitated generalized performance of laundry skills, an analysis of training time and costs indicated that the former approach was more efficient. The study illustrates a methodology for studying complex interactions and guiding decisions on the optimal use of instructional alternatives.
MOMENTARY TIME SAMPLING AS AN ESTIMATE OF PERCENTAGE TIME: A FIELD VALIDATION
Authors: Saudargas Richard A. , Zanolli Kathleen
Published: March 2006

This study examined the percentage time estimates of momentary time sampling against the real time obtained with handheld computers in a natural setting. Twenty‐two concurrent observations were conducted in elementary schools by one observer who used 15‐s momentary time sampling and a second who used a handheld computer. Results for the six behaviors showed a close correspondence between the momentary time sampling percentage observation intervals and the real time percentage observation time, although 15‐s momentary time sampling tended not to sample low‐frequency short‐duration behaviors. The results confirmed laboratory findings that short‐interval momentary time sampling estimates percentage time accurately for a wide range of behavior frequencies and durations, and suggested that observers using momentary time sampling in a natural setting are able to obtain accurate data.
BEHAVIOR MANAGEMENT OF INFANT SLEEP DISTURBANCE
Authors: France Karyn G. , Hudson Stephen M.
Published: March 2006

Using a nonconcurrent multiple baseline design, we evaluated the effects of extinction and stimulus control on nighttime sleep disturbances exhibited by 7 infants. Results showed that frequency and duration of night wakings decreased for all subjects, with corresponding improvements reflected through changes in responses to the sleep behavior scale. Observed improvements maintained at 3 and 24 months posttreatment.
PROGRAMMING PARTICIPATION IN FAMILY ACTIVITIES FOR CHILDREN WITH AUTISM: PARENTS' USE OF PHOTOGRAPHIC ACTIVITY SCHEDULES
Authors: Krantz Patricia J. , MacDuff Michael T. , McClannahan Lynn E.
Published: March 2006

The parents of 3 boys with autism were taught to help their children follow photographic activity schedules depicting a variety of home‐living tasks. A multiple baseline across participants showed that the home‐based intervention produced increases in children's engagement and social initiations and decreases in disruptive behavior, which were maintained for as long as 10 months.
ANALYSIS OF THE REINFORCEMENT AND EXTINCTION COMPONENTS IN DRO CONTINGENCIES WITH SELF‐INJURY
Authors: Mazaleski Jodi L. , Iwata Brian A. , Vollmer Timothy R. , Zarcone Jennifer R. , Smith Richard G.
Published: March 2006

Previous research has shown that self‐injurious behavior (SIB) maintained by positive reinforcement may be reduced under differential‐reinforcement‐of‐other‐behavior (DRO) contingencies. In this study, we conducted an analysis of the reinforcement and extinction components of DRO while treating the self‐injury of 3 women with developmental disabilities. A functional analysis revealed that each subject's SIB was maintained by positive reinforcement in the form of attention. Subsequent reinforcer assessments identified preferred and nonpreferred stimuli for later use in conjunction with DRO. Results showed high rates of SIB for all 3 subjects during baseline, which persisted when DRO was implemented without the relevant extinction component (withholding of attention for SIB) for 2 of the subjects. Low rates of SIB were observed for all subjects when DRO plus extinction was implemented or when extinction was implemented alone, suggesting that extinction may be a critical component of DRO schedules.
THE USE OF WRIST WEIGHTS TO REDUCE SELF‐INJURY MAINTAINED BY SENSORY REINFORCEMENT
Authors: Van Houten Ron
Published: March 2006

The participant in this study was a boy with a long history of self‐injurious face slapping. Following a functional analysis indicating that face slapping was maintained by sensory consequences, the participant was given soft wrist weights to wear for progressively longer periods. Data on the frequency of face slapping were collected 5 min before the weights were put on, while the weights were on, and 5 min after the weights were removed. At all other times a protective helmet was placed on the participant's head for 30 min contingent on face slaps. When weights were worn for 30 min each day, face slapping decreased during 5‐min observation periods before and after wearing the weights. The use of protective headgear was eliminated by the end of the study. Face slapping did not occur during a follow‐up check conducted 5 months after completion of the study.
FUNCTIONAL COMMUNICATION TRAINING WITH AND WITHOUT EXTINCTION AND PUNISHMENT
Authors: Fisher Wayne , Piazza Cathleen , Cataldo Michael , Harrell Robert , Jefferson Gretchen , Conner Robert
Published: March 2006

Functional communication training has been reported to be a promising treatment for severe behavior problems. In this study, functional communication training alone and combined with extinction and/or punishment was evaluated for 4 clients with severe retardation, behavior problems, and communication deficits. The participants were inpatients on a hospital unit for treatment of severe behavior disorders. They received individualized interventions based on functional assessment that included reinforcement of a communication response with the same function as their destructive behavior. Results showed that for some patients, functional communication training was not sufficient to produce clinically significant reductions in destructive behavior, and the combination of training plus punishment produced the largest and most consistent reductions.