bluuebunny/crossref_metadata_2025 huggingface dataset:
A SCATTER PLOT FOR IDENTIFYING STIMULUS CONTROL OF PROBLEM BEHAVIOR
Authors: Touchette Paul E. , MacDonald Rebecca F. , Langer Susan N.
Published: March 2006

Line graphs that average response frequency over long periods obscure the major rate changes that indicate sources of behavioral control. A scatter plot can make patterns of responding identifiable and, in turn, suggest environmental features that occasion undesirable behavior. Use of scatter diagrams is illustrated in three cases.
CLINICAL BEHAVIORAL PHARMACOLOGY: METHODS FOR EVALUATING MEDICATIONS AND CONTINGENCY MANAGEMENT
Authors: Burgio Louis D. , Page Terry J. , Capriotti Richard M.
Published: March 2006

We evaluated methods for comparing the effects of dextroamphetamine (Dexedrine), thioridazine (Mellaril), and contingency management in the control of severe behavior problems. A reversal design was used in which medications were systematically titrated and assessed in unstructured as well as structured settings with three clients. Subsequently, behavioral procedures including timeout, differential reinforcement of other behavior, and visual screening, were used in a multiple‐baseline design across settings. The assessment and design methods were useful in comparing the interventions. Dextroamphetamine decreased inappropriate behaviors and improved academic behaviors in one client, but no reliable effects were observed in the other two clients. Thioridazine was variable across clients, settings, behaviors, and dosages. Contingency management produced consistent decreases in inappropriate behaviors and small improvements in academic performance.
ALTERING CONTINGENCIES TO FACILITATE COMPLIANCE WITH TRAFFIC LIGHT SYSTEMS
Authors: Jason Leonard A. , Neal Angela M. , Marinakis George
Published: March 2006

The effects of altering light pattern sequences on driver compliance at a busy, urban intersection were explored. The baseline light timing sequences resulted in only 46.8% of drivers stopping at the yellow or red lights. Using an A‐B‐C design, we altered light pattern sequences that increased the probability of drivers stopping at the signals to 88.8% and 98.8%. These findings indicate that traffic light contingencies have potent effects in influencing driver behaviors at busy intersections. Following completion of the study, the traffic engineer approved the permanence of the light timing pattern that increased traffic rule compliance. Accident data collected before and after the light timing changes indicated a reduction in automobile accidents.
A BEHAVIORAL SYSTEM FOR ASSESSING AND TRAINING CARDIOPULMONARY RESUSCITATION SKILLS AMONG EMERGENCY MEDICAL TECHNICIANS
Authors: Seaman John E. , Greene Brandon F. , Watson‐Perczel Maria
Published: March 2006

Many deaths from cardiopulmonary arrest can be prevented by the prompt and effective administration of cardiopulmonary resuscitation (CPR). In this study, we examined the standard training program for teaching CPR to emergency medical technicians (EMTs). We developed an alternative experimental program whereby the behaviors involved in CPR were assessed easily and in greater detail. This assessment provided the basis for a system in which effective CPR skills were reinforced and problems were corrected. Subjects who were trained in CPR according to this experimental program performed more effectively than subjects in the standard program. In addition, retention (maintenance) measures indicated that experimental subjects continued to perform well, often more effectively than professionally employed EMTs.
TEACHING SOCIAL LANGUAGE TO MODERATELY HANDICAPPED STUDENTS
Authors: Haring Thomas G. , Roger Blair , Lee Mellanie , Breen Catherine , Gaylord‐Ross Robert
Published: March 2006

Three students with moderate handicaps were taught to initiate and expand on conversational topics. The teaching procedure used stimuli generated from actual conversations with nonhandicapped peers. Generalization was assessed by audiotaping conversations between the handicapped students and their peers in natural school contexts without adult supervision. Results indicated that training generalized to natural contexts. These results were socially validated by undergraduate special education students, who rated tapes of two of the students' conversations during training phases as more socially competent than during baseline. Results are discussed in terms of the evaluation of complex social behavior as multioperant behaviors.
AN EXPERIMENTAL APPROACH TO LANGUAGE TRAINING IN SECOND LANGUAGE ACQUISITION: FOCUS ON NEGATION
Authors: Madrid Dennis , Torres Irene
Published: March 2006

The effect of negation training in a second language on the expression of negation in the native language was investigated. Four‐year‐old children from bilingual (Spanish/English) homes who showed no expressive or receptive ability in Spanish negation and were either proficient or nonproficient in English negation received Spanish negation training. Children who were proficient in English negation maintained correct responses in English and showed increased correct responses in Spanish following simultaneous training in both languages or in Spanish alone. Children who were nonproficient in English negation demonstrated a decrease in correct English responses following training in Spanish alone; however, children who received training in English and Spanish simultaneously showed increases in correct responses in both languages. These findings suggest that language training programs with children learning a second language should consider the relationship of the two language training conditions (simultaneous vs. independent) with the child's level of native language proficiency.
PROGRAMMING MAINTENANCE AFTER CORRESPONDENCE TRAINING INTERVENTIONS WITH CHILDREN
Authors: Guevremont David C. , Osnes Pamela G. , Stokes Trevor F.
Published: March 2006

