bluuebunny/crossref_metadata_2025 huggingface dataset:
“DO I HAVE TO BE GOOD ALL DAY?” THE TIMING OF DELAYED REINFORCEMENT AS A FACTOR IN GENERALIZATION
Authors: Fowler Susan A. , Baer Donald M.
Published: March 2006

Delayed reinforcement, sometimes delivered just after the setting in which the critical behavior had occurred (Early), and sometimes delivered only after several further settings had been encountered (Late), was used to improve a variety of behaviors in seven preschool children, and to control their generalization. Performance of those behaviors was measured in two classroom settings: the Contingent setting, within which performance of the specified behavior determined the later (Early or Late) reinforcement, and the Generalization setting, in which there were no experimental contingencies, immediate or delayed, for the performance of the same behavior. Performances by all children in the Contingent setting were controlled by delayed reinforcement, whether Early or Late. All children showed consistent generalization from the Contingent setting to the Generalization setting during the Late condition, when reinforcement was delivered at the end of the school day. Generalization did not occur during the Early condition, when reinforcement was provided immediately after the Contingent setting (prior to the Generalization setting), unless that condition had been preceded by a Late condition (as it was for S6 and S7). The results suggest that the Late timing of delayed reinforcement was an effective and efficient generalization‐promotion technique for performances that did not generalize spontaneously.
TOWARD A METHODOLOGY OF WITHDRAWAL DESIGNS FOR THE ASSESSMENT OF RESPONSE MAINTENANCE
Authors: Rusch Frank R. , Kazdin Alan E.
Published: March 2006

Single‐case experimental designs have advanced considerably in the evaluation of functional relationships between interventions and behavior change. The systematic investigation of response maintenance once intervention effects have been demonstrated has, however, received relatively little attention. The lack of research on maintenance may stem in part from the paucity of design options that systematically evaluate factors that contribute to maintenance. The present paper discusses three design options potentially useful for the investigation of response maintenance. These include: (a) the sequential‐withdrawal, (b) the partial‐withdrawal, and (c) the partial‐sequential withdrawal designs. Each design is illustrated and potential limitations are discussed.
COMPLIANCE TRAINING AND BEHAVIORAL COVARIATION IN THE TREATMENT OF MULTIPLE BEHAVIOR PROBLEMS
Authors: Russo Dennis C. , Cataldo Michael F. , Cushing Phyllis J.
Published: March 2006

The present study investigated the use of a compliance‐training procedure and its effect on untreated deviant child behaviors. Three children, each generally noncompliant to adult requests and with several additional problems, such as crying, aggression, and self‐injurious behavior, were trained in the compliance procedure under a multiple‐baséline design across therapists. Compliance was defined as the correct response to prespecified requests. Other classes of deviant child behavior were measured continuously throughout the study but not directly reinforced. The results of the study showed that (a) increases in compliance to requests were directly related to the contingencies employed; (b) decreases in untreated deviant behaviors occurred when compliance increased, even though no direct contingencies had been placed on these behaviors; and (c) the relationship between untreated deviant behaviors and compliance appeared to be maintained by a different set of events in each of the three children. The results are discussed in terms of behavioral covariation and generalization.
STIMULUS OVERSELECTIVITY IN LEARNING DISABLED CHILDREN
Authors: Bailey Sandra L.
Published: March 2006

Stimulus overselectivity, a phenomenon exhibited by autistic and institutionalized retarded individuals, was examined in mildly handicapped and nonhandicapped public school children. Subjects were 16 young, educable mentally retarded, 16 learning disabled, 15 nonhandicapped first‐ and second‐graders, and 16 older, educable retarded students. The children were trained on a 3‐component visual discrimination task and then tested on individual elements to determine which element or elements were controlling subject responses. Nine of the young educable mentally retarded children and eight of the learning disabled students showed some overselectivity. The majority of overselective retarded children were controlled by only one of the three components of the training cue, whereas the majority of the overselective learning disabled children responded to the discrimination task on the basis of two of the three components. No overselectivity was exhibited by the nonhandicapped students. All three cue components were also functional in controlling the responding of 14 of the 16 older retarded students, but two children were under the control of only one cue. The research indicated that in terms of overselectivity, learning disabled children respond more like young, mildly retarded children than they do like nonhandicapped ones. The demonstration of stimulus overselectivity in a sizable portion of a learning disabled sample may have implications for a more empirically based approach to this handicapped population.
SOCIAL VALIDATION AND TRAINING OF EMERGENCY FIRE SAFETY SKILLS FOR POTENTIAL INJURY PREVENTION AND LIFE SAVING
Authors: Jones Russell T. , Kazdin Alan E. , Haney Janell I.
Published: March 2006

