bluuebunny/crossref_metadata_2025 huggingface dataset:
LARGE‐SCALE REDUCTIONS IN SPEEDING AND ACCIDENTS IN CANADA AND ISRAEL: A BEHAVIORAL ECOLOGICAL PERSPECTIVE
Authors: Van Houten Ron , Rolider Ahmos , Nau Paul A. , Friedman Robert , Becker Moshe , Chalodovsky Ismar , Scherer Moshe
Published: March 2006

We assessed the effects of posted feedback and warning ticket programs on speeding and accidents in two cities. In Experiment 1, speeding feedback signs were effective even when 10 were used in Dartmouth, Nova Scotia, and reductions in speeding were associated with reductions in accidents. The effectiveness of the signs was correlated with the number of intersections and residences within 0.5 km beyond them, and the signs had no effect on untreated streets. In Experiment 2, posted feedback and a warning program reduced speeding and accidents on 14 streets in Haifa, Israel.
TRAINING RESPITE CARE PROVIDERS FOR FAMILIES WITH HANDICAPPED CHILDREN: EXPERIMENTAL ANALYSIS AND VALIDATION OF AN INSTRUCTIONAL PACKAGE
Authors: Neef Nancy A. , Parrish John M. , Egel Andrew L. , Sloan Mary Ellen
Published: March 2006

We conducted four experiments to evaluate a respite care training package. In Experiment 1, we assessed the effectiveness of an instructional manual on the acquisition of respite care skills and compared the relative effects of three different manual presentation formats. Results showed that performance during simulated (role‐played) respite care situations improved substantially for all six trainees following presentation of the instructional manual (with no significant differences between presentation formats) although some remedial training was necessary to achieve mastery criterion. In Experiment 2, we evaluated the effects of the manual presented as a whole with a larger group of trainees and compared it to a workshop training approach. Results showed that both the instructional manual and workshop training approaches were effective, but that the former appeared to be more cost‐effective. In both experiments, correct responding generalized to a respite care situation with a multiply handicapped child. In addition, several measures of social validity were obtained. In Experiment 3, we evaluated a simplified training and assessment package that could be conducted using the resources typically available to respite care agencies, and in Experiment 4, we demonstrated that respite care agency personnel could successfully implement this program.
MAINTENANCE FACTORS IN COERCIVE MOTHER‐CHILD INTERACTIONS: THE COMPLIANCE AND PREDICTABILITY HYPOTHESES
Authors: Wahler Robert G. , Dumas Jean E.
Published: March 2006

Two stimulus control processes by which some parent‐child dyads occasionally escalate their aversive exchanges into progressively more coercive interactions are described. The compliance hypothesis suggests that aversive actions have instructional properties for the dyad and that parent compliance with such child instructions maintains behavior chains of increasing aversiveness. The predictability hypothesis suggests that social interactions are most likely to function as aversive stimuli in the dyad when delivered in unpredictable fashion by either party and that responses instrumental in reducing dyadic unpredictability maintain aversive behavior chains. Expectations derived from both hypotheses are evaluated in a series of correlational analyses of mother‐child interactions obtained in extended baseline observations of three dyads seeking psychological help for severe interactional problems. Results provide tentative support for the predictability hypothesis and suggest important avenues of further research.
AN EXTENSION OF INCIDENTAL TEACHING PROCEDURES TO READING INSTRUCTION FOR AUTISTIC CHILDREN
Authors: McGee Gail G. , Krantz Patricia J. , McClannahan Lynn E.
Published: March 2006

In an extension of incidental teaching procedures to reading instruction, two autistic children acquired functional sight‐word reading skills in the context of a play activity. Children gained access to preferred toys by selecting the label of the toy in tasks requiring increasingly complex visual discriminations. In addition to demonstrating rapid acquisition of 5‐choice discriminations, they showed comprehension on probes requiring reading skills to locate toys stored in labeled boxes. Also examined was postteaching transfer across stimulus materials and response modalities. Implications are that extensions of incidental teaching to new response classes may produce the same benefits documented in communication training, in terms of producing generalization concurrent with skill acquisition in the course of child‐preferred activities.
THE EFFECTS OF A CLASSROOM MANAGER ROLE ON THE SOCIAL INTERACTION PATTERNS AND SOCIAL STATUS OF WITHDRAWN KINDERGARTEN STUDENTS
Authors: Sainato Diane M. , Maheady Larry , Shook Gerald L.
Published: March 2006

We examined the effects of assigning a classroom manager's role on the frequency of social interactions and the sociometric standing of three withdrawn kindergarten students. Results showed that when the three socially withdrawn students were placed in the manager's role they substantially increased the frequency of their positive social initiations during free‐play time, were the recipients of many more positive and significantly fewer negative social bids from their peers, were rated more favorably by their classmates on a sociometric rating scale, and were selected more frequently as best friends by their peers. In addition, follow‐up data suggested partial maintenance of treatment effects when students no longer occupied manager positions.
CONTINGENT PAYMENT PROCEDURES FOR SMOKING REDUCTION AND CESSATION
Authors: Stitzer Maxine L. , Rand Cynthia S. , Bigelow George E. , Mead Andrew M.
Published: March 2006

