bluuebunny/crossref_metadata_2025 huggingface dataset:
TRAINING STAFF TO CONDUCT A PAIRED‐STIMULUS PREFERENCE ASSESSMENT
Authors: Lavie Tami , Sturmey Peter
Published: March 2006

Three staff members were trained to conduct stimulus preference assessments using a paired‐stimulus format with 8 children with autism. Staff were trained to mastery level using brief instruction, a video model, and rehearsal with verbal feedback. Training took about 80 min per staff member. Results demonstrated that staff rapidly learned to correctly perform paired‐stimulus preference assessments with children.
VARYING RESPONSE EFFORT IN THE TREATMENT OF PICA MAINTAINED BY AUTOMATIC REINFORCEMENT
Authors: Piazza Cathleen C. , Roane Henry S. , Keeney Kris M. , Boney Bobbi R. , Abt Kimberly A.
Published: March 2006

Pica is a life‐threatening behavior displayed by many individuals with developmental disabilities. In the current study, automatic reinforcement maintained the pica of 3 participants. Following functional analyses of pica, response‐effort manipulations were conducted in which the effort to obtain pica or alternative items was varied systematically. Several general relations emerged as a result of the study. First, levels of pica were reduced relative to baseline when alternative items were available independent of the effort required to obtain alternative items or pica. Second, increasing the effort for alternative items resulted in increases in pica relative to when effort for alternative items was low. Third, increasing response effort for pica produced reductions in pica relative to baseline when alternative items were unavailable. Fourth, the highest levels of pica occurred when the effort to engage in pica was low or medium and no alternative items were available. These findings are discussed in terms of the relative effects of quality of reinforcement and response effort on behavior.
IMPROVING ORAL READING FLUENCY: A BRIEF EXPERIMENTAL ANALYSIS OF COMBINING AN ANTECEDENT INTERVENTION WITH CONSEQUENCES
Authors: Eckert Tanya L. , Ardoin Scott P. , Daly Edward J. , Martens Brian K.
Published: March 2006

A brief experimental analysis was used to evaluate the relative effectiveness of combining two consequences (contingent reinforcement or performance feedback) with an antecedent intervention (listening passage preview and repeated readings) on the oral reading fluency of 6 elementary students. The antecedent intervention increased the number of correctly read words per minute for all 6 students. For 4 of the students, pairing the antecedent intervention with either of the consequences resulted in higher reading rates over the antecedent intervention alone. Undifferentiated results were obtained for the remaining 2 participants. These results suggest that combining an antecedent intervention with consequences may enhance the oral reading fluency of students with reading problems. However, individual responsiveness to the different intervention components indicates that brief experimental analyses are warranted to identify the most effective intervention.
ANALYSIS OF PROCTOR MARKING ACCURACY IN A COMPUTER‐AIDED PERSONALIZED SYSTEM OF INSTRUCTION COURSE
Authors: Martin Toby L. , Pear Joseph J. , Martin Garry L.
Published: March 2006

In a computer‐aided version of Keller's personalized system of instruction (CAPSI), students within a course were assigned by a computer to be proctors for tests. Archived data from a CAPSI‐taught behavior modification course were analyzed to assess proctor accuracy in marking answers as correct or incorrect. Overall accuracy was increased by having each test marked independently by two proctors, and was higher on incorrect answers when the degree of incorrectness was larger.
AN EVALUATION OF CONTINGENCY STRENGTH AND RESPONSE SUPPRESSION
Authors: Borrero John C. , Vollmer Timothy R. , Wright Carrie S.
Published: March 2006

Typically, functional analyses of severe problem behavior have been conducted in two ways: (a) The target response is reinforced immediately after it occurs, or (b) the target response is reinforced on some schedule thought to mimic a naturally occurring schedule. We evaluated the effects of contingency strength in reducing levels of problem behavior with 2 participants who had been diagnosed with developmental disabilities. Results showed that under a neutral contingency, one in which the probability of reinforcement for aggression was equal to the probability of reinforcement for the nonoccurrence of aggression, rates of aggression were suppressed to low levels for both participants.
THE EFFECTS OF DIFFERENTIAL AND LAG REINFORCEMENT SCHEDULES ON VARIED VERBAL RESPONDING BY INDIVIDUALS WITH AUTISM
Authors: Lee Ronald , McComas Jennifer J. , Jawor Jennifer
Published: March 2006