A multifaceted behavioral program designed to teach emergency fire escape procedures to children was evaluated in a multiple‐baseline design. Five children were trained to respond correctly to nine home emergency fire situations under simulated conditions. The situations and responses focused upon in training were identified by a social validation procedure involving consultation with several safety agencies, including the direct input of firefighters. Training, carried out in simulated bedrooms at school, resulted in significant improvements in both overt behavior and self‐report of fire safety skills. The gains were maintained at a post‐check assessment 2 weeks after training had been terminated. The results are discussed in relation both to the importance of social validation of targets and outcomes and the implications for further research in assessing and developing emergency response skills.
A COMPANY‐BASED LOTTERY TO REDUCE THE PERSONAL DRIVING OF EMPLOYEES
Authors: Foxx R. M. , Schaeffer Monica H.
Published: March 2006

A company‐based lottery was used to reduce the number of nonessential miles employees drove their personal cars each day and thereby save gasoline. Employees were divided into an experimental and a contrast group. The experimental design involved two conditions: (a) a baseline in which no consequences were attached to driving behavior, and (b) a month‐long lottery in which the experimentals were rewarded for decreasing their percentage of average miles driven per day relative to their initial baseline average. The experimentals received an ABA order of conditions while the contrast group remained in baseline. The lottery condition consisted of four weekly lotteries and one grand drawing held at the end of the month. During the lottery condition, the experimentals reduced their average daily mileage by 11.6% relative to their initial baseline (7.85 miles per employee per day) while the contrast employees increased their average mileage by 21.2%. Both groups exceeded their initial baseline averages in the return to baseline. The study was almost cost‐effective because the experimentals' gas savings ($75) was within $4 of the cost of motivating them to reduce their mileage ($79).
AN ECOBEHAVIORAL EXAMINATION OF A SIMPLE STRATEGY FOR INCREASING MEALTIME LANGUAGE IN RESIDENTIAL FACILITIES
Authors: VanBiervliet Alan , Spangler Paul F. , Marshall Ann M.
Published: March 2006

Typically in large residential facilities for retarded persons, meals are served in an institutional style that does not appear to encourage appropriate peer interactions. An ecological program alternative is serving meals in a family style. The present study was designed to examine both the feasibility of serving family style meals and the effects of family style meal service on mealtime language. Five retarded young adult male residents, who had some conversational skills and appropriate table manners, participated in this study. The experimental design involved a multiple baseline analysis across meals (dinner, lunch, and breakfast). Observers coded the youths' mealtime verbalizations according to the type, content, and direction of the verbalizations and they recorded the length of the meals. The analysis of the verbalization data indicated that during family style meals the participants spoke substantially more often than during institutional style meals. Increases in peer‐directed conversation about the meals primarily accounted for the verbalization changes. Family style serving also resulted in the youths spending more time with their meals. In addition, social validation measures suggested that the family style procedures were preferred by the consumers (participants, staff, and concerned community members).
ELEVATION OF VOICE VOLUME IN YOUNG DEVELOPMENT ALLY DELAYED CHILDREN VIA AN OPERANT SHAPING PROCEDURE
Authors: Fleece Louie , Gross Alan , O'Brien Thomas , Kistner Janet , Rothblum Esther , Drabman Ronald
Published: March 2006

Unusually low voice volume was identified by teachers as a significant impediment to the academic and social progress of two preschool students. A simple operant shaping procedure was conducted by teachers to increase voice volume using a voice‐activated apparatus with attractive visual display. Setting generalization of volume increases to the classroom was achieved and maintained at one‐ and four‐month follow‐ups.
THE EFFECTS OF TARGETING IMPROVEMENTS IN URINE GLUCOSE ON METABOLIC CONTROL IN CHILDREN WITH INSULIN DEPENDENT DIABETES
Authors: Epstein Leonard H. , Beck Steven , Figueroa Jorge , Farkas Gary , Kazdin Alan E. , Daneman Denis , Becker Dorothy
Published: March 2006

A treatment program designed to increase the percentage of negative urine tests was implemented using a multiple‐baseline across groups design in a sample of 19 families of children with insulin dependent diabetes. The treatment involved instructions in insulin adjustment, decrease in intake of simple sugars and saturated fats, and increase in exercise, along with teaching the parents to support improvements in children's self‐regulatory behaviors using a point economy and praise. New proocedures designed to measure and reinforce adherence to the urine testing regimen were developed. Results showed significant increases in percentage of negative urines consistent with implementation of treatment across the three treatment groups, which were maintained over the follow‐up period. Metabolic measures of control, including glycosylated hemoglobin and serum glucose did not show improvements even though the relationship between the percentage of negative urine tests and glycosylated hemoglobin was very high during treatment.
FLEXIBLE WORK SCHEDULES AND FAMILY TIME ALLOCATION: ASSESSMENT OF A SYSTEM CHANGE ON INDIVIDUAL BEHAVIOR USING SELF‐REPORT LOGS
Authors: Winett Richard A. , Neale Michael S.
Published: March 2006