Interventions were employed to program maintenance following correspondence training. The use of reinforcement of verbalization and a mixed sequence of procedures designed to establish indiscriminable contingencies was evaluated in multiple‐baseline designs across subjects and behaviors. The results indicated that target behaviors were maintained under less intrusive interventions and in the absence of programmed contingencies during extended follow‐up conditions. The results are discussed in terms of changes in reinforcement schedules established in maintenance interventions.
DEVELOPMENT AND EVALUATION OF AN INFANT‐CARE TRAINING PROGRAM WITH FIRST‐TIME FATHERS
Authors: Dachman Ronald S. , Alessi Galen J. , Vrazo G. Joseph , Fuqua R. Wayne , Kerr R. Hope
Published: March 2006

We evaluated the effectiveness of a multicomponent package in training infant‐care skills to first‐time fathers. After developing and socially validating a set of infant‐care skills, we assessed the effects of training in a hospital‐based program with expectant fathers (Experiment 1) and in a home‐based program with fathers having varied degrees of experience with their infants (Experiment 2). In both experiments, a multiple probe design demonstrated that the training package was responsible for producing criterion performance by the expectant and first‐time fathers. A 1‐month generalization probe in Experiment 1 showed that the effects transferred across training conditions (training doll to human infant) and settings (hospital to home). An increase in the number of infant‐stimulation activities performed by fathers was also observed in both experiments.
PARENT EDUCATION PROJECT II. INCREASING STIMULATING INTERACTIONS OF DEVELOP MENTALLY HANDICAPPED MOTHERS
Authors: Feldman Maurice A. , Towns Fay , Betel Judith , Case Laurie , Rincover Arnold , Rubino Carl A.
Published: March 2006

Two studies are reported on the assessment and training of parent‐child interactional skills in developmentally handicapped mothers. Study 1 compared the interactions of eight developmentally handicapped versus eight nonhandicapped mothers during play with their young (6–25 months) children. Results showed that the former group generally interacted much less with their children and that they were less likely to praise appropriate child behavior and imitate child vocalizations. Study 2 attempted to remediate these deficits, using a training package consisting of discussion, modeling, feedback, social reinforcement, and self‐recording. Results showed, first, that the training did increase the targeted skills to well within the range found for the nonhandicapped mothers. Second, training effects generalized from the group instructional setting to the mothers' own homes. Third, newly acquired skills were generally maintained at or above levels found for the nonhandicapped mothers over a 5‐ to 10‐month follow‐up period. Finally, all seven children showed increases in vocalizations concomitant with parent training. The results suggest that developmentally handicapped mothers can be taught to provide more effective and stimulating interactions to their young children.
AN EVALUATION OF THE RELATIONSHIP BETWEEN RECEPTIVE SPEECH SKILLS AND EXPRESSIVE SIGNING
Authors: Clarke Sue , Remington Bob , Light Paul
Published: March 2006

We examined the effects of receptive speech on the acquisition of manual signing among three mentally retarded children. In an alternating treatments design, we compared the acquisition of expressive signs that were, versus were not, in a child's receptive vocabulary. The children were trained via total communication in which pictorial referents were named during sign training. Signs corresponding to known words were generally acquired faster and retained better than signs corresponding to unknown words. We conducted posttests to assess the stimulus control of signing and any changes in expressive and receptive signing and speech. Observed changes in performance could be accounted for by attention to aspects of the stimulus complex during training and functional equivalence of stimuli established by training.
TRAINED, GENERALIZED, AND COLLATERAL BEHAVIOR CHANGES OF PRESCHOOL CHILDREN RECEIVING GROSS‐MOTOR SKILLS TRAINING
Authors: Kirby Kimberly C. , Holborn Stephen W.
Published: March 2006

Three preschool children participated in a behavioral training program to improve their gross‐motor skills. Ten target behaviors were measured in the training setting to assess direct effects of the program. Generalization probes for two gross‐motor behaviors, one fine‐motor skill, and two social behaviors were conducted in other settings. Results indicated that the training program improved the gross‐motor skills trained and that improvements sometimes generalized to other settings. Contrary to suggestions in educational literature, the gross‐motor training program did not produce changes in fine‐motor skills or social behaviors. Implications for educators and for the development of the technology of generalization are outlined.
AN ANALYSIS OF SOCIAL SKILLS GENERALIZATION IN TWO NATURAL SETTINGS
Authors: Foxx R. M. , McMorrow Martin J. , Bittle Ron G. , Ness Jayne
Published: March 2006

The interactional behavior of two groups of elderly mentally retarded residents of a community facility was measured in two generalization situations before, during, and after one group received social skills training. The training group received social skills training within a game format, whereas the contrast group simply played a game with no emphasis on interactional behavior. Results suggested that generalization to natural interactional situations may be delayed following training and that it is more likely in some situations (i.e., with trained peers) than others (i.e., in the presence of untrained peers).
BEHAVIORAL TECHNOLOGY FOR REDUCING OCCUPATIONAL EXPOSURES TO STYRENE
Authors: Hopkins B. L. , Conard R. J. , Dangel Richard F. , Fitch H. Gordon , Smith Michael J. , Anger W. Kent
Published: March 2006