Variability has been shown to be a reinforceable dimension of behavior. One procedure that has been demonstrated to increase variability in basic research is the lag reinforcement schedule. On this type of schedule, a response is reinforced if it differs from a specified number of previous responses. Lag schedules are rarely used, however, for increasing response variability in applied settings. The purpose of the present study was to investigate the effects of a lag schedule of differential reinforcement on varied and appropriate verbal responding to social questions by 3 males with autism. A reversal design with a multiple baseline across subjects was used to evaluate the effects of the lag schedule. During baseline, differential reinforcement of appropriate responding (DRA) resulted in little or no varied responding. During the intervention, a Lag 1 requirement was added to the DRA (Lag 1/DRA) resulting in an increase in the percentage of trials with varied and appropriate verbal responding for 2 of the 3 participants. In addition, an increase in the cumulative number of novel verbal responses was also observed for the same 2 participants. These results are discussed in terms of reinforcement schedules that support variability, generalization, and potential stimulus control over varied responding.
EFFECTS OF MAND‐TACT VERSUS TACT‐ONLY TRAINING ON THE ACQUISITION OF TACTS
Authors: Arntzen Erik , Almås Inger Karin
Published: March 2006

We sought to replicate and extend Carroll and Hesse's (1987) study of the acquisition of tacts by including participants with and without developmental disabilities. As in Carroll and Hesse, the present results showed that mand‐tact training, rather than tact‐only training, led to more rapid acquisition of tacts. Tacting on follow‐up tests did not differ. In addition, our results show that mand‐tact training established both verbal operants involved about as rapidly as tact‐only training established only one verbal operant.
FEEDBACK AND ITS EFFECTIVENESS IN A COMPUTER‐AIDED PERSONALIZED SYSTEM OF INSTRUCTION COURSE
Authors: Martin Toby L. , Pear Joseph J. , Martin Garry L.
Published: March 2006

In a computer‐managed version of Keller's personalized system of instruction, students received frequent feedback from more advanced students within the course. Overall accuracy of student‐provided feedback was 87%, and students complied with 61% of the feedback.
PREDICTING THE RELATIVE EFFICACY OF THREE PRESENTATION METHODS FOR ASSESSING PREFERENCES OF PERSONS WITH DEVELOPMENTAL DISABILITIES
Authors: Conyers Carole , Doole Adrienne , Vause Tricia , Harapiak Shayla , Yu Dickie C. T. , Martin Garry L.
Published: March 2006

Choices were presented to 9 individuals with developmental disabilities using a two‐choice format. Each pair of items, selected based on prior preference assessment, was presented to each participant in three conditions (actual items, pictures of the items, and spoken‐name presentation) using a reversal design. The evaluation was conducted using food items, and was then repeated using nonfood items. The participants were also given a test to measure their skills on discrimination tasks ranging in difficulty from simple to conditional discriminations. The participants' abilities to make consistent choices with food and nonfood items were predicted, with 94% accuracy, by their discrimination skills. The findings suggest that presentation methods can affect the accuracy of a choice assessment, and that the systematic assessment of basic discrimination skills can be used to predict the effectiveness of different presentation methods in this population.
A PREWORK ASSESSMENT OF TASK PREFERENCES AMONG ADULTS WITH AUTISM BEGINNING A SUPPORTED JOB
Authors: Lattimore L. Perry , Parsons Marsha B. , Reid Dennis H.
Published: March 2006

A prework paired‐task assessment was evaluated for identifying work preferences among 3 adults with autism beginning a supported job. When the workers began the job, choices were provided between more and less preferred tasks (determined by previous assessment). Results supported the assessment for identifying single task preferences, but did not reveal preferences of 2 workers for alternate tasks. Results are discussed in terms of evaluating other prework assessments that may reveal task‐alternation preferences.
FUNCTIONAL ASSESSMENT AND NONCONTINGENT REINFORCEMENT IN THE TREATMENT OF DISRUPTIVE VOCALIZATION IN ELDERLY DEMENTIA PATIENTS
Authors: Buchanan Jeffrey A. , Fisher Jane E.
Published: March 2006

Noncontingent reinforcement (NCR) was used as an intervention with 2 elderly dementia patients who engaged in disruptive vocalization. Several assessment procedures, including functional analysis, were conducted to identify reinforcing stimuli for use in the NCR intervention. Functional analyses and the NCR intervention were implemented in each participant's natural environment. NCR was effective in reducing disruptive vocalizations.
USE OF THE HIGH‐PROBABILITY INSTRUCTIONAL SEQUENCE AND ESCAPE EXTINCTION IN A CHILD WITH FOOD REFUSAL
Authors: Dawson Jennifer E. , Piazza Cathleen C. , Sevin Bart M. , Gulotta Charles S. , Lerman Dorothea , Kelley Mary Lou
Published: March 2006