This study assessed the effects of a flexible work schedule (“flextime”) on time allocated to children and spouse by federal workers. Direct behavioral observations of family, home, and work functions were precluded because of the cost involved in observing many people for long periods of time. In order to obtain detailed individual data, participants completed hour‐by‐hour activity logs a mean of twice per week for 35 weeks. Participants received prior training on log completion, initial feedback on the detail of their log entries, and were prompted to complete the forms. Four different procedures assessing reliability indicated a corroboration rate of 80% with other sources. Log data were reliably reduced to nine categories such as “PM time with children” and 37 subcategories such as “time at dinner.” The log data were presented in time‐series form and the use of a quasi‐experimental design showed that participants who altered their work schedule were able to spend more PM time with their families. The log data demonstrated that the capacity exists to assess closely the effects of large‐scale changes at a micro‐behavioral level, but other methods are needed to make complex self‐reporting systems less expensive and more capable of immediate monitoring of the intervention's effects.
TASK DIFFICULTY AND ABERRANT BEHAVIOR IN SEVERELY HANDICAPPED STUDENTS
Authors: Weeks Marian , Gaylord‐Ross Robert
Published: March 2006

The influence of task difficulty on aberrant behavior was investigated with three severely handicapped students. Noticeably higher rates of problem behavior occurred in demand compared to no‐demand conditions. In addition, there were higher rates of problem behaviors on difficult versus easy tasks. Both these findings were validated with visual discrimination and perceptual motor tasks. An errorless learning procedure effectively minimized errors and aberrant behavior in visual discrimination tasks but not in perceptual motor tasks. It was conceptualized that aberrant behavior was maintained by negative reinforcement contingencies. Difficult tasks were aversive to the children, who emitted aberrant responses to escape or avoid such tasks. By contrast, conditions in which no demands were made, easy tasks, and, in visual discrimination learning, errorless tasks, were less aversive and resulted in little or no problem behavior. Implications for reducing maladaptive behaviors through curricular modifications are discussed and contrasted to more traditional consequence manipulation approaches.
REDUCTION OF RESIDENTIAL CONSUMPTION OF ELECTRICITY THROUGH SIMPLE MONTHLY FEEDBACK
Authors: Hayes Steven C. , Cone John D.
Published: March 2006

Feedback has been widely used in efforts to control the consumption of electricity. Previous efforts, however, have used forms of feedback that seem economically impractical. The present study examined the effects of a feasible program of monthly feedback. Forty matched nonvolunteer participants were randomly divided into two groups: a no‐contact control group and a monthly feedback group. In an A‐B‐A design, the data showed a clear decrease in electricity consumption for the feedback group during the feedback phase. The effect was maintained during a 4‐mo intervention period. Withdrawal of the feedback was associated with a return to higher levels of electricity consumption.
TRAINING TEACHERS IN GENERALIZED WRITING OF BEHAVIOR MODIFICATION PROGRAMS FOR MULTIHANDICAPPED DEAF CHILDREN
Authors: Hundert Joel
Published: March 2006

In contrast to previous studies where teachers were instructed how to implement behavior modification programs designed by an experimenter, teachers in the present experiment were taught how to write as well as implement behavior modification programs. The generalized effects of two training conditions on teacher and pupil behaviors were assessed by a multiple baseline design where, following baseline, two teachers of multihandicapped deaf children were taught to set objectives and measure pupil performance (measurement training). Later, through a training manual, they learned a general problem‐solving approach to writing behavior modification programs (programming training). After both training conditions, experimenter feedback was given for teachers' application of training to a target behavior for one pupil and generalization was measured across target behaviors for the same pupil and across pupils. It was found that measurement training had little general effect on either teacher behavior or pupil behavior. However, after programming training, teachers increased their program writing and correct use of behavior modification procedures and generalized this training across pupils and target behaviors. Along with these effects, there was improvement in pupil behaviors. Possible explanations for generalized effects of teacher training were considered.
LONG‐TERM EFFECTS OF OPPOSITIONAL CHILD TREATMENT WITH MOTHERS AS THERAPISTS AND THERAPIST TRAINERS
Authors: Strain Phillip S. , Steele Peggy , Ellis Toni , Timm Matthew A.
Published: March 2006

The follow‐up data reported represent a long‐term (3 to 9 years out of treatment) evaluation of 40 children who were clients of the Regional Intervention Program (RIP) from 1969 to 1978. As 3‐, 4‐, and 5‐year olds, these youngsters exhibited severe and prolonged tantrums, continual opposition to adults' requests and commands, and physical aggression toward parents. Each child and mother participated in a standardized intervention package modeled after Wahler's Opposition Child Treatment. Results from school and home‐based follow‐up showed that: (a) commands, demands, or requests made by parents were likely to be followed by former clients' compliance; (b) former clients' social interactions in the home were overwhelmingly positive and their nonsocial behavior was by and large appropriate; (c) parent behavior in the home was consistent with the child management skills taught many years ago; (d) there were no differences between the compliant, on‐task, social interaction and appropriate/inappropriate nonsocial behaviors of former clients and randomly selected class peers; (e) there were no differences in teachers' commands, negative feedback, positive social reinforcement, and repeated commands that were directed toward either former clients or randomly selected class peers; (f) both teachers' and parents' rating of former clients on the modified Walker Problem Behavior Checklist were highly correlated; (g) there were no differences in teachers' rating of former clients and class peers; and (h) of all the studied demographic variables, only age that treatment began and family intactness were related to current levels of behavior.
NORMAL CHILDREN AS TUTORS TO TEACH SOCIAL RESPONSES TO WITHDRAWN MENTALLY RETARDED SCHOOLMATES: TRAINING, MAINTENANCE, AND GENERALIZATION
Authors: Lancioni Giulio E.
Published: March 2006