We assessed the ability of a combined contingent reinforcement and intensive monitoring procedure to promote and sustain temporary smoking cessation among 34 hired research volunteers, and the ability of a smoking reduction test to predict the subsequent initiation of abstinence. During the 5‐day cutdown test, subjects were paid from $0 to $6 per day depending on the extent of reduction from baseline CO levels. During the abstinence test, breath samples were obtained three times daily and subjects were paid $4 for each CO reading ≤11 ppm. Sixty‐eight percent of subjects initiated abstinence. Of the breath samples collected during the abstinence test (91% of scheduled samples), 96.5% were ≤11 ppm and 80.5% were ≤8 ppm. Subjects who earned more money during the cutdown test were more likely to abstain (r = −0.51, p < .001). Contingent reinforcement and intensive monitoring procedures appear to have usefulness for analog studies of smoking reduction and cessation.
PEER INTERVENTION EFFECTS ON COMMUNICATIVE INTERACTION AMONG HANDICAPPED AND NONHANDICAPPED PRESCHOOLERS
Authors: Goldstein Howard , Wickstrom Susan
Published: March 2006

A peer‐mediated intervention designed to promote communicative interaction on the part of three language‐delayed children was evaluated. Two nonhandicapped preschoolers were taught strategies thought to facilitate interaction and were prompted to use these strategies during free play with three handicapped classmates. The intervention resulted in higher rates of interaction for each of the handicapped children that persisted above baseline levels after teacher prompting was withdrawn.
EXPERIMENTAL ANALYSIS OF RESPONSE COVARIATION AMONG COMPLIANT AND INAPPROPRIATE BEHAVIORS
Authors: Parrish John M. , Cataldo Michael F. , Kolko David J. , Neef Nancy A. , Egel Andrew L.
Published: March 2006

Reliable changes in a variety of behaviors, or classes of behaviors, when only one is manipulated experimentally, have demonstrated that even topographically dissimilar responses can be functionally related. We investigated such a relationship between topographically different child behaviors (compliance and inappropriate activities) by using a methodology that tests for response covariation. Five conditions were provided to sequentially increase and decrease first one and then the other of these behaviors, with the degree of covariation between the two behaviors (i.e., the relationship between changes in the targeted and nontargeted behaviors) being the finding of interest. Results showed that, regardless of the intervention used, the behavior targeted, or the direction manipulated, the nontargeted behavior reliably covaried inversely with the targeted one. The findings have immediate relevance to the clinical treatment of multiple behavior problems exhibited by children. Furthermore, the study of relationships between responses and the processes underlying these relationships can have important implications for understanding the complexity characteristic of human behavior not yet analyzed by behavioral research.
USING PARENTS TO MAINTAIN IMPROVED DENTAL FLOSSING SKILLS IN CHILDREN
Authors: Dahlquist Lynnda M. , Gil Karen M.
Published: March 2006

An experimenter‐administered intervention involving prompts, self‐monitoring, permanent product collection, rewards for plaque reduction, and corrective feedback was used to improve the flossing skills of four 7‐ to 11‐year‐old children. Parents were subsequently trained in the reward and feedback procedures to facilitate maintenance. In a multiple baseline across subjects design, all four subjects snowed improvement in plaque between teeth during experimenter‐administered intervention. Three subjects maintained low plaque levels during the 3‐ to 4‐month parent‐administered rewards and feedback follow‐up condition. Improved plaque levels on nontargeted tooth surfaces also were observed. Pediatric dentistry applications are discussed.
MAINTENANCE OF THERAPEUTIC CHANGE BY MOMENTARY DRO
Authors: Barton Lyle E. , Brulle Andrew R. , Repp Alan C.
Published: March 2006

Differential reinforcement of other behavior (DRO) involves delivery of reinforcement at the end of an interval during which the target behavior has not occurred. Momentary DRO, however, is a procedure in which reinforcement is delivered if a response did not occur at the end of an interval. We examined the extent to which momentary DRO maintained suppression, following initial treatment with whole‐interval DRO, of nine retarded students' maladaptive behavior. Results indicate that momentary DRO maintained response suppression comparable to that obtained by whole‐interval DRO.
TELEPHONE CONVERSATIONAL SKILLS TRAINING WITH SOCIALLY ISOLATED, IMPAIRED NURSING HOME RESIDENTS
Authors: Praderas Kim , MacDonald Marian L.
Published: March 2006

We evaluated the effectiveness of a comprehensive training program for enhancing the conversational skills of socially isolated, impaired elderly nursing home residents. A multiple baseline design across behaviors was used to train four subjects (aged 87, 85, 68, and 66), on four content‐related conversational components: (a) expressing common courtesies, (b) making positive self‐disclosures, (c) asking questions, and (d) making interjections and acknowledgments. Training procedures included instructions, modeling, behavior rehearsal, feedback, and reinforcement. Results showed positive effects with all four subjects; in two cases, changes were significant enough to affect untrained observers' perceptions of the elders' conversational skills.
NATURALISTIC OBSERVATIONS OF BEER DRINKING AMONG COLLEGE STUDENTS
Authors: Geller E. Scott , Russ Nason W. , Altomari Mark G.
Published: March 2006