We used the high‐probability (high‐p) instructional sequence with and without escape extinction in the treatment of food refusal. Acceptance increased and refusal decreased only with the introduction of escape extinction. These results raise important questions about the high‐p sequence in the treatment of food refusal.
TREATMENT OF VOCAL TICS IN CHILDREN WITH TOURETTE SYNDROME: INVESTIGATING THE EFFICACY OF HABIT REVERSAL
Authors: Woods Douglas W. , Twohig Michael P. , Flessner Christopher A. , Roloff Timothy J.
Published: March 2006

Habit reversal was used to treat vocal tics in 5 children with Tourette syndrome. Vocal tics were reduced in 4 of the 5 children, the untreated motor tics did not increase, and treatment was acceptable to the children's parents.
COLLATERAL EFFECTS OF RESPONSE BLOCKING DURING THE TREATMENT OF STEREOTYPIC BEHAVIOR
Authors: Lerman Dorothea C. , Kelley Michael E. , Vorndran Christina M. , Camp Carole M. Van
Published: March 2006

The collateral effects of response blocking were evaluated while treating stereotypic behavior in a woman diagnosed with autism. Blocking stereotypic behavior (head and tooth tapping) was associated with decreases in leisure‐item interaction and increases in another stereotypic response (hand wringing). Results suggested that the reduction in item interaction was due to adventitious punishment. Prompts to access an alternative source of reinforcement attenuated the side effects somewhat, but results suggested that the undesirable effects of response blocking may be fairly durable.
BRIEF TRAINING TO PROMOTE THE USE OF LESS INTRUSIVE PROMPTS BY NURSING ASSISTANTS IN A DEMENTIA CARE UNIT
Authors: Engelman Kimberly K. , Altus Deborah E. , Mosier Michael C. , Mathews R. Mark
Published: March 2006

We evaluated the efficacy of a brief staff‐training procedure to increase the use of graduated prompting by 2 certified nursing assistants (CNAs) while they helped to dress 3 persons with dementia in a seven‐bed dementia care unit. The multiple baseline design across participants showed that CNAs dressed residents with minimal resident involvement during baseline observations. Following brief in‐service training, CNAs provided graduated prompts and praise appropriately, suggesting that CNAs can promote active involvement in personal care routines by older adults with dementia.
BRIDGING THE DISCONNECTION BETWEEN APPLIED RESEARCH AND PRACTICE: A REVIEW OF TREATMENTS THAT WORK: EMPIRICALLY SUPPORTED STRATEGIES FOR MANAGING CHILD BEHAVIOR PROBLEMS BY ED CHRISTOPHERSEN AND SUSAN MORTWEET
Authors: Allen Keith D. , Polaha Jodi
Published: March 2006

In recent years, behavior analysts have lamented a disconnection between applied research and practice. In their book, Treatments That Work: Empirically Supported Strategies for Managing Child Behavior Problems, Christophersen and Mortweet (2001) have attempted to bridge this gap for medical and behavioral health providers alike by describing empirically supported treatments, derived from behavior therapy and its application, that are specifically designed for challenging problems commonly seen in typical children. The book is clearly intended for both primary care physicians and behavior therapists, and in this article, we review the extent to which the book meets the needs of each. Discussion centers on the extent to which the book can meet the need for both technical precision and conceptual breadth in training of behavior therapists. We conclude that, in making explicit the connections between research and practice, the authors have provided a useful clinical teaching tool and have also raised important questions about how best to establish collaborative relationships with physicians and promote the use of behavioral technology in primary care.
FUNCTIONAL ANALYSIS OF PROBLEM BEHAVIOR: A REVIEW
Authors: Hanley Gregory P. , Iwata Brian A. , McCord Brandon E.
Published: March 2006