The findings of the three experiments reported herein indicate that normal children can successfully teach social responses (i.e., delayed imitation, cooperative play, and verbalization of positive comments) to withdrawn mentally retarded peers. The effects of the intervention generalized across stimulus and response conditions, while the trained and generalized levels of responding were maintained after the end of the intervention. Moreover, the subjects developed social responding within their classrooms and play areas parallel to the intervention and continued to increase such responding after the interruption of the intervention. Direct edible reinforcement appeared to be necessary at least during the initial period of the intervention. Vicarious edible reinforcement seemed useful to prompt the appearance of responding. Vicarious social reinforcement was ineffective at the beginning of the intervention, but apparently acquired prompting power at a later stage of training. Generalization results indicated that the similarity between the response occasions used for training and those used for testing generalization played an important role. Yet, the extensiveness of training and the development of responding within the classrooms and play areas may also have had a relevant effect. The development of social responding within the classrooms and play areas appeared to be mainly the effect of new learning. This was perhaps due to vicarious and direct social reinforcement.
A CAUTIONARY NOTE ON THE USE OF PROBABILITY VALUES TO EVALUATE INTEROBSERVER AGREEMENT
Authors: Hartmann Donald P. , Gardner William
Published: March 2006

Proposed methods of assessing the statistical significance of interobserver agreements provide erroneous probability values when conducted on serially correlated data. Investigators who wish to evaluate interobserver agreements by means of statistical significance can do so by limiting the analysis to every kth interval of data, or by using Markovian techniques which accommodate serial correlations.
RITALIN VS. RESPONSE COST IN THE CONTROL OF HYPERACTIVE CHILDREN: A WITHIN‐SUBJECT COMPARISON
Authors: Rapport Mark D. , Murphy H. Allen , Bailey Jon S.
Published: March 2006

A within‐subject comparison was made of the effects of methylphenidate (Ritalin) and response cost in reducing the off‐task behavior of two boys, 7 and 8 years of age, who had been diagnosed as having an attentional deficit disorder with hyperactivity. Several dosages of Ritalin (5 to 20 mg/day) were evaluated with the results indicating varying effects of the drug for both children. Response cost (with free‐time as the reinforcer) was superior to Ritalin in raising levels of on‐task behavior and in improving academic performance.
PROTECTIVE EQUIPMENT: CONTINUOUS AND CONTINGENT APPLICATION IN THE TREATMENT OF SELF‐INJURIOUS BEHAVIOR
Authors: Dorsey Michael F. , Iwata Brian A. , Reid Dennis H. , Davis Patricia A.
Published: March 2006

This study evaluated the use of protective equipment in treating self‐injurious behavior (SIB) exhibited by three retarded persons. In Experiment 1, the equipment was first applied continuously during 20‐min sessions in individual multiple baseline designs across settings. Results showed substantial reductions in head hitting, eye gouging, and hand biting. Brief periods of time‐out with the protective equipment were later made contingent on SIB and combined with a differential reinforcement procedure. Reduced levels of SIB was maintained with all subjects. Additionally, the amount of time during which the equipment was applied decreased as the SIB diminished. Experiment 2 evaluated the use of contingent protective equipment (the final condition in Experiment 1) when applied directly in the subjects' living uints during the day. During Experiment 2, SIB remained at or below the levels found at the termination of Experiment 1. Finally, in an effort to assess the long‐term effectiveness of the procedure, responsibility for implementation was given to the staff who were typically assigned to provide therapy to the subjects. Follow‐up probe observations conducted up to 104 days after termination of the final experimental condition showed continued low levels of both SIB and equipment usage. Results of these experiments suggest that contingent protective equipment and differential reinforcement may be effective in reducing chronic self‐injury.
EFFECTS OF AN ORAL HYGIENE PUNISHMENT PROCEDURE ON CHRONIC RUMINATION AND COLLATERAL BEHAVIORS IN MONOZYGOUS TWINS
Authors: Singh Nirbhay N. , Manning Patrick J. , Angell Maryanne J.
Published: March 2006

This study investigated the suppressive effects of an oral hygiene punishment procedure on the ruminative behavior of profoundly retarded monozygous twins. Rumination, fingers in mouth/tongue out, appropriate behavior, and stereotyped behavior were measured before and during treatment with oral hygiene. Treatment was introduced for each meal in succession across the twins in a multiple‐baseline design. Results showed that the rate of rumination of both twins was dramatically reduced to very low levels and stereotyped behavior increased spontaneously with the introduction of oral hygiene. Maintenance data showed that response reduction was maintained over a six‐month period and, when compared to baseline levels, increased rates of socially appropriate behavior were evident in both children.
THE DEVELOPMENT OF CORRECT TOOTHBRUSHING TECHNIQUE IN PRESCHOOL CHILDREN
Authors: Poche Cheryl , McCubbrey Heather , Munn Tom
Published: March 2006