We observed the beer drinking behavior of 308 university students in several bar and party settings. The following relationships were found: (a) males drinking beer in bars consumed 0.92 oz per min; (b) females drank less beer than males, and stayed in a bar for a longer time period; (c) patrons drank significantly more beer when drinking in groups and when purchasing beer in pitchers versus cups or bottles; and (d) intervals between party arrival and first drink and between party departure and last drink varied inversely with blood alcohol concentration. We discuss these findings with regard to developing interventions to prevent alcohol‐impaired driving.
THE EFFECTS OF INTERSPERSED MAINTENANCE TASKS ON ACADEMIC PERFORMANCE IN A SEVERE CHILDHOOD STROKE VICTIM
Authors: Koegel Lynn Kern , Koegel Robert L.
Published: March 2006

We examined the effects of task‐sequencing variables on the academic performance of an 8‐year‐old severe stroke victim. Within a multiple baseline design, previously acquired (maintenance) task trials were systematically interspersed at designated points in treatment among new (acquisition) task trials. The results showed improvements in both academic responding and subjective ratings of motivation in each of four treated areas (spelling, reading, word‐finding, and memory). Social validation data obtained from standardized school placement examinations suggested marked improvement in a variety of related areas of academic functioning. Results suggest that children suffering severe strokes may be capable of learning more than has previously been suspected, and that behavioral treatments may improve such children's functioning.
TEAM SPORTS FOR THE SEVERELY RETARDED: TRAINING A SIDE‐OF‐THE‐FOOT SOCCER PASS USING A MAXIMUM‐TO‐MINIMUM PROMPT REDUCTION STRATEGY
Authors: Luyben Paul D. , Funk Donna M. , Morgan Judy K. , Clark Karen A. , Delulio Dale W.
Published: March 2006

A program to teach three severely retarded adults to use a side‐of‐the‐foot soccer pass was evaluated. A 9‐step stimulus‐response chain was taught using forward chaining. In contrast to usual practice, intensive physical prompts were provided initially to teach each response component, then systematically faded. Approximately 20 lessons (trials) were presented in 20‐min sessions. A multiple baseline across subjects design showed that the three trainees achieved the no‐prompt criterion after 24, 29, and 22 sessions, respectively. Subanalyses indicated that successive response components were learned only after training was implemented. Follow‐up data were obtained 57 and 276 days later in the training room and in a gymnasium; in both settings, criterion was achieved with fewer than three reinstructions.
COMPUTERIZED ASSESSMENT OF PREFERENCE FOR SEVERELY HANDICAPPED INDIVIDUALS
Authors: Dattilo John
Published: March 2006

An investigation was conducted to demonstrate the application of a computerized assessment procedure for determining the preferences of persons with severe handicaps. A computer program was designed to interpret subjects' microswitch activations to produce three distinct types of events (visual, auditory, and tactile). A combination of a multiple baseline design across subjects with a multiple treatment design involving three separate conditions was used. The data obtained from the computerized assessment procedure revealed idiosyncratic preference patterns for the three subjects. Results of the investigation demonstrated that the preferences of severely handicapped individuals can be systematically assessed and analyzed.
METHODS OF TIME SAMPLING: A REAPPRAISAL OF MOMENTARY TIME SAMPLING AND PARTIAL INTERVAL RECORDING
Authors: Harrop Alex , Daniels Michael
Published: March 2006

We compared the accuracy of momentary time sampling (MTS) and partial interval recording (PIR) in estimating both absolute behavioral levels and relative change. A computer randomly generated runs of pseudobehavior varying in duration and rate and simulated MTS and PIR of each run. Results indicated that when estimating absolute behavioral levels, duration rather than rate should be used as the dependent measure, and MTS is more accurate than PIR. In contrast, PIR is the more sensitive method for detecting relative changes in behavioral levels, although, at high rates, PIR tends to underestimate the degree of change.
EFFECTIVENESS OF BRIEF TIME‐OUT WITH AND WITHOUT CONTINGENT DELAY: A COMPARATIVE ANALYSIS
Authors: Mace F. Charles , Page Terry J. , Ivancic Martin T. , O'Brien Shirley
Published: March 2006

We evaluated a commonly used component of brief time‐out, in which release from time‐out is delayed contingent on the occurrence of disruption. Data were collected for one normal and two mentally retarded children on time‐out‐producing behaviors (aggression and disruption) as well as delay‐producing behaviors during time‐out (loud vocalizations, out‐of‐chair, aggression, and disruption). The results of a combination ABAC reversal and multiple‐baseline design indicated that, under the conditions used in this investigation, both delay and no delay variations were effective in reducing the frequency of the target behaviors. Implications for the use of time‐out to reduce aberrant behaviors are discussed.
REDUCING RISK OF PRESSURE SORES: EFFECTS OF WATCH PROMPTS AND ALARM AVOIDANCE ON WHEELCHAIR PUSH‐UPS
Authors: White Glen W. , Mathews R. Mark , Fawcett Stephen B.
Published: March 2006

People who use wheelchairs are at risk for developing pressure sores. Regular pressure relief, in the form of a wheelchair push‐up, is one way to reduce the likelihood of pressure sores. We examined the effects of antecedent (i.e., instructions, audible prompts) and consequent (i.e., alarm avoidance) events on wheelchair push‐ups, using a multiple baseline analysis with 2 participants with spina bifida. Results suggest that the combined procedure was more effective than either antecedent or consequent events alone, and there is some evidence suggesting maintenance of effects over time.
DISTRACTION: ITS UTILIZATION AND EFFICACY WITH CHILDREN UNDERGOING DENTAL TREATMENT
Authors: Stark Lori J. , Allen Keith D. , Hurst Michael , Nash David A. , Rigney Brooke , Stokes Trevor F.
Published: March 2006