Functional analysis methodology focuses on the identification of variables that influence the occurrence of problem behavior and has become a hallmark of contemporary approaches to behavioral assessment. In light of the widespread use of pretreatment functional analyses in articles published in this and other journals, we reviewed the literature in an attempt to identify best practices and directions for future research. Studies included in the present review were those in which (a) a pretreatment assessment based on (b) direct observation and measurement of (c) problem behavior was conducted under (d) at least two conditions involving manipulation of an environmental variable in an attempt (e) to demonstrate a relation between the environmental event and behavior. Studies that met the criteria for inclusion were quantified and critically evaluated along a number of dimensions related to subject and setting characteristics, parametric and qualitative characteristics of the methodology, types of assessment conditions, experimental designs, topographies of problem behaviors, and the manner in which data were displayed and analyzed.
FUNCTIONAL ANALYSIS AND TREATMENT OF SELF‐INJURIOUS BEHAVIOR IN YOUNG CHILDREN: A SUMMARY OF 30 CASES
Authors: Kurtz Patricia F. , Chin Michelle D. , Huete John M. , Tarbox Rachel S. F. , O'Connor Julia T. , Paclawskyj Theodosia R. , Rush Karena S.
Published: March 2006

The assessment and treatment of self‐injurious behavior (SIB) has received much attention in the literature; however, few studies have focused on early intervention for this behavior. In the current study, functional analyses with developmentally appropriate modifications were conducted in an outpatient clinic with 30 children (aged 10 months to 4 years 11 months) to assess SIB and problem behavior in its early stages. The reported mean age of SIB onset was 17 months, and head banging was the most prevalent topography. Functional analyses identified sources of reinforcement for SIB in 62.1% of cases; with the inclusion of all forms of problem behavior, sources of reinforcement were identified for 87.5% of cases. Function‐based treatments were developed for 24 cases, with functional communication training prescribed most often (70.8% of cases). Implications of these findings for the development of early intervention programs for SIB are discussed.
USING VIDEO MODELING AND REINFORCEMENT TO TEACH PERSPECTIVE‐TAKING SKILLS TO CHILDREN WITH AUTISM
Authors: LeBlanc Linda A. , Coates Andrea M. , Daneshvar Sabrina , Charlop‐Christy Marjorie H. , Morris Caroline , Lancaster Blake M.
Published: March 2006

We evaluated video modeling and reinforcement for teaching perspective‐taking skills to 3 children with autism using a multiple baseline design. Video modeling and reinforcement were effective; however, only 2 children were able to pass an untrained task, indicating limited generalization. The findings suggest that video modeling may be an effective technology for teaching perspective taking if researchers can continue to develop strategies for enhancing the generalization of these new skills.
CREATING A PORTABLE DATA‐COLLECTION SYSTEM WITH MICROSOFT® EMBEDDED VISUAL TOOLS FOR THE POCKET PC
Authors: Dixon Mark R.
Published: March 2006

This paper describes an overview and illustrative example for creating a portable data‐collection system using Microsoft® Embedded Visual Tools for the Pocket PC. A description of the Visual Basic® programming language is given, along with examples of computer code procedures for developing data‐collection software. Program specifications, strategies for customizing the collection system, and troubleshooting tips are also provided.
THE ROLE OF SPECIFIC CONSEQUENCES IN THE MAINTENANCE OF THREE TYPES OF QUESTIONS
Authors: Williams Gladys , Pérez‐González Luis Antonio , Vogt Kim
Published: March 2006

This research replicated and extended a study by Williams, Donley, and Keller (2000). In that study, children with autism received a box with an object inside and learned to ask “What's that?,” “Can I see it?,” and “Can I have it?” to have the name of the object, to see the object, and to get the object, respectively. The purpose of the present research was to determine if the three questions (a) were three independent repertoires of behavior, (b) constituted three instances of a single functional response class, or (c) belonged to a chain of behavior. The 3 boys with autism who participated responded independently to each question when the consequences for each question were altered. This indicates that the three target responses were three independent repertoires of behavior, each one reinforced and maintained with its specific consequences. Thus, this procedure serves to teach children with autism to ask questions with flexibility according to a variable context.
PROGRESSING FROM PROGRAMMATIC TO DISCOVERY RESEARCH: A CASE EXAMPLE WITH THE OVERJUSTIFICATION EFFECT
Authors: Roane Henry S. , Fisher Wayne W. , McDonough Erin M.
Published: March 2006