We conducted a test of the usefulness of behavioral methods to control occupational health problems by reducing workers' exposures to toxic chemicals. Four plastics workers were trained in nine behaviors selected for potential to reduce their exposures to styrene, a common chemical with multiple toxic effects. Behavioral measures indicated that the workers quickly came to emit most of the behaviors. Measures of air samples indicated that large decreases in exposures to styrene accompanied the changes in behaviors for the three workers who had been selected because they most needed relief from their exposures and because they had opportunities to control their exposures by the ways they behaved.
INCREASING AUTISTIC CHILDREN'S SPONTANEOUS VERBALIZATIONS OF AFFECTION: AN ASSESSMENT OF TIME DELAY AND PEER MODELING PROCEDURES
Authors: Charlop Marjorie H. , Walsh Michele E.
Published: March 2006

We assessed the efficacy of time delay and peer modeling procedures in increasing autistic children's spontaneous verbalizations of affection. Four autistic children were taught to spontaneously say “I like (love) you” in response to a hug from a familiar person and their mother. Generalization from a free play training setting to free play outdoors and at home was assessed. Ancillary social and affection behaviors were also observed. Results indicated that the time delay was a quick and effective procedure for all the children. Peer modeling was unsuccessful in teaching the target behavior.
BEHAVIORAL GERONTOLOGY: APPLICATION OF BEHAVIORAL METHODS TO THE PROBLEMS OF OLDER ADULTS
Authors: Burgio Louis D. , Burgio Kathryn L.
Published: March 2006

Elderly persons are under‐represented in research and clinical applied behavior analysis, in spite of data suggesting that behavior problems are quite prevalent in both community dwelling and institutionalized elderly. Preliminary investigations suggest that behavioral procedures can be used effectively in treating various geriatric behavior problems. We discuss a number of areas within behavioral gerontology that would profit from additional research, including basic field study, self‐management, community caregiver training, institutional staff training and management, and geriatric behavioral pharmacology. Special considerations for adapting behavioral procedures are discussed, and suggestions for expanding the role of behavior analysis in geriatric care are offered.
MODIFICATION OF VERBAL BEHAVIOR OF THE MENTALLY IMPAIRED ELDERLY BY THEIR SPOUSES
Authors: Green Glenn R. , Linsk Nathan L. , Pinkston Elsie M.
Published: March 2006

Speaking disorders frequently result in serious consequences for mentally impaired elderly people. Two examples are presented illustrating the modification of both excess and deficit rates of talking via differential reinforcement procedures. Two men exhibiting verbal disorders severe enough to impair social interactions and lead to possible nursing home placement were treated by teaching their spouses to reinforce positive and ignore undesired verbal responses. Problem behaviors were reduced sufficiently to permit continued home care, and alternative positive behaviors were increased. These findings suggest that verbal behavior of the mentally impaired elderly can be affected by applying systematic consequences and can be modified by relatively simple procedures. These procedures provide an alternative to the negative effects of labels associated with either aversive or deficient verbal behaviors, promote more positive activities, and enable continued residence at home. Further, this research provides support for the generality of the utility of training spouses to serve as behavior therapists for the impaired elderly.
ENHANCING THE SOCIAL ENVIRONMENTS OF ELDERLY NURSING HOME RESIDENTS: ARE HIGH RATES OF INTERACTION ENOUGH?
Authors: Carstensen Laura L. , Erickson Rebecca J.
Published: March 2006

We investigated the social validity of a common intervention (i.e., serving food during a social hour) that has been reported to facilitate social interaction among nursing home residents. Using a group reversal design, rates of interaction were measured. In addition, the vocal content of the interactions was recorded and coded by raters blind to condition. Rates of interaction more than doubled during the treatment phases, but ineffective vocal behavior accounted for the bulk of the increase. Results suggest the need to examine the utility of such programs in nursing homes.
INCREASING DISTANCE AND INDEPENDENCE OF AMBULATION IN ELDERLY NURSING HOME RESIDENTS
Authors: Burgio Louis D. , Burgio Kathryn L. , Engel Bernard T. , Tice Lori M.
Published: March 2006

We tested the effectiveness of a prompt‐and‐praise procedure for increasing walking distance and independence in eight nursing home residents. Walking distance and method of ambulation were observed just prior to mealtimes; in addition, mobility and social interaction were time‐sampled in the living areas throughout the day. Treatment was lagged in a multiple baseline design across lunch and dinner meals within subjects, and across subjects within each of three units. In the mealtime setting, two subjects began walking the maximum scored distance during baseline; the other six subjects showed a marked increase in walking beginning with the first meal in which the intervention was applied. Six of the eight subjects also progressed to more independent means of ambulation. Generalization of walking to the second meal was observed in all four of the subjects in whom this could be assessed. Generalization across subjects was not observed nor was generalization to the living areas. Staff successfully implemented the procedures in the mealtime settings and the effects were maintained at the 4‐month follow‐up.
USING REINFORCEMENT AND CUEING TO INCREASE HEALTHY SNACK FOOD CHOICES IN PRESCHOOLERS
Authors: Stark Lori J. , Collins Frank L. , Osnes Pamela G. , Stokes Trevor F.
Published: March 2006