This study examined the effects of an intensive training program on the toothbrushing skills of three preschool children, using both performance measures and outcome (plaque level) indicators. Toothbrushing was broken into 16 steps that involved actual manipulation of the brush in the mouth. Correct brushing included four criteria: (a) appropriate angle of bristles, (b) appropriate motion of brush, (c) appropriate tooth surface, and (d) minimum duration of brushing. Training included instructions, a three‐phase modeling procedure, physical guidance, and reinforcement. Results of a multiple baseline design across subjects showed that the children completed an average of 8.6% of the steps prior to training, as compared with an average of 95.8% of the steps following training. Plaque levels decreased from an average of 58% during baseline to 24.6% after training. Follow‐up measures revealed that 86.6% of the steps were maintained. The study demonstrated that the effectiveness of the procedures in teaching very young children a complex motor skill that is essential to their future health.
PYRAMIDAL TRAINING: A LARGE‐SCALE APPLICATION WITH INSTITUTIONAL STAFF
Authors: Page Terry J. , Iwata Brian A. , Reid Dennis H.
Published: March 2006

This study evaluated an indirect method of training 45 institutional direct care staff to conduct behavioral programs. Three supervisors were trained to improve teaching behaviors (instructions, prompts, and consequences) used by the direct care staff while working with severely and profoundly handicapped residents. In addition to training, daily feedback was provided to supervisors regarding performance of their staff. Results of a multiple baseline analysis across teaching behaviors (instructions, prompts, and consequences) and content areas (communication and gross motor skills) showed that providing training and feedback to supervisors resulted in increases in correct teaching behavior by direct care staff. However, teaching behavior newly learned in one content area (communication) did not generalize to the other area (gross motor skills). Data collected on resident behavior showed small but noticeable improvement in terms of correct responses and attending behavior during programming. Results are discussed in terms of the benefits of a pyramidal approach to training institutional staff.
VISITING THE DENTIST: A BEHAVIORAL COMMUNITY ANALYSIS OF PARTICIPATION IN A DENTAL HEALTH SCREENING AND REFERRAL PROGRAM
Authors: Reiss Maxin L. , Bailey Jon S.
Published: March 2006

One‐hundred and twenty‐five families in the Medicaid Early Periodic Screening, Diagnosis and Treatment Program were assigned to one of five treatments to encourage parents to obtain health care service following the dental screening of their children: (a) a control procedure, in which parents were given a dentist's name; (b) a multiple contact procedure, in which parents received a postcard and two telephone call reminders; (c) a problem‐solve procedure, in which a social worker aide conducted a brief session with the parent; (d) an incentive procedure, in which parents selected among four gifts that were contingent on seeking care; (e) an incentive + problem‐solve procedure, in which the latter two treatments were combined. The multiple contact, incentive, and incentive + problem‐solve techniques were significantly more effective in initiating dental visits than the control procedures. Families assigned to the intensive strategies were most likely to complete treatment. A cost‐efficiency analysis showed the multiple contact technique to be a low‐cost and highly effective procedure.
THE EFFECTS OF VIDEOTAPE MODELING AND DAILY FEEDBACK ON RESIDENTIAL ELECTRICITY CONSERVATION, HOME TEMPERATURE AND HUMIDITY, PERCEIVED COMFORT, AND CLOTHING WORN: WINTER AND SUMMER
Authors: Winett Richard A. , Hatcher Joseph W. , Fort T. Richard , Leckliter Ingrid N. , Love Susan Q. , Riley Anne W. , Fishback James F.
Published: March 2006

Two studies were conducted in all‐electric townhouses and apartments in the winter (N = 83) and summer (N = 54) to ascertain how energy conservation strategies focusing on thermostat change and set‐backs and other low‐cost/no‐cost approaches would affect overall electricity use and electricity used for heating and cooling, the home thermal environment, the perceived comfort of participants, and clothing that was worn. The studies assessed the effectiveness of videotape modeling programs that demonstrated these conservation strategies when used alone or combined with daily feedback on electricity use. In the winter, the results indicated that videotape modeling and/or feedback were effective relative to baseline and to a control group in reducing overall electricity use by about 15% and electricity used for heating by about 25%. Hygrothermographs, which accurately and continuously recorded temperature and humidity in the homes, indicated that participants were able to live with no reported loss in comfort and no change in attire at a mean temperature of about 62°F when home and about 59°F when asleep. The results were highly discrepant with prior laboratory studies indicating comfort at 75°F with the insulation value of the clothing worn by participants in this study. In the summer, a combination of strategies designed to keep a home cool with minimal or no air conditioning, in conjunction with videotape modeling and/or daily feedback, resulted in overall electricity reductions of about 15% with reductions on electricity for cooling of about 34%, but with feedback, and feedback and modeling more effective than modeling alone. Despite these electricity savings, hygrothermograph recordings indicated minimal temperature change in the homes, with no change in perceived comfort or clothing worn. The results are discussed in terms of discrepancies with laboratory studies, optimal combinations of video‐media and personal contact to promote behavior change, and energy policies that may be mislabeled as sacrificial and underestimate the effectiveness of conservation strategies such as those investigated in these studies.
A BEHAVIORAL ANALYSIS OF INCENTIVE PROMPTS FOR MOTIVATING SEAT BELT USE
Authors: Geller E. Scott , Paterson Lisa , Talbott Elizabeth
Published: March 2006