Scientific research progresses along planned (programmatic research) and unplanned (discovery research) paths. In the current investigation, we attempted to conduct a single‐case evaluation of the overjustification effect (i.e., programmatic research). Results of the initial analysis were contrary to the overjustification hypothesis in that removal of the reward contingency produced an increase in responding. Based on this unexpected finding, we conducted subsequent analyses to further evaluate the mechanisms underlying these results (i.e., discovery research). Results of the additional analyses suggested that the reward contingency functioned as punishment (because the participant preferred the task to the rewards) and that withdrawal of the contingency produced punishment contrast.
TRAINING PLAY BEHAVIOR IN A 5‐YEAR‐OLD BOY WITH DEVELOPMENTAL DISABILITIES
Authors: Arntzen Erik , Halstadtrø Ann‐Mari , Halstadtrø Monica
Published: March 2006

The purpose of the current study was twofold: (a) to investigate if it was possible to train three different games (both as a leader and as a participant) to a child with developmental disabilities through interaction with 4 typically developing peers, and (b) to examine if correct responding would be maintained after the training was faded. A multiple probe design across three games was used. The results showed that the child learned both skills as a leader and as a participant in all three games, and that skills were maintained for a period of 3 weeks after the training had stopped.
THE EFFECTS OF DIFFERENTIAL NEGATIVE REINFORCEMENT OF OTHER BEHAVIOR AND NONCONTINGENT ESCAPE ON COMPLIANCE
Authors: Kodak Tiffany , Miltenberger Raymond G. , Romaniuk Cathryn
Published: March 2006

The present study evaluated the effects of noncontingent escape and differential negative reinforcement of other behavior in reducing problem behaviors and increasing compliance in 2 children with disabilities. Results showed that both methods reduced problem behavior and increased compliance for both children.
PARENTAL ASSESSMENT AND TREATMENT OF FOOD SELECTIVITY IN NATURAL SETTINGS
Authors: Najdowski Adel C. , Wallace Michele D. , Doney Janice K. , Ghezzi Patrick M.
Published: March 2006

This study evaluated the effects of a parent‐conducted functional analysis and treatment consisting of differential reinforcement of an alternative behavior, escape extinction, and demand fading on food selectivity in a young child with autism. Increases in food acceptance at home and in a restaurant were obtained.
A HALF CENTURY OF SCALLOPING IN THE WORK HABITS OF THE UNITED STATES CONGRESS
Authors: Critchfield Thomas S. , Haley Rebecca , Sabo Benjamin , Colbert Jorie , Macropoulis Georgette
Published: March 2006

It has been suggested that the work environment of the United States Congress bears similarity to a fixed‐interval reinforcement schedule. Consistent with this notion, Weisberg and Waldrop (1972) described a positively accelerating pattern in annual congressional bill production (selected years from 1947 to 1968) that is reminiscent of the scalloped response pattern often attributed to fixed‐interval schedules, but their analysis is now dated and does not bear on the functional relations that might yield scalloping. The present study described annual congressional bill production over a period of 52 years and empirically evaluated predictions derived from four hypotheses about the mechanisms that underlie scalloping. Scalloping occurred reliably in every year. The data supported several predictions about congressional productivity based on fixed‐interval schedule performance, but did not consistently support any of three alternative accounts. These findings argue for the external validity of schedule‐controlled operant behavior as measured in the laboratory. The present analysis also illustrates a largely overlooked role for applied behavior analysis: that of shedding light on the functional properties of behavior in uncontrolled settings of considerable interest to the public.
TRAINING PARENTS TO IMPLEMENT PEDIATRIC FEEDING PROTOCOLS
Authors: Mueller Michael M. , Piazza Cathleen C. , Moore James W. , Kelley Michael E. , Bethke Stephanie A. , Pruett Angela E. , Oberdorff Amanda J. , Layer Stacy A.
Published: March 2006

Four different multicomponent training packages were evaluated to increase the treatment integrity of parents implementing pediatric feeding protocols. In Study 1 we exposed 3 parents to a training package that consisted of written protocols (baseline), verbal instructions, therapist modeling, and rehearsal training. Results suggested that the package was successful in increasing treatment integrity of the feeding protocols to high levels. Study 2 investigated three different parent‐training packages comprised of components used in Study 1. Two parents were exposed to written protocols, verbal instructions, and modeling; 2 parents were exposed to written protocols, verbal instructions, and rehearsal; and 2 parents were exposed to written protocols and verbal instructions. Results of Study 2 showed that each parent‐training package produced very high treatment integrity. Follow‐up data in the clinic and home for 5 participants suggested that the results were durable for up to 3 months. These results demonstrate a first step in the transfer and application of research findings into routine clinical practice because we evaluated several methods for training parents to implement behavioral feeding protocols, and we demonstrated that these methods resulted in high levels of treatment integrity in a controlled clinical setting.
THE EFFECTS OF NONCONTINGENT ACCESS TO FOOD ON THE RATE OF OBJECT MOUTHING ACROSS THREE SETTINGS
Authors: Roane Henry S. , Kelly Markell L. , Fisher Wayne W.
Published: March 2006