We investigated the utilization and efficacy of distraction in reducing the anxious and disruptive behavior of 4 children undergoing dental treatment. During the distraction procedure, the children were shown a poster and told a story about it during dental treatment. They earned a prize if they attended to the poster and story and could correctly answer questions about them following each intervention visit. The children's disruptive behavior was assessed via direct observation, and results were analyzed within a multiple baseline design. The children exhibited high levels of anxious and disruptive behavior across baseline visits, regardless of the length of time in treatment or number of visits. Anxious and disruptive behavior decreased upon introduction of the intervention for all children. This was accompanied by the children meeting the criterion for correct answers on the distraction quiz. However, 2 of the children demonstrated an increase in their anxious and disruptive behavior across intervention visits. Results are discussed in terms of the need to evaluate treatment strategies that promote maintenance as well as initial changes.
SELF‐RECORDING OF ATTENTION VERSUS PRODUCTIVITY
Authors: Lloyd John Wills , Bateman David F. , Landrum Timothy J. , Hallahan Daniel P.
Published: March 2006

We investigated the relative effects of self‐recording of attentive behavior and self‐recording of academic productivity with 5 upper elementary‐aged special education students in their special education classroom. Following baseline, both self‐recording treatments were introduced according to a multielement design. After the multielement phase, we assessed the pupils' performance under a choice condition, faded the overt aspects of the treatment program according to a withdrawal design, and probed maintenance over 5 weeks. Results revealed that both treatments produced clear improvements in arithmetic productivity and attention to task, neither treatment was clearly and consistently superior to the other, pupils preferred the self‐recording of attention treatment, the effects were maintained for all pupils, achievement test scores improved, and pupils generally recorded accurately.
A PROBLEM‐SOLVING APPROACH TO SOCIAL SKILLS TRAINING IN EMPLOYMENT SETTINGS WITH MENTALLY RETARDED YOUTH
Authors: Park Hyun‐Sook , Gaylord‐Ross Robert
Published: March 2006

The present study examined two approaches to teaching social behaviors to 3 developmentally disabled youths in work contexts. In one approach, a problem‐solving procedure was learned and transferred to different materials. Conversational probes monitored interactions between disabled employees and their co‐workers and customers. A multiple baseline design demonstrated that the training produced generalization and maintenance of the targeted social behaviors to the work settings. A second approach based on a role‐playing intervention produced no substantial generalization in the work setting. A social validation questionnaire administered to co‐workers supported the efficacy of the problem‐solving training procedure. The efficacy of social problem‐solving training was discussed in terms of sufficient exemplars, common stimuli, and self‐mediations.
CO‐WORKER IMPLEMENTED JOB TRAINING: THE USE OF COINCIDENTAL TRAINING AND QUALITY‐CONTROL CHECKING ON THE FOOD PREPARATION SKILLS OF TRAINEES WITH MENTAL RETARDATION
Authors: Likins Marilyn , Salzberg Charles L. , Stowitschek Joseph J. , Lignugaris/Kraft Ben , Curl Rita
Published: March 2006

In two studies, co‐workers of persons with disabilities were taught to use coincidental training procedures while completing their own jobs. In Study 1, the effects of coincidental training on the salad‐making skills of 3 trainees with mild and moderate mental retardation were evaluated. Coincidental training by co‐workers resulted in improved accuracy of the salad‐making skills of the trainees. In Study 2, trainees were also coincidentally taught to make quality‐control checks of their salads. An alternating treatments and multiple baseline design indicated that the trainees more readily acquired the skills when taught to check the correctness of their work.
EFFECT OF SUPPORTED EMPLOYMENT ON THE VOCATIONAL OUTCOMES OF PERSONS WITH TRAUMATIC BRAIN INJURY
Authors: Wehman Paul , West Michael , Fry Robyn , Sherron Pam , Groah Christine , Kreutzer Jeffrey , Sale Paul
Published: March 2006

This paper reports the job placement of 5 males with severe traumatic brain injury. An individual placement model of supported employment was used. All individuals were placed in competitive employment and received staggered intervention over time by trained employment specialists. A multiple baseline design across persons was used to evaluate results. All individuals had been unable to work consistently or at all in competitive work environments. The range of wages was $4.25 to $5.00 per hour with an average of 339 hours of employment specialist intervention time required per case. The major problems experienced by employment specialists were insubordinate and disruptive behaviors as well as other inappropriate social behaviors displayed at the job site.
THE EFFECTS OF CONSUMER CHARACTERISTICS AND TYPE OF EMPLOYMENT MODEL ON INDIVIDUAL OUTCOMES IN SUPPORTED EMPLOYMENT
Authors: Kregel John , Wehman Paul , Banks P. David
Published: March 2006