We examined the effects of behavioral procedures to modify the food choices of preschoolers during a snack period at school (training setting) and at home (generalization setting). In the first experiment, we evaluated the usefulness of nutrition training and a generalization programming strategy of cueing to improve healthy snacking; in the second experiment we investigated the effect of nutrition training alone. In addition, three cases are presented that illustrate individualized procedures to facilitate generalization of healthy snacking to home. Results indicated that children's healthy snack choices increased in the preschool training setting, that generalization to home was achieved only when procedures to program it were implemented, and that the best results were found when the generalization procedures were tailored to the individual child.
STIMULUS FADING AND TRANSFER IN THE TREATMENT OF SELF‐RESTRAINT AND SELF‐INJURIOUS BEHAVIOR
Authors: Pace Gary M. , Iwata Brian A. , Edwards Glynnis L. , McCosh Kay C.
Published: March 2006

We conducted several manipulations of mechanical restraint properties during the course of treatment for two profoundly retarded adolescents who exhibited both self‐restraint and self‐injurious behavior. In study 1, a combination of prompting, differential reinforcement, and stimulus fading reduced one subject's self‐restraint, which consisted of holding rigid tubes on his arms. Subsequently, stimulus control of both self‐restraint and self‐injurious behavior was transferred to tennis wrist bands. In study 2, a second subject's self‐restraint—placing his hands in his pants—was immediately eliminated by the use of air splints. Additionally, differential reinforcement and air‐pressure fading resulted in the complete mobility of his arms and a substantial increase in appropriate behaviors. Results of this investigation suggest that stimulus fading and transfer may be valuable components in the elimination of self‐restraint.
TRAINING APARTMENT UPKEEP SKILLS TO REHABILITATION CLIENTS: A COMPARISON OF TASK ANALYTIC STRATEGIES
Authors: Williams George E. , Cuvo Anthony J.
Published: March 2006

The research was designed to validate procedures to teach apartment upkeep skills to severely handicapped clients with various categorical disabilities. Methodological features of this research included performance comparisons between general and specific task analyses, effect of an impasse correction baseline procedure, social validation of training goals, natural environment assessments and contingencies, as well as long‐term follow‐up. Subjects were taught to perform upkeep responses on their air conditioner‐heating unit, electric range, refrigerator, and electrical appliances within the context of a multiple‐probe across subjects experimental design. The results showed acquisition, long‐term maintenance, and generalization of the upkeep skills to a nontraining apartment. General task analyses were recommended for assessment and specific task analyses for training. The impasse correction procedure generally did not produce acquisition.
PROMOTING LOW‐FAT ENTREE CHOICES IN A PUBLIC CAFETERIA
Authors: Mayer Joni A. , Heins Joan M. , Vogel John M. , Morrison Denise C. , Lankester Laura D. , Jacobs Andrea L.
Published: March 2006

Reductions in dietary fat have been recommended in the prevention of coronary heart disease. Because entrees contribute substantially to total meal fat content, we evaluated a cafeteria‐based intervention for increasing the purchase rate of low‐fat entrees (M = 6.83 g) relative to nonlowfat entrees (M = 25.59 g). The intervention included a poster listing the benefits of a LF diet and the daily LF entrees (i.e., broiled or baked chicken and fish dishes). During 6 days per phase, food selections (N = 3,264) were monitored by trained observers. The intervention, which cost $80.00, produced significant increases (i.e., from 20% to 35%) in the purchase rate of LF entrees.
TREATING SELF‐INJURY: WATER MIST SPRAY VERSUS FACIAL SCREENING OR FORCED ARM EXERCISE
Authors: Singh Nirbhay N. , Watson Janine E. , Winton Alan S. W.
Published: March 2006

In three experiments, the effect of water mist spray on self‐injurious and collateral behaviors was compared with either facial screening or forced arm exercise. Water mist spray was as effective as facial screening in suppressing face‐slapping in Experiment 1. However, it was not as effective as facial screening for self‐injurious finger‐licking in Experiment 2 or forced arm exercise for excessive ear‐rubbing in Experiment 3. These results suggest that while water mist spray is effective, it may be less so than alternative procedures. In Experiments 2 and 3 there was a consistent decrease in the occurrence of untreated maladaptive behaviors. In addition, there was a moderate increase in appropriate social interaction in Experiment 2 and a substantial increase in Experiment 3.
FUNCTIONAL ANALYSIS AND TREATMENT OF SEVERE PICA
Authors: Mace F. Charles , Knight David
Published: March 2006

A two‐phase functional analysis of a profoundly retarded 19‐year‐old male's pica facilitated the design of an effective intervention containing no aversive components. In the first analysis, frequent staff‐client interaction resulted in 25% and 66% less pica than limited and no interaction, respectively. Paradoxical effects were obtained in the second analysis, where no protective helmet resulted in 38% and 26% less pica than the helmet with face shield and helmet without face shield, respectively. On the basis of these analyses, limited interaction and no helmet conditions were combined in an effective, staff‐implemented treatment at a medium‐sized institution.
A COMPARISON OF PEER‐INITIATION AND TEACHER‐ANTECEDENT INTERVENTIONS FOR PROMOTING RECIPROCAL SOCIAL INTERACTION OF AUTISTIC PRESCHOOLERS
Authors: Odom Samuel L. , Strain Phillip S.
Published: March 2006