Object mouthing is associated with several potential deleterious side effects. In the current investigation, we modified the use of noncontingent access to competing items (food) and evaluated the effects of the treatment on object mouthing across three settings. Results demonstrated reductions in mouthing associated with the modified treatment.
RESPONSE‐RESTRICTION ANALYSIS: II. ALTERATION OF ACTIVITY PREFERENCES
Authors: Hanley Gregory P. , Iwata Brian A. , Roscoe Eileen M. , Thompson Rachel H. , Lindberg Jana S.
Published: March 2006

We used response‐restriction (RR) assessments to identify the preferences of 7 individuals with mental retardation for a variety of vocational and leisure activities. We subsequently increased their engagement in nonpreferred activities using several procedures: response restriction per se versus a Premack‐type contingency (Study 1), supplemental reinforcement for engagement in target activities (Study 2), and noncontingent pairing of reinforcers with nonpreferred activities (Study 3). Results indicated that preferences are not immutable and can be altered through a variety of relatively benign interventions and that the results of RR assessments may be helpful in determining which types of procedures may be most effective on an individual basis.
PYRAMIDAL TRAINING FOR FAMILIES OF CHILDREN WITH PROBLEM BEHAVIOR
Authors: Kuhn Stephanie A. C. , Lerman Dorothea C. , Vorndran Christina M.
Published: March 2006

The pyramidal training model was extended to multiple family members of children with behavior disorders. Three primary caregivers were taught to implement individualized treatments for problem behavior. They were then taught how to use various instructional strategies (e.g., prompting, feedback) to teach 2 other family members to implement the treatment. Results showed that pyramidal training was effective in increasing caregiver implementation of treatments across three families.
RECOMBINATIVE GENERALIZATION OF WITHIN‐SYLLABLE UNITS IN NONREADING ADULTS WITH MENTAL RETARDATION
Authors: Saunders Kathryn J. , O'Donnell Jennifer , Vaidya Manish , Williams Dean C.
Published: March 2006

Two adults with mental retardation demonstrated the recombination of within‐syllable units (onsets and rimes) using a spoken‐to‐printed‐word matching‐to‐sample (MTS) procedure. Further testing with 1 participant showed comprehension of the printed words. Printed‐word naming was minimal before, but greater after, comprehension tests. The findings suggest that these procedures hold promise for further basic and applied analyses of word‐attack skills.
TEACHING SAFETY SKILLS TO CHILDREN TO PREVENT GUN PLAY
Authors: Himle Michael B. , Miltenberger Raymond G. , Flessner Christopher , Gatheridge Brian
Published: March 2006

Research has shown that children often engage in gun play when they find a firearm and that this behavior is often involved in unintentional firearm injuries. Previous research has shown existing programs to be ineffective for teaching children safety skills to reduce gun play. This study examined the effectiveness of a behavioral skills training (BST) program supplemented with in situ training for teaching children safety skills to use when they find a gun (i.e., don't touch, leave the area, tell an adult). Eight 4‐ to 5‐year‐old children were trained and assessed in a naturalistic setting and in a generalized setting in a multiple baseline across subjects design. Results showed that 3 of the children performed the skills after receiving BST, whereas 5 of the children required supplemental in situ training. All children in the study learned to perform the skills when assessed in a naturalistic setting and when assessed in a generalization setting. Performance was maintained at 2‐ to 8‐week follow‐up assessments.
DECREASING ENTRY INTO A RESTRICTED AREA USING A VISUAL BARRIER
Authors: Feliciano Leilani , Vore Jessica , LeBlanc Linda A. , Baker Jonathan C.
Published: March 2006

Wandering is a difficult‐to‐manage behavior problem for individuals with cognitive impairments that can jeopardize safety if an individual enters a hazardous area or becomes lost. This study investigated the effects of a cloth barrier on entry into an unsafe area. The cloth barrier reduced entry into the restricted area and had high treatment acceptability.
A RAPID ASSESSMENT OF SKILLS IN YOUNG CHILDREN WITH AUTISM
Authors: Lerman Dorothea C. , Vorndran Christina , Addison Laura , Kuhn Stephanie A. C.
Published: March 2006