Although recent federal legislation has led to a proliferation of supported employment programs throughout the country, little information is available that documents the success of these programs. In the present study, we examined the effect of different consumer characteristics and alternative supported employment service delivery models on key employment outcomes including hourly wage, hours worked per week, increase in earnings after supported employment participation, and level of integration on the job. The employment outcomes of a sample of 1,550 individuals receiving supported employment services through 96 local programs in eight states were analyzed to determine the effects of the key independent variables of primary disability and type of employment model. Results indicate that all groups of individuals, regardless of their primary disability, benefited significantly from supported employment participation. Further, data indicate that the individual placement model generated employment outcomes superior to those resulting from group employment options, particularly work crews. Implications of the results for future program development activities are discussed.
A STAFF MANAGEMENT SYSTEM FOR MAINTAINING IMPROVEMENTS IN CONTINENCE WITH ELDERLY NURSING HOME RESIDENTS
Authors: Burgio Louis D. , Engel Bernard T. , Hawkins Andre , McCormick Kathleen , Scheve Ann , Jones Lori T.
Published: March 2006

We developed a staff management system for maintaining treatment gains achieved on a specialized continence unit located in a geriatric nursing home. Geriatric assistants learned to use a prompted voiding procedure to maintain improved dryness for 4 elderly residents. The staff management system included self‐monitoring and recording of prompted voiding activities and supervisory monitoring and feedback based on group performance of these activities. Results show that the system was effective in maintaining prompted voiding activities with corresponding maintenance of improved patient continence. However, a gradual decline in staff performance was noted 4 to 5 months after the initiation of the system. During a subsequent phase of the study, provision of individual feedback restored staff performance to previous levels. Results are discussed in relation to the practicality of prompted voiding interventions in nursing home environments and the applicability of staff management systems in this setting.
THE ROLE OF SUBJECT VERBALIZATION IN GENERALIZED CORRESPONDENCE
Authors: Ward William D. , Stare Susan Ward
Published: March 2006

We examined the role of subject verbalization in the generalization of verbal‐nonverbal correspondence. Twelve kindergarten children underwent correspondence training (subject verbalization) or received reinforcement for performing an experimenter‐selected behavior (experimenter verbalization). A reversal design, along with the introduction of a multiple baseline design across behaviors, was used to assess functional relations. Pupils who received correspondence training demonstrated greater generalization. Our findings suggest that subject verbalization may be necessary to accomplish generalized correspondence.
USING ABERRANT BEHAVIORS AS REINFORCERS FOR AUTISTIC CHILDREN
Authors: Charlop Marjorie H. , Kurtz Patricia F. , Casey Fran Greenberg
Published: March 2006

In a series of experiments, we assessed the efficacy of using autistic children's aberrant behaviors as reinforcers to increase their correct task responding. In Experiment 1, reinforcer conditions of stereotypy, food, and varied (food or stereotypy) were compared. In Experiment 2, the conditions were delayed echolalia, food, and varied (food or delayed echolalia), and in Experiment 3, perseverative behavior was compared with stereotypy and food as potential reinforcers. A multielement design was used for all comparisons, and side‐effect measures were recorded during and after teaching sessions as well as at home. Results indicated that, in general, task performance was highest when brief opportunities to engage in aberrant behaviors were provided as reinforcers. Edibles were associated with the lowest performance. Furthermore, no negative side effects (e.g., an increase in aberrant behaviors) occurred. The results are discussed in terms of suggesting a more pragmatic treatment approach by addressing the contingent use of autistic children's aberrant behaviors as reinforcers.
PROMPTING BAR PATRONS WITH SIGNS TO TAKE FREE CONDOMS
Authors: Honnen Tammy Jo , Kleinke Chris L.
Published: March 2006

This study was designed to determine whether signs would prompt bar patrons to avail themselves of free condoms. The intervention at three “gay bars” involved placing a large sign directly above a container of free condoms; the sign gave statistics for the number of people who have died from AIDS in the state and pointed out that condoms can reduce the spread of AIDS. Additional signs placed in the restrooms gave information about safe sex practices and reminded patrons that free condoms could be obtained at a given location in the bar. An ABAB design was used, with a 2‐week baseline, 2‐week treatment with signs present, 2‐week reversal with no signs, and 2‐week reinstatement of treatment with signs present. For all three bars combined, 748 condoms were taken with signs present and 510 condoms were taken with signs absent. Overall, when signs were present, the number of condoms taken increased by 47%.
CONTEXTUAL CONTROL OF PROBLEM BEHAVIOR IN STUDENTS WITH SEVERE DISABILITIES
Authors: Haring Thomas G. , Kennedy Craig H.
Published: March 2006

We investigated the impact of contextual variation on the effectiveness of two interventions. The problem behavior of 2 students with severe disabilities was analyzed across two contexts (task and leisure). Effects of differential reinforcement of other behavior (DRO) and time‐out procedures were examined in the two contexts. Results indicated that in the task context the DRO procedure effectively reduced the problem behavior and increased task performance, whereas the time‐out procedure was ineffective. In addition, rate of correct task performance increased during DRO relative to baseline and time‐out. In contrast, in the leisure context, the time‐out procedure effectively reduced the same problem behavior and the DRO procedure was ineffective. The results are discussed in terms of contextual control of problem behavior and alternative strategies for the design of DRO procedures.
A PERSONALIZED SYSTEM OF INSTRUCTION FOR TEACHING CHECKING ACCOUNT SKILLS TO ADULTS WITH MILD DISABILITIES
Authors: Zencius Arnie H. , Davis Paula K. , Cuvo Anthony J.
Published: March 2006