We compared two procedures for improving the social interactions of three autistic children. In a peer‐initiation condition, confederates were taught to initiate interaction with the autistic children. In a teacher‐antecedent condition, teachers prompted the autistic children to initiate with confederates, who had been taught to reciprocate. Using an alternating treatment design, differential effects were found. The peer‐initiation procedure reliably increased the social responses of the autistic children, whereas the teacher‐antecedent condition increased the initiations and responses of the autistic children. In addition, longer chains of social interaction occurred during the teacher‐antecedent condition.
TESTICULAR SELF‐EXAMINATION: VALIDATION OF A TRAINING STRATEGY FOR EARLY CANCER DETECTION
Authors: Friman Patrick C. , Finney Jack W. , Glasscock Stephen G. , Weigel John W. , Christophersen Edward R.
Published: March 2006

Testicular self‐examination (TSE) can lead to early diagnosis and treatment of testicular cancer, the third leading cause of death in young men. We evaluated the effectiveness of a brief and specific checklist for teaching TSE skills. Ten men were videotaped while performing testicular self‐examinations before and after training. The TSE training resulted in large and significant increases in the number of TSE steps completed and duration of the TSE. Two urological validation measures supported the improvements observed in the mens' self‐examinations. Subjects reported continued performance of TSE during a follow‐up telephone interview. This pilot study indicates that a brief and specific checklist is an effective strategy for teaching early cancer detection skills.
THE EFFECTS OF RECIPROCAL PEER TUTORING AND GROUP CONTINGENCIES ON THE ACADEMIC PERFORMANCE OF ELEMENTARY SCHOOL CHILDREN
Authors: Pigott H. Edmund , Fantuzzo John W. , Clement Paul W.
Published: March 2006

We evaluated the effects of reciprocal peer tutoring combined with group reinforcement contingencies on the arithmetic performance of 12 underachieving fifth‐grade students. Results indicated that the intervention increased the students' arithmetic performance to a level indistinguishable from their classmates during treatment and 12‐week follow‐up phases. Pre‐, post‐, and follow‐up sociometric data indicated that the students who participated in the treatment groups increased their amount of peer affiliation with other treatment group members.
PREPARATION FOR EFFECTIVE SELF‐REGULATION: THE DEVELOPMENT OF GENERALIZED VERBAL CONTROL
Authors: Guevremont David C. , Osnes Pamela G. , Stokes Trevor F.
Published: March 2006

A correspondence training procedure was used to develop consistency between children's verbalizations and their subsequent behavior across increasingly remote settings and time. The interval of time between the verbalizations and the opportunity to engage in several target behaviors was systematically increased across four preschool settings. Probes of generalized verbal control of home behaviors were conducted throughout training and showed that generalization was obtained in the absence of any salient externally imposed contingencies after the children had reliably come under the control of verbalizations about preschool behaviors.
TEACHING AUTISTIC CHILDREN CONVERSATIONAL SPEECH USING VIDEO MODELING
Authors: Charlop Marjorie H. , Milstein Janice P.
Published: March 2006

We assessed the effects of video modeling on acquisition and generalization of conversational skills among autistic children. Three autistic boys observed videotaped conversations consisting of two people discussing specific toys. When criterion for learning was met, generalization of conversational skills was assessed with untrained topics of conversation; new stimuli (toys); unfamiliar persons, siblings, and autistic peers; and other settings. The results indicated that the children learned through video modeling, generalized their conversational skills, and maintained conversational speech over a 15‐month period. Video modeling shows much promise as a rapid and effective procedure for teaching complex verbal skills such as conversational speech.
A SELF‐MONITORING PACKAGE FOR TEACHING SUBTRACTION WITH REGROUPING TO STUDENTS WITH LEARNING DISABILITIES
Authors: Dunlap Lee Kern , Dunlap Glen
Published: March 2006

In this investigation, we evaluated the effectiveness of a self‐monitoring package with 3 learning disabled students whose responding to subtraction problems had been highly inconsistent and unsuccessful. Following a two‐phase baseline of didactic instruction and special incentives, an error analysis was used to develop individualized self‐monitoring checklists that the students then responded to as they completed their subtraction assignments. In the context of a multiple baseline design, the self‐monitoring procedures produced immediate gains in correct responding, with more stable levels of successful performance occurring across sessions. In a subsequent maintenance phase, the checklists were removed and the previous incentives condition was reinstated, resulting in continued levels of successful responding. The results are compared to the literature on self‐monitoring and learning disabilities and discussed in terms of the continuing need for effective and efficient instructional strategies.
TEACHING SUPPORTED EMPLOYEES WITH SEVERE MENTAL RETARDATION TO SOLVE PROBLEMS
Authors: Hughes Carolyn , Rusch Frank R.
Published: March 2006