The seat belt usage of drivers was observed at the entrance to two campus parking lots during morning arrival times. After 11 days of baseline, fliers which prompted seat belt wearing were handed to drivers of incoming vehicles. At one parking lot all fliers offered a chance to win a prize (noncontingent rewards); while at the second lot only those fliers given to seat belt wearers included a chance to win a prize (contingent rewards). After 24 consecutive observation days, these interventions were removed for 14 days of withdrawal. The recording of vehicle license plates enabled an analysis of belt usage per individual over repeated exposures to the experimental conditions. At the lot with the contingent reward intervention, mean belt usage was 26.3% during baseline, 45.7% during treatment, and 37.9% during withdrawal. At the noncontingent reward lot, the mean percentage of belt wearing was 22.2% during baseline, 24.1% during treatment, and 21.8% during withdrawal. The analysis of repeated exposures per individual verified that only contingent rewards influenced substantial increases in belt wearing, and showed that most of the influence occurred after the initial incentive prompt.
SOCIAL SKILLS TRAINING WITH CHILDREN: PROCEED WITH CAUTION
Authors: Berler Ellen S. , Gross Alan M. , Drabman Ronald S.
Published: March 2006

Three learning disabled children, selected on the basis of peer sociometric ratings and teacher referral, received social skills training. A group training procedure consisting of coaching, modeling, behavior rehearsal, and feedback was used to teach children the target behaviors of eye contact and appropriate verbal responses. A multiple baseline analysis across target behaviors was used to demonstrate treatment effectiveness on role‐play scenes trained during treatment sessions. Duration of speech was measured as an untrained, corollary measure. The following measures were also obtained during baseline, posttreatment, and 1‐mo follow‐up for the experimental subjects and three control subjects: (a) performance on role‐play scenes not trained during treatment sessions; (b) behavioral observations in a free play setting, and (c) sociometric ratings. In addition, the trained and untrained role‐play scenes were administered by novel experimenters following treatment. The results indicated that socially unskilled, learning disabled children can be taught to respond appropriately to role‐play situations. However, improved performance did not generalize to the natural school setting and treatment did not effect ratings of peer acceptance. The implications of these findings for future social skills training with children are discussed.
INTERVENTION EFFECTS AND RELATIVE VARIATION AS DIMENSIONS IN EXPERTS' USE OF VISUAL INFERENCE
Authors: Furlong Michael J. , Wampold Bruce E.
Published: March 2006

Recent research indicates that when analyzing graphically presented single‐subject data, subjects trained in visual inference appear to attend to large changes between phases regardless of relative variation and do not differentiate among common intervention effect patterns. In this follow‐up study, experts in applied behavior analysis completed a free‐sort task designed to assess the effects of these dimensions on their use of visual inference. The results indicate that they tended to differentiate among common intervention effect patterns but did not attend to relative variation in the data.
A SIMPLIFIED TIME‐SERIES ANALYSIS FOR EVALUATING TREATMENT INTERVENTIONS
Authors: Tryon Warren W.
Published: March 2006

Time‐series analysis procedures for analyzing behavioral data are receiving increasing support. However, several authorities strongly recommend using at least 50–100 points per experimental phase. A complex mathematical model must then be empirically developed using computer programs to extract serial dependency from the data before the effects of treatment interventions can be evaluated. The present discussion provides a simple method of evaluating intervention effects that can be used with as few as 8 points per experimental phase. The calculations are easy enough to do by hand.
PARENT REINFORCEMENT FOR CHILD ACHIEVEMENT: THE USE OF A LOTTERY TO MAXIMIZE PARENT TRAINING EFFECTS
Authors: Muir Katherine A. , Milan Michael A.
Published: March 2006

This study describes and evaluates a reinforcement program in which parents earned lottery tickets and won prizes for the progress made by their handicapped children during home‐based intervention. An ABAB reversal design replicated across three families was used to assess the effects of the lottery on the children's mastery of language skills. Results showed that the reinforcement of the parents for training accomplishments, as indexed by their children's achievements, produced clinically significant increases in the children's progress when compared with the children's progress under the routine supportive practices of the baseline condition. The implications of the findings for parent training programs in general are discussed.
VISUAL SCREENING: AN ALTERNATIVE METHOD FOR REDUCING STEREOTYPIC BEHAVIORS
Authors: McGonigle John J. , Duncan Dvenna , Cordisco Linda , Barrett Rowland P.
Published: March 2006