This study evaluated the efficacy of a personalized system of instruction to teach checking account skills to persons with mild disabilities. Using a self‐paced manual, 8 participants in two groups were taught to write checks, complete deposit slips, and reconcile monthly bank statements. Four participants were assessed for generalization from the classroom to community sites and demonstrated nearly perfect performance. A multiple probe design showed that acquisition occurred sequentially for each skill only after training using the self‐paced manual. Follow‐up sessions demonstrated that participants maintained the checking account skills. The results provide evidence of the effectiveness and adaptability of a personalized system of instruction for teaching complex monetary skills to persons with mild disabilities.
EFFECTS OF CHOSEN VERSUS ASSIGNED JOBS ON THE WORK PERFORMANCE OF PERSONS WITH SEVERE HANDICAPS
Authors: Parsons Marsha B. , Reid Dennis H. , Reynolds Jerry , Bumgarner Merle
Published: March 2006

We evaluated the effects of several choice‐related variables on the work performance of adults with severe handicaps. After assessing client work preferences, three choice‐related situations were presented: (a) providing clients with the opportunity to choose a work task, (b) assigning a preferred task, and (c) assigning a nonpreferred task. Results indicated that clients attended to work tasks almost twice as much when they chose their tasks and when assigned to work on preferred tasks versus when assigned to work on nonpreferred tasks. Results are discussed regarding the need to assess systematically the effects of choice‐related variables.
AN ANALYSIS OF AND INTERVENTION IN THE SEXUAL TRANSMISSION OF DISEASE
Authors: Montesinos Luis , Frisch Lawrence E. , Greene Brandon F. , Hamilton Michelle
Published: March 2006

Sexually transmitted diseases are a serious threat to the public health. Indeed, when an individual seeks medical treatment for a sexually transmitted disease, health authorities frequently attempt to identify, procure, and treat that individual's sexual contact(s). We conducted a comparative analysis of three alternative approaches to tracing the sexual partners of individuals diagnosed as having a sexually transmitted disease. The first approach involved counseling individuals (n = 27) infected with either gonorrhea or nongonococcal urethritis and exhorting them to procure their sexual partners for treatment. In addition to counseling, the second and third approaches involved distributing “occasion cards” for patients to use when informing sexual contacts of the need for treatment. Moreover, in the second approach, the counselor (a nurse or physician) informed infected patients (n = 19) that they and their partners could waive the $3 clinic fee contingent upon the partners seeking treatment within 1 week. In the third approach, the counselor asked infected persons (n = 19) to accept a follow‐up telephone contact if their sexual partners failed to seek treatment within 1 week. The third approach was most effective. Ninety percent of the partners identified through this approach sought treatment, versus only about 60% of the partners in the other two conditions. The third approach was also the least expensive, costing about $2.95 to procure each partner for treatment.
ENHANCING CONVERSATION SKILLS IN PATIENTS WITH ALZHEIMER'S DISEASE USING A PROSTHETIC MEMORY AID
Authors: Bourgeois Michelle S.
Published: March 2006

The effectiveness of teaching Alzheimer's disease subjects to use a prosthetic memory aid when conversing with familiar partners was evaluated. Effects of the training of three topics by caregivers was assessed in daily probes with the experimenter and twice weekly probes with a familiar conversational partner. All 3 subjects learned to use the memory aid with both conversational partners and improved the quality of their conversational content. Subjects made significantly more statements of fact and fewer ambiguous utterances after training on each topic according to a multiple baseline design. All subjects also generated novel, untrained statements in conversations with both partners. Treatment effects were maintained at high levels throughout training and at 3‐ and 6‐week followup sessions. Naive judges rated baseline and posttreatment conversational samples as significantly improved on all eight conversational dimensions.
TEACHING YOUTHS WITH AUTISM TO OFFER ASSISTANCE
Authors: Harris Sandra L. , Handleman Jan S. , Alessandri Michael
Published: March 2006

Three adolescent boys with autism were taught to offer assistance to a person stating inability to complete a task. The study used a multiple baseline across the 3 youths and a multiple baseline across three tasks for each student. Both designs provided clear support for the ability of the youths to discriminate those settings in which offers of assistance were desired. All 3 participants showed relatively rapid acquisition of responding. Generalization was assessed to a new person in the training setting, to a familiar person in a new room at the center, to the mother in the youth's home, and to three novel tasks. Generalization to a new person in the familiar setting was most likely to occur, with very high levels of responding for all 3 youths. Generalization to the other conditions varied across youths, although all 3 boys showed some transfer of skills to all conditions.
EFFECTS OF COLLATERAL PEER SUPPORTIVE BEHAVIORS WITHIN THE CLASSWIDE PEER TUTORING PROGRAM
Authors: Kohler Frank W. , Greenwood Charles R.
Published: March 2006

A classwide peer tutoring procedure was implemented in an urban elementary school classroom to improve students' spelling performance. Three students combined untrained or collateral tutoring behaviors with the core behaviors initially taught. To explore the function of these natural and spontaneous behaviors, a multielement single‐subject experiment with replications was conducted. Results indicated that the additional tutoring behaviors increased (a) the academic response frequencies of 3 tutees and (b) the weekly spelling achievement of 1 target tutee. The remaining class members were successfully taught and continued to use these behaviors over the final 3 weeks of the school year. These findings are discussed with regard to academic instruction, natural communities of peer reinforcement, and the social validation of intervention procedures.
APPLICATIONS OF A SEQUENTIAL ALTERNATING TREATMENTS DESIGN
Authors: Wacker David , McMahon Colleen , Steege Mark , Berg Wendy , Sasso Gary , Melloy Kris
Published: March 2006