Two individuals with severe mental retardation, employed by a janitorial supply company, were taught to use self‐instruction in combination with multiple exemplar training to solve work‐related problems. Use of the combined strategy resulted in generalization of the effects of independent variables, as well as generalization to nontrained problems. Use of the strategy is discussed in terms of promoting independent performance among supported employees.
AN ANALYSIS OF THE PROCEDURAL COMPONENTS OF SUPPORTED EMPLOYMENT PROGRAMS ASSOCIATED WITH EMPLOYMENT OUTCOMES
Authors: McDonnell John , Nofs Diane , Hardman Michael , Chambless Cathy
Published: March 2006

This study examined the relation between the procedural components of supported employment programs and employment outcomes for 120 individuals with disabilities. These individuals were involved in supported employment programs established through the Utah Supported Employment Project. The results suggest that successful implementation of supported employment services led to ongoing employment of study participants in community work sites, increased wages, and ongoing opportunities for workers to interact with nondisabled peers. In addition, several procedural components were found to be strongly associated with successful employment outcomes for workers. Results of the study are discussed in terms of the training needs of supported employment program staff and future research for the dissemination of a cohesive technology of supported employment.
SUPPORTED EMPLOYMENT AS AN INTERVENTION PACKAGE: A PRELIMINARY ANALYSIS OF FUNCTIONAL VARIABLES
Authors: Wacker David P. , Fromm‐Steege Lisa , Berg Wendy K. , Flynn Thomas H.
Published: March 2006

In this two‐experiment investigation, the long‐term (at least 6 months) employment of 51 moderately mentally retarded clients who were placed into 64 supported employment positions was first evaluated relative to 10 training and posttraining components that comprised a supported employment training package. In Experiment 1, chi‐square analyses were used to identify three components that differentiated successful (employed for at least 6 months) from unsuccessful clients. In Experiment 2, 4 successful clients were further evaluated in a nonconcurrent multiple baseline design to determine whether the three variables identified during the group analysis (client advocate, collateral behavior, and follow‐up plan) were included in the training packages. These results are discussed in terms of the need to establish better the functional variables of supported employment training programs.
EXTENDED REDUCTIONS IN STEREOTYPIC BEHAVIOR OF STUDENTS WITH AUTISM THROUGH A SELF‐MANAGEMENT TREATMENT PACKAGE
Authors: Koegel Robert L. , Koegel Lynn Kern
Published: March 2006

The literature suggests that self‐management treatment packages have two potential strengths for the reduction or elimination of stereotypic behavior: (a) Self‐management may be used for extended periods of time in the absence of a treatment provider, and (b) self‐management techniques are easily adapated and used in a wide variety of natural settings. We assessed whether students with severe autistic disabilities could learn to use a self‐management treatment package to reduce their stereotypic behavior within a multiple baseline across subjects design with withdrawals. The results showed that all of the students learned to use self‐management procedures to reduce greatly levels of stereotypic behavior (typically to zero), and improvement occurred for extended periods of time in new settings without the presence of a treatment provider. The results are discussed in terms of the practical value of the treatment package and in terms of the implications for understanding autism.
ACQUISITION AND MAINTENANCE OF HEALTH‐CARE ROUTINES AS A FUNCTION OF FEEDBACK DENSITY
Authors: Alavosius Mark P. , Sulzer‐Azaroff Beth
Published: March 2006

Two schedules of feedback were examined to determine their relative effects on the acquisition and maintenance of three health‐care routines: feeding, positioning, and transferring physically disabled patients. Four direct service providers' performances in the natural environment were measured weekly. Concurrent schedules and multiple baselines across subjects and response classes were used to evaluate the effects of written instructions combined with either continuous, intermittent, or no‐feedback schedules. Results showed that instructions alone led to slight and usually brief changes. Marked improvements were noted after feedback was introduced, with the continuous schedule producing more rapid acquisition. Follow‐up measures indicated performance maintenance for both schedules. Subjects rated the feedback programs favorably and recommended provision of this service to co‐workers. Cost estimates indicated that, although considerable time was spent developing the observational system, the feedback procedure was relatively inexpensive, easy to use, and did not interfere with patient care.
ASSESSING FOOD PREFERENCES AMONG PERSONS WITH PROFOUND MENTAL RETARDATION: PROVIDING OPPORTUNITIES TO MAKE CHOICES
Authors: Parsons Marsha B. , Reid Dennis H.
Published: March 2006

Increased attention has been directed recently to assisting persons with severe handicaps to express preferences concerning events in their lives. We evaluated a program for assessing choice‐making skills to provide opportunities for persons with profound mental retardation to express food and drink preferences. In Experiment 1, the assessment procedure involving repeated, paired‐item presentations resulted in active choice making and the identification of preferences for all 5 participants. Results also indicated that caregiver opinion was not predictive of participant food and drink preferences. A survey of service providers supported the importance of meal‐related choices in this population. In Experiment 2, the practicality of the assessment procedure was supported by demonstrating that (a) routine caregivers could apply the procedure with appropriate supervision to provide choice opportunities, and (b) results of the procedure were predictive of participant choices when a less structured and more normal opportunity to express a preference was provided during regular mealtimes. Results are discussed in terms of extending the developing technology of preference and reinforcer identification to other important areas for persons with severe disabilities.
PROMOTING PARENT‐PROVIDER INTERACTION DURING YOUNG CHILDREN'S HEALTH‐SUPERVISION VISITS
Authors: Finney Jack W. , Brophy Christopher J. , Friman Patrick C. , Golden Archie S. , Richman Gina S. , Ross Alexander F.
Published: March 2006