Educational interventions based on the principles of behavior analysis are highly effective for establishing skills in young children with autism. As a first step in program development, the child's current skill level is determined by evaluating performance on tasks drawn from a preestablished curriculum. However, few specific guidelines have been delineated for conducting these skills assessments or interpreting the results. In this study, we evaluated an efficient methodology for conducting skills assessments. Six children who had been diagnosed with autism participated. The relative efficacy of two assessment packages—one containing several reinforcement procedures and one containing several potentially effective prompts—was evaluated across two to three skills for each child using multiple baseline and reversal designs. Results suggested that the methodology was useful for matching targeted skills to appropriate interventions.
AN ASSESSMENT OF ANTECEDENT EVENTS INFLUENCING NONCOMPLIANCE IN AN OUTPATIENT CLINIC
Authors: Call Nathan A. , Wacker David P. , Ringdahl Joel E. , Cooper‐Brown Linda J. , Boelter Eric W.
Published: March 2006

Several studies have shown that various factors can influence noncompliance, including task novelty, rate of presentation, and task preference. This study examined the impact of selected antecedent variables on noncompliance in an outpatient clinic setting. In two experiments involving 6 typically developing children, the consequences for noncompliance remained constant. During Experiment 1, demands that included noncontingent access to adult attention were contrasted with the same demands that did not include attention within a multielement design. In Experiment 2, demands were altered by decreasing the difficulty or amount of work or providing access to attention. In both experiments, results indicated idiosyncratic responses to the manipulated variables, with decreases in noncompliance observed following introduction of one or more antecedent variables with 5 of the 6 participants. These results suggested that noncompliance can be reduced via changes in antecedent variables, including adding potential positive reinforcers to the task situation, and that it is possible to probe variables that alter noncompliance in an outpatient clinic setting.
ENHANCING THE EFFECTS OF EXTINCTION ON ATTENTION‐MAINTAINED BEHAVIOR THROUGH NONCONTINGENT DELIVERY OF ATTENTION OR STIMULI IDENTIFIED VIA A COMPETING STIMULUS ASSESSMENT
Authors: Fisher Wayne W. , DeLeon Iser G. , Rodriguez‐Catter Vanessa , Keeney Kris M.
Published: March 2006

Recent research has shown that the noncontingent delivery of competing stimuli can effectively reduce rates of destructive behavior maintained by social‐positive reinforcement, even when the contingency for destructive behavior remains intact. It may be useful, therefore, to have a systematic means for predicting which reinforcers do and do not compete successfully with the reinforcer that is maintaining destructive behavior. In the present study, we conducted a brief competing stimulus assessment in which noncontingent access to a variety of tangible stimuli (one toy per trial) was superimposed on a fixed‐ratio 1 schedule of attention for destructive behavior for individuals whose behavior was found to be reinforced by attention during a functional analysis. Tangible stimuli that resulted in the lowest rates of destructive behavior and highest percentages of engagement during the competing stimulus assessment were subsequently used in a noncontingent tangible items plus extinction treatment package and were compared to noncontingent attention plus extinction and extinction alone. Results indicated that both treatments resulted in greater reductions in the target behavior than did extinction alone and suggested that the competing stimulus assessment may be helpful in predicting stimuli that can enhance the effects of extinction when noncontingent attention is unavailable.
AN ALTERNATIVE METHOD OF THINNING REINFORCER DELIVERY DURING DIFFERENTIAL REINFORCEMENT
Authors: Roane Henry S. , Fisher Wayne W. , Sgro Gina M. , Falcomata Terry S. , Pabico Robert R.
Published: March 2006

Differential reinforcement of alternative behavior (DRA) may result in rates of reinforcement that are impractical for caregivers to implement; therefore, recent research has examined methods for thinning reinforcer delivery during DRA. In this study, reinforcer delivery was thinned during DRA by restricting access to the participant's alternative response materials.
EFFECTS OF DELAYED CONSTRUCTED‐RESPONSE IDENTITY MATCHING ON SPELLING OF DICTATED WORDS
Authors: Hanna Elenice S. , de Souza Deisy G. , de Rose Julio C. , Fonseca Mônica
Published: March 2006