Visual screening, a mildly aversive response suppression procedure, was evaluated across two studies for its effectiveness in reducing topographically similar and dissimilar stereotypic behaviors of four developmentally disabled children. In the first study, a multiple baseline design across subjects and behaviors was used to assess the effectiveness of the procedure as a treatment for reducing the visual and auditory self‐stimulatory responses of two 9‐yr‐old mentally retarded and behaviorally disturbed children. A multiple baseline design across subjects was used in the second study to evaluate the effectiveness of visual screening as a treatment for reducing stereotypic fabric pulling and self‐mutilative ear bending, respectively, of two 13‐yr‐old mentally retarded, autisticlike adolescents. Long‐term follow‐up data for both studies were reported. The results suggested that visual screening was an easily administered, effective, and exceptionally durable treatment procedure for controlling a variety of stereotypic behaviors commonly associated with the developmentally disabled.
PEDESTRIAN JAYWALKING UNDER FACILITATING AND NONFACILITATING CONDITIONS
Authors: Jason Leonard A. , Liotta Richard
Published: March 2006

Each year, thousands of pedestrians are killed or injured while crossing streets in the United States. Pedestrians who jaywalk across busy intersections increase their risk of being injured by an automobile. The present series of studies investigated pedestrian jaywalking behaviors under temporal conditions which appeared to control noncompliance and compliance with pedestrian walk signs. An intersection involving three major streets was the target site of the studies. The timing of walk and no‐walk light sequences was different in the clockwise and counterclockwise direction and produced differential delays. In three separate studies, significantly more pedestrians jaywalked when walking in the long‐delay as opposed to short‐delay direction. Traffic planners might use these findings to establish safer pedestrian signal systems.
TRAINING FAMILY THERAPISTS: AN EXPERIMENTAL ANALYSIS
Authors: Isaacs Christine D. , Embry Lynne H. , Baer Donald M.
Published: March 2006

This study implemented and evaluated a training program (a written manual, videotaped models, rehearsal, role plays, and performance feedback) designed to teach five subjects the skills to become effective family therapists. The study examined the therapists' use of three target behaviors: instructing, informing, and praising. The therapists, each paired with a parent and a preschool‐aged child (2 1/2–4 1/2 yr old), were trained in the clinic to use, and to teach to the parents, several behavioral skills (e.g., praising, planned ignoring, and time‐out) relevant to teaching children compliance to parental instructions. A multiple‐baseline design across triads (therapist/parent/child) demonstrated that after the training program was instituted, the therapists increased their rates of instructing, praising, and informing the parents; all parents increased attention to compliance, decreased attention to noncompliance, and increased rates of praise to their children; and all children increased their compliance and decreased their noncompliance.
PROCEDURAL VARIATIONS IN GROUP CONTINGENCIES: EFFECTS ON CHILDREN'S ACADEMIC AND SOCIAL BEHAVIORS
Authors: Speltz Matthew L. , Shimamura Joan Wenters , McReynolds William T.
Published: March 2006

There has been little research on the effects of the many procedural variables in applied group contingencies. In the present study, an individualized contingency and three group contingencies with different “responder” criteria (e.g., reward based on the group average, reward based on the work of a designated, low‐achieving student, or reward based on the work of a randomly selected student) were applied to the academic work of primary grade children in a learning disabilities classroom. Group social interaction during each contingency was measured systematically. Although there were large individual differences in students' academic and social responses to the different contingencies, some consistent effects were observed. Two of the four low‐achieving target students did their best academic work during the group contingency which focused on their performance as a designated responder. This type of contingency also produced high levels of positive social interaction in three of four groups of children observed.
REDUCING SEVERE DIURNAL BRUXISM IN TWO PROFOUNDLY RETARDED FEMALES
Authors: Blount Ronald L. , Drabman Ronald S. , Wilson Norma , Stewart Dewanda
Published: March 2006

Several diurnal audible teeth grinding (bruxism) was found to affect 21.5% of a profoundly retarded population. However, no previous research has treated bruxism in retarded individuals. In the current study a multiple baseline across subjects design was used to assess the effectiveness of contingent “icing,” brief contingent tactile applications of ice, as a treatment for bruxism. Three 15‐minute treatment periods and two 5‐minute generalization periods were conducted 5 days per week. One resident displayed a 95% reduction in the percentage of intervals during which bruxism occurred during treatment periods and a 67 % reduction during generalization periods. The other resident displayed a 94% reduction in the percentage of intervals during which bruxism occurred during treatment periods and a 53% reduction during generalization periods.
REDUCTION OF CIGARETTE SMOKING IN A UNIVERSITY CAFETERIA
Authors: Jason Leonard A. , Liotta Richard F.
Published: March 2006

Passive smoking has been shown to be hazardous to the health of nonsmokers. Given this documented link between exposure to smoke‐filled environments and deleterious health consequences, there is a need to develop effective procedures that establish and maintain no‐smoking areas in various public settings. The present study focused on decreasing cigarette smoking in a section of a university cafeteria. Posting of no‐smoking signs was found to decrease levels of smoking only minimally. However, when smokers were verbally prompted not to smoke, in the presence of the signs, marked decreases in smoking occurred in the target area.
AN ANALYSIS OF SOME VARIABLES INFLUENCING THE EFFECTIVENESS OF REPRIMANDS
Authors: Houten Ron Van , Nau Paul A. , MacKenzie‐Keating Sandra E. , Sameoto Dorothy , Colavecchia Betty
Published: March 2006