We propose the use of a combined version of the alternating treatments and multiple baseline designs in situations in which a traditional baseline (no treatment) condition either does not provide an adequate contrast condition or is not feasible or practical due to clinical constraints. We refer to this design as a sequential alternating treatments design because two treatments are initially implemented in a random or counterbalanced fashion and are followed by a sequential change in one or both treatments across settings, subjects, or tasks. The effects of the independent variables are assessed first by analyzing the two series of data points representing the different treatments (relative effects) and then by assessing changes in one or both series, as application of the alternative treatment is introduced sequentially. The sequential application of treatment provides an analysis of control in the same manner as the multiple baseline design; the initial alternating treatments phase provides a contrast condition in much the same manner as a baseline condition. Applications of this design to the assessment of peer training and self‐injurious behavior are described.
VISUAL ANALYSIS OF SINGLE‐CASE TIME SERIES: EFFECTS OF VARIABILITY, SERIAL DEPENDENCE, AND MAGNITUDE OF INTERVENTION EFFECTS
Authors: Matyas Thomas A. , Greenwood Kenneth M.
Published: March 2006

Visual analysis is the dominant method of analysis for single‐case time series. The literature assumes that visual analysts will be conservative judges. We show that previous research into visual analysis has not adequately examined false alarm and miss rates or the effect of serial dependence. In order to measure false alarm and miss rates while varying serial dependence, amount of random variability, and effect size, 37 students undertaking a postgraduate course in single‐case design and analysis were required to assess the presence of an intervention effect in each of 27 AB charts constructed using a first‐order autoregressive model. Three levels of effect size and three levels of variability, representative of values found in published charts, were combined with autocorrelation coefficients of 0, 0.3 and 0.6 in a factorial design. False alarm rates were surprisingly high (16% to 84%). Positive autocorrelation and increased random variation both significantly increased the false alarm rates and interacted in a nonlinear fashion. Miss rates were relatively low (0% to 22%) and were not significantly affected by the design parameters. Thus, visual analysts were not conservative, and serial dependence did influence judgment.
REDUCING DISRUPTIVE BEHAVIORS OF ELEMENTARY PHYSICAL EDUCATION STUDENTS WITH SIT AND WATCH
Authors: White Alicia G. , Bailey Jon S.
Published: March 2006

This study reduced the disruptive behaviors of students in two elementary physical education classes: a regular fourth‐grade class comprised of 30 students and an alternative education class containing 14 fourth‐ and fifth‐grade boys with severe behavior problems. Using a multiple baseline design, we introduced a modified time‐out procedure called “Sit and Watch.” The procedure reduced the frequency of disruptive behaviors by 95%. Sit and Watch proved to be socially acceptable to parents, school personnel, and the physical education teacher.
IMPROVED CURVEBALL HITTING THROUGH THE ENHANCEMENT OF VISUAL CUES
Authors: Osborne Kurt , Rudrud Eric , Zezoney Frank
Published: March 2006

This study investigated the effectiveness of using visual cues to highlight the seams of baseballs to improve the hitting of curveballs. Five undergraduate varsity baseball team candidates served as subjects. Behavior change was assessed through an alternating treatments design involving unmarked balls and two treatment conditions that included baseballs with 1/4‐in. and 1/8‐in. orange stripes marking the seams of the baseballs. Results indicated that subjects hit a greater percentage of marked than unmarked balls. These results suggest that the addition of visual cues may be a significant and beneficial technique to enhance hitting performance. Further research is suggested regarding the training procedures, effect of feedback, rate of fading cues, generalization to live pitching, and generalization to other types of pitches.
A COMPONENT ANALYSIS OF FUNCTIONAL COMMUNICATION TRAINING ACROSS THREE TOPOGRAPHIES OF SEVERE BEHAVIOR PROBLEMS
Authors: Wacker David P. , Steege Mark W. , Northup John , Sasso Gary , Berg Wendy , Reimers Thomas , Cooper Linda , Cigrand Karla , Donn Lisa
Published: March 2006

We evaluated the separate treatment components of a functional communication training program for 3 severely handicapped persons who each displayed different topographies of aberrant behavior. Following a functional analysis of maintaining conditions for inappropriate behavior (self‐injury, stereotypy, aggression), each participant was trained to emit a communicative response that functioned to solicit reinforcement. For 2 participants, consequences (time‐out or graduated guidance) for inappropriate behavior were also included. Treatment continued until the participants emitted the communicative response independently and no occurrences of inappropriate behavior were observed for at least two sessions. Following treatment, the separate contributions of the treatment components for communicative responding and for inappropriate behavior were evaluated with a reversal design. The results indicated that both sets of treatment components were necessary for maximal control over aberrant behavior. These results are discussed in relation to the efficiency, history, and control over reinforcement of both appropriate and inappropriate responses.
DISCRIMINATION TRAINING FOR PERSONS WITH DEVELOPMENTAL DISABILITIES: A COMPARISON OF THE TASK DEMONSTRATION MODEL AND THE STANDARD PROMPTING HIERARCHY
Authors: Repp Alan C. , Karsh Kathryn G. , Lenz Mark W.
Published: March 2006