We prompted parents to increase their interactions with health‐care providers during their children's health‐supervision visits. Before scheduled appointments we asked parents of 32 infants and young children if they had specific child health questions or concerns. Sixteen parents randomly assigned to the prompted group were then prompted to initiate discussions of their concerns. Sixteen control parents discussed unrelated topics before their appointments. Prompted parents initiated significantly more interactions with health‐care providers and more health and behavioral topics were discussed during their appointments. Both parent groups reported satisfaction with health‐care services. Further research is needed to determine the clinical significance of outcomes associated with enhanced parent‐provider interaction during children's health‐supervision visits. These visits are ideal settings for behavioral research on improving health care for children and their families.
PARTICIPATIVE EDUCATION FOR CHILDREN: AN EFFECTIVE APPROACH TO INCREASE SAFETY BELT USE
Authors: Lehman Galen R. , Geller E. Scott
Published: March 2006

Vehicle license plate numbers and the shoulder belt use of front‐seat occupants were recorded unobtrusively when parents delivered and picked up their children at a Montessori school during 5‐day baseline, intervention, and follow‐up phases. Practicing and presenting a 15‐min safety belt skit increased the safety belt use of those 6 kindergarten children who were not consistent belt users 82% above their preintervention baseline belt use mean of 47%. The belt use of these children's parents (who watched the skit) increased to 56% above their baseline mean of 36%. Also, mean safety belt use of 11 primary school children who watched the skit increased to 70% above their baseline of 28%. Mean safety belt use of the older children's parents (who didn't watch the skit) remained at approximately 31% for each phase, regardless of whether children were vehicle occupants. The follow‐up observations, taken 3 months after the intervention, revealed 60% belt use for the kindergartners, 48% for the primary school children, and 71% for the kindergartners' parents when the children were vehicle occupants but only 30% when the parents were driving alone.
USING PARENTS AS THERAPISTS TO EVALUATE APPROPRIATE BEHAVIOR OF THEIR CHILDREN: APPLICATION TO A TERTIARY DIAGNOSTIC CLINIC
Authors: Cooper Linda J. , Wacker David P. , Sasso Gary M. , Reimers Thomas M. , Donn Lisa K.
Published: March 2006

We conducted a preliminary analysis of maintaining variables for children with conduct disorders in an outpatient clinic. Eight children of normal intelligence between the ages of 4 and 9 years were evaluated during 90‐min sessions. The children's parents conducted the assessments by varying task demands (easy and difficult) and parental attention (attention and no attention) within a multielement design. The assessment focused on appropriate child behavior and was conducted to formulate hypotheses regarding maintaining contingencies. Results demonstrated that the children's appropriate behavior varied across assessment conditions and, for 7 of the 8 children, occurred at a higher rate during one condition than during other conditions. In addition, treatment integrity data demonstrated that parents were able to implement the procedures as intended. The recommended treatments were rated as being both effective and acceptable to parents for up to 6 months following the evaluation. Our results extend previous studies of functional analytic procedures conducted by trained experimenters with severely handicapped children in more controlled settings.
THE REPRESENTATIVENESS OF OBSERVATIONAL SAMPLES OF DIFFERENT DURATIONS
Authors: Mudford Oliver C. , Beale Ivan L. , Singh Nirbhay N.
Published: March 2006

The representativeness of behavioral observation samples with durations of less than the whole time of interest was investigated. A real‐time recording system was developed to quantify the behavior of 5 profoundly mentally retarded physically handicapped adult students in an institutional training setting. Behavior was observed using six mutually exclusive and exhaustive categories during 2.5‐hr observation sessions. Sample observation sessions with durations ranging from 15 to 135 min were computer simulated from the whole‐session (150‐min) records. It was found that the representativeness of these samples, when compared to whole‐session records, was a function of the relative duration of the behavioral categories and of sample duration. The occurrence of relatively high‐duration behaviors (lasting for more than 50% of the session) was estimated to within 20% error by samples of less than 60 min, but low‐duration behaviors (1 to 3% of the session) were inadequately quantified even from 135‐min samples. Increasing irregularity of bouts of behavior in the low‐duration behaviors is suggested as the cause of the functions obtained. Implications of the findings for applied behavior analysis are discussed, with the recommendation that the adequacy of observational session durations be empirically assessed routinely.
ARTIFACTUAL EFFECTS OF SENSORY‐INTEGRATIVE THERAPY ON SELF‐INJURIOUS BEHAVIOR
Authors: Mason Susan Ann , Iwata Brian A.
Published: March 2006