Although several studies have shown that social reprimands can function as punishers, no study reported to date has isolated any of the factors influencing reprimand efficacy. Three experiments were conducted to investigate several factors. Experiment 1 used an alternating treatments design and was conducted on two elementary school boys, one of whom was in a special education class. Results showed that verbal reprimands delivered with eye contact and firm grasp of the student's shoulders reduced disruptive behavior to a greater extent than did verbal reprimands delivered without eye contact and grasp. Both types of reprimand were more effective than a baseline condition during which disruptive behavior was ignored. Experiment 2 also used an alternating treatments design and was conducted on one elementary school boy. Results demonstrated that reprimands delivered from one meter away were considerably more effective than reprimands delivered from seven meters away. Experiment 3 used a reversal design and was conducted on two pairs of elementary school children, one a pair of boys and the other a pair of girls. Results demonstrated that reprimands delivered to just one member of the pair reduced the disruptive behavior of both members of the pair. Thus, the effects of reprimands “spilled” over to nonreprimanded students.
BEHAVIORAL TRAINING FOR SIBLINGS OF AUTISTIC CHILDREN
Authors: Schreibman Laura , O'Neill Robert E. , Koegel Robert L.
Published: March 2006

The present study was conducted to investigate the effectiveness of a program designed to teach behavior modification procedures to normal siblings of autistic children. Three sibling pairs participated in a multiple‐baseline analysis of the effects of training the normal siblings to use behavior modification procedures to teach their autistic brother or sister a variety of learning tasks. Results indicated that the siblings learned to use the behavioral procedures at a high level of proficiency, they used the procedures in a generalization setting, and there were observed improvements in the behavior of the autistic children. In addition, a social validation assessment of the normal siblings' statements about their autistic sibling indicated a decrease in negative statements and an increase in positive statements after training. These results are discussed in terms of the potential for incorporating siblings into the treatment plan in intervention programs with autistic children.
BEHAVIOR ANALYSIS IN CONSUMER AFFAIRS: ENCOURAGING DENTAL PROFESSIONALS TO PROVIDE CONSUMERS WITH SHIELDING FROM UNNECESSARY X‐RAY EXPOSURE
Authors: Greene Brandon F. , Neistat Mark D.
Published: March 2006

An unobtrusive observation system was developed to determine the extent to which dental professionals in two communities provided lead shielding to patients during X‐ray exams. A lengthy baseline revealed low and irregular provision of shielding among half of these professionals. Subsequently, a program was undertaken by a consumer's group in which these professionals were requested to provide shielding and were given confidential feedback regarding its use during the baseline period. The provision of shielding dramatically increased at all offices and was maintained throughout a follow‐up period extending to more than 9 months after the program's implementation. Little or no generalized effect was observed in the occurrence of three collateral behaviors that were also assessed throughout the study.
GENERALIZATION AND MANTENANCE OF TREATMENT GAINS OF BEHAVIORALLY HANDICAPPED STUDENTS FROM RESOURCE ROOMS TO REGULAR CLASSROOMS USING SELF‐EVALUATION PROCEDURES
Authors: Rhode Ginger , Morgan Daniel P. , Young K. Richard
Published: March 2006

This study provided six behaviorally handicapped elementary school students with a short‐term resource treatment to bring their behavior under the control of a combination of treatment procedures emphasizing self‐evaluation. Once acceptable levels of appropriate behavior were maintained with only minimal external reinforcement and students were accurately self‐evaluating their own work and behavior, generalization and maintenance of behavior gains were sought by introducing a reduced form of the self‐evaluation procedures in the students' regular classrooms. A multiple baseline across pairs of subjects design was used to examine individual student's behavior. Analysis of the results of the study indicated that students transferred and maintained high levels of appropriate classroom behavior in their regular classrooms, once self‐evaluation procedures were extended into those settings. For four of the six students, all extra‐training components were faded. Only two students required a modified form of the original intervention to maintain behavior gains in their regular classrooms.
MANAGEMENT OF GERIATRIC INCONTINENCE IN NURSING HOMES
Authors: Schnelle John F. , Traughber Belinda , Morgan Deane B. , Embry Judy E. , Binion Anthony F. , Coleman Ann
Published: March 2006

A behavioral management system designed to reduce urinary incontinence was evaluated in two nursing homes with a pretest‐posttest control group design with repeated measures. The primary components of the system were prompting and contingent social approval/disapproval which required approximately 2.5 minutes per patient per hour to administer. The frequency of correct toileting for experimental subjects increased by approximately 45%. The experimental groups were significantly different from the control groups on both incontinence and correct toileting measures. The results are discussed in view of the management issues inherent in nursing home settings.