A comparison was made between two procedures for teaching persons with severe handicaps: (a) the task demonstration model, which is based upon a fading procedure and general case programming, and (b) the standard prompting hierarchy, a least‐to‐most intrusive prompting procedure commonly used to teach these individuals. Five phases were used in comparing the procedures: pretesting, training, two generalization tests, and a 6‐month maintenance test. Eight students learned two discrimination tasks by each procedure, with each task involving two‐ or three‐digit numbers. Results showed that under the task demonstration model all 8 subjects had more unprompted correct responses (about 1.5 times as many) in training, all 8 subjects had fewer errors (about 0.6 times as many) in training, all 8 subjects had more correct responding in the generalization test with untrained stimuli in the training room, 6 of 8 subjects had more correct responding with untrained stimuli in another room, a 7th had equivalent amounts, and 7 of 8 subjects had more correct responding on a 6‐month maintenance test. Thus, the task demonstration model proved superior to the standard prompting hierarchy in 29 of 32 tests of correct responding. Results are discussed in terms of implications for stimulus control training strategies.
ASSESSING AND IMPROVING CHILD CARE: A PERSONAL APPEARANCE INDEX FOR CHILDREN WITH AUTISM
Authors: McClannahan Lynn E. , McGee Gail G. , MacDuff Gregory S. , Krantz Patricia J.
Published: March 2006

An index of children's physical appearance and personal care was developed and used to assess youngsters with autism who lived (a) at home, (b) in an established group home, (c) in new group homes, and (d) in a large institution. Subsequently, a multiple baseline design across participants documented major changes in personal appearance and cleanliness when children moved from an institution to community‐based, family‐style group homes. Finally, data‐based feedback generated by the appearance index was used as a training tool enabling group home staff to further improve child appearance. This research demonstrates how an evaluation instrument can be used to obtain comparative data, measure some effects of different residential placements, and provide ongoing feedback to caregivers to promote high standards of personal care among persons with severe developmental disabilities.
A STIMULUS CONTROL ANALYSIS OF THE PICTURE‐WORD PROBLEM IN CHILDREN WHO ARE MENTALLY RETARDED: THE BLOCKING EFFECT
Authors: Singh Nirbhay N. , Solman Robert T.
Published: March 2006

Conditioning to one member of a compound stimulus can be blocked by the presence of a second member to which the response was previously conditioned. This account of selective stimulus control can be used to explain the finding that pictures inhibit learning of written words if the relevant pictures and their verbal equivalents have been paired previously. We tested the blocking explanation of the picture‐word problem with 8 mentally retarded students. Following baseline, each student was presented daily with four conditions in an alternating treatments design. In Condition A (blocking), a picture was presented alone and then was followed by the presentation of a picture and written word compound stimulus; in Condition B (blocking/control), a word was presented alone; in Condition C (blocking minimized), a word was enhanced in size and presented alone followed by the word and a picture; and, in Condition D (blocking minimized/control), the enhanced word was presented alone. Each stimulus was presented for 15 s. All students had the lowest percentage of words read correctly in the blocking condition, and all improved when blocking was minimized. Six of 8 students reached their highest percentage of words read correctly in the two control conditions when the words were presented as a single stimulus without pictures. These results indicate that pictures inhibit some students' learning of new words; this may be due to the blocking of conditioning to written words by prior conditioning to pictures.
CLINICAL EVALUATION OF THE SELF‐INJURIOUS BEHAVIOR INHIBITING SYSTEM (SIBIS)
Authors: Linscheid Thomas R. , Iwata Brian A. , Ricketts Robert W. , Williams Don E. , Griffin James C.
Published: March 2006

Five cases involving the treatment of longstanding, severe, and previously unmanageable self‐injurious behavior are presented. In each case, the behavior was forceful contact with the head or face, and treatment consisted of mild and brief contingent electrical stimulation, delivered automatically or by a therapist, via the Self‐Injurious Behavior Inhibiting System. Results of reversal and/or multiple baseline designs, in which sessions ranged in duration from 10 min to all day across a variety of settings, showed that the effects of the system were immediate and produced almost complete elimination of the self‐injurious behavior. Controlled and anecdotal follow‐up data for four of the five cases suggest continuing benefits and the absence of detrimental side effects associated with treatment. Potential applications of the device, as well as extensions and limitations, are discussed.
GENDER FACTORS IN REVIEWER RECOMMENDATIONS FOR MANUSCRIPT PUBLICATION
Authors: Lloyd Margaret E.
Published: March 2006

This study investigated whether the gender of manuscript authors affected reviewers' editorial decisions. Female and male reviewers for five behavioral journals were asked to evaluate identical manuscripts according to their usual criteria. Half the manuscripts were supposedly written by men and half by women. Male reviewers did not evaluate male‐ and female‐authored manuscripts differently. Female reviewers accepted significantly more female‐authored (62%) than male‐authored (10%) manuscripts. Female‐authored manuscripts were accepted significantly more often by female (62%) than by male (21%) reviewers. Information unrelated to the quality of the manuscript appears to have influenced reviewers' decisions. Implications for the journal review process are discussed.