Three individuals who exhibited self‐injurious behavior (SIB) were exposed to sensory‐integrative therapy. Prior to treatment, a functional analysis baseline was conducted to identify the motivational features of their SIB. One subject's SIB appeared to be an attention‐getting response (maintained by positive reinforcement), which varied subsequently as a function of attention being either withheld or provided noncontingently during sensory‐integration sessions. The 2nd subject displayed a pattern of responding suggestive of stereotypic SIB (maintained by automatic reinforcement), which paradoxically increased during sensory‐integration sessions. The 3rd subject's SIB appeared to function as an escape response (maintained by negative reinforcement), and his behavior during sensory‐integration sessions was similar to that observed during baseline sessions in which demands were not present. The SIB of all 3 subjects later was reduced when behavioral interventions were applied. The data presented raise questions about the active components of sensory‐integrative therapy and the functional types of SIB for which it might be appropriate.
MOTHERS AS EFFECTIVE THERAPISTS FOR AUTISTIC CHILDREN'S PHOBIAS
Authors: Love Steven R. , Matson Johnny L. , West Deedee
Published: March 2006

Two autistic children were treated for specific fears. A three‐component participant modeling procedure was implemented within a multiple baseline design across subjects. Children were exposed gradually to fearful situations, with mothers serving as therapists and reinforcers. Dependent measures were (a) number of approach steps completed, (b) frequency of verbalizations and vocalizations of fear, and (c) overall appearance of fear. Following treatment, the children functioned effectively in previously fearful situations without verbalizations or appearance of fear. Five‐month and 1‐year follow‐up assessments with 1 child showed maintenance of treatment effects.
LONG‐TERM FOLLOW‐UP OF ECHOLALIA AND QUESTION ANSWERING
Authors: Foxx R. M. , Faw Gerald D.
Published: March 2006

A long‐term follow‐up of echolalia and correct question answering was conducted for 6 subjects from three previously published studies. The follow‐up periods ranged from 26 to 57 months. In a training site follow‐up, subjects were exposed to baseline/posttraining conditions in which the original trainer and/or a novel person(s) presented trained and untrained questions. Four subjects displayed echolalia below baseline levels, and another did so in some assessments. Overall, echolalia was lower than in baseline in 80.6% of the follow‐ups. Five subjects displayed correct responding above baseline levels. No clear differences were noted in correct responding or echolalia between the trainer and novel‐person presentations or between trained and untrained questions. In a follow‐up in a natural environment conducted by a novel person, lower than baseline levels of echolalia were displayed by 3 subjects; 2 subjects displayed lower than baseline levels in some assessments. Two subjects consistently displayed correct responding above baseline, and 3 did so occasionally. Issues related to the study of maintenance are discussed.
USE OF NEGATIVE REINFORCEMENT IN THE TREATMENT OF SELF‐INJURIOUS BEHAVIOR
Authors: Steege Mark W. , Wacker David P. , Cigrand Karla C. , Berg Wendy K. , Novak Christine G. , Reimers Thomas M. , Sasso Gary M. , DeRaad Agnes
Published: March 2006

Behavioral assessment procedures were used to determine the maintaining conditions of self‐injury exhibited by 2 children with severe multiple handicaps. For both children, negative reinforcement (escape from grooming activities) was determined to be the maintaining reinforcer for self‐injury (hand/arm biting) within an alternating treatments design. The treatment packages involved the use of negative reinforcement (brief escape from grooming activities) contingent upon a behavior that was incompatible with self‐injury (reaching and pressing a microswitch that activated a prerecorded message of “stop”). Treatment was evaluated with a reversal design for 1 child and with a multiple baseline across grooming activities for the 2nd child. The treatment led to a marked decrease in self‐injury for both children. At follow‐up, high rates of self‐injury were reported for the 1st child, but low rates of self‐injury and an increase in task‐related appropriate behavior were observed for the 2nd child.
USING RESPONSE CARDS TO INCREASE STUDENT PARTICIPATION IN AN ELEMENTARY CLASSROOM
Authors: Narayan Janani S. , Heward William L. , Gardner Ralph , Courson Frances H. , Omness Christine K.
Published: March 2006

The use of response cards during large‐group social studies instruction was evaluated in a fourth‐grade classroom. The experiment consisted of two conditions, hand raising and write‐on response cards, alternated in an ABAB design. During baseline, the teacher called upon 1 student who had raised his or her hand in response to the teacher's question. During the response‐card condition, each student in the class was provided with a white laminated board on which to write one‐ or two‐word answers in response to each question asked by the teacher. Rate of active student response during instruction was much higher with response cards than with hand raising. Most students scored higher on daily quizzes following sessions in which response cards were used than they did on quizzes that followed hand‐raising sessions. Response cards were preferred over hand raising by 19 of the 20 students in the class.
TRENDS IN BEHAVIOR ANALYSIS IN EDUCATION
Authors: Sulzer‐Azaroff Beth , Gillat Alex
Published: March 2006

The preparation of the Journal of Applied Behavior Analysis Reprint Series: Behavior Analysis in Education (1988) provided an opportunity to survey and analyze trends in the field, as reflected by publications in the journal. Apparently, the large volume of behavior‐analytic papers on educational topics has been declining and its contents undergoing some interesting but not uniformly welcome shifts. Although the intense concern with classroom conduct has diminished somewhat, that topic continues to be heavily emphasized. Simultaneously, reports of social skills and language studies have accelerated, but analyses of academic performance have progressively declined. Explanations for the findings remain speculative, but behavior analysts are encouraged to address these areas of essential social need.