We studied the effects of delayed constructed‐response identity matching on spelling with 6 first graders with histories of school failure. After training, the children learned to spell words to dictation and their cursive writing improved. These results replicate studies showing that delayed constructed‐response matching establishes spelling. For 2 children, spelling of generalization words—words formed by recombining the syllables of training words—also improved. These results extend studies that have shown recombinative generalization in reading and spelling.
OBTAINED VERSUS PROGRAMMED REINFORCEMENT: PRACTICAL CONSIDERATIONS IN THE TREATMENT OF ESCAPE‐REINFORCED AGGRESSION
Authors: Johnson LeAnne , McComas Jennifer , Thompson Andrea , Symons Frank J.
Published: March 2006

This investigation provides a preliminary examination of the difference between programmed and obtained reinforcement rates and its potential influence during treatment of aggression in a natural setting. Following a functional analysis that suggested that the aggression of a boy with autism was negatively reinforced, intervention was implemented by the boy's mother. Concurrent fixed‐ratio (FR) 1 FR 1 schedules of escape were arranged for manding and aggression. When mands failed to compete effectively with aggression, obtained reinforcement ratios were calculated; these indicated that obtained reinforcement varied from the programmed schedule for aggression but not for mands. Increasing the rate of prompts for mands resulted in an increase in mands and a decrease in aggression to near‐zero levels.
EFFECTS OF MODELING VERSUS INSTRUCTIONS ON SENSITIVITY TO REINFORCEMENT SCHEDULES
Authors: Neef Nancy A. , Marckel Julie , Ferreri Summer , Jung Sunhwa , Nist Lindsay , Armstrong Nancy
Published: March 2006

This study examined the effects of modeling versus instructions on the choices of 3 typically developing children and 3 children with attention deficit hyperactivity disorder (ADHD) whose academic responding showed insensitivity to reinforcement schedules. During baseline, students chose between successively presented pairs of mathematics problems associated with different variable‐interval schedules of reinforcement. After responding proved insensitive to the schedules, sessions were preceded by either instructions or modeling, counterbalanced across students in a multiple baseline design across subjects. During the instruction condition, students were told how to distribute responding to earn the most reinforcers. During the modeling condition, students observed the experimenter performing the task while describing her distribution of responding to obtain the most reinforcers. Once responding approximated obtained reinforcement under either condition, the schedules of reinforcement were changed, and neither instruction nor modeling was provided. Both instruction and modeling interventions quickly produced patterns of response allocation that approximated obtained rates of reinforcement, but responding established with modeling was more sensitive to subsequent changes in the reinforcement schedules than responding established with instructions. Results were similar for students with and without ADHD.
ON THE RELATIVE CONTRIBUTIONS OF NONCONTINGENT REINFORCEMENT AND ESCAPE EXTINCTION IN THE TREATMENT OF FOOD REFUSAL
Authors: Reed Gregory K. , Piazza Cathleen C. , Patel Meeta R. , Layer Stacy A. , Bachmeyer Melanie H. , Bethke Stephanie D. , Gutshall Katharine A.
Published: March 2006

In the current investigation, we evaluated the relative effects of noncontingent reinforcement (NCR), escape extinction, and a combination of NCR and escape extinction as treatment for the feeding problems exhibited by 4 children. For each participant, consumption increased only when escape extinction was implemented, independent of whether NCR was present or absent. These results were consistent with prior research suggesting that positive reinforcement alone is insufficient for increasing consumption, and that escape extinction often is necessary to increase and maintain food acceptance. However, NCR appeared to decrease inappropriate behavior for some participants.
BEHAVIORAL MOMENTUM IN SPORTS: A PARTIAL REPLICATION WITH WOMEN'S BASKETBALL
Authors: Roane Henry S. , Kelley Michael E. , Trosclair Nicole M. , Hauer Lindsay S.
Published: March 2006

Previous research has applied the behavioral momentum metaphor to men's college basketball. In the current investigation, the relative rate of reinforcement prior to and following adversities (e.g., turnovers, fouls) and periods of time‐out were examined in a subset of women's college basketball games.
ANALOGUE FUNCTIONAL ANALYSIS OF MOVEMENTS ASSOCIATED WITH TARDIVE DYSKINESIA
Authors: Valdovinos Maria G. , Roberts Celeste , Kennedy Craig H.
Published: March 2006

We studied whether movements associated with tardive dyskinesia (TD) served operant functions in 2 men with developmental disabilities. We found that TD‐related movements occurred more frequently in the alone and attention conditions and less frequently in control and demand conditions. Our findings suggest that TD‐related movements may not be maintained by social reinforcers and that decreases in TD movements are possibly a result of engagement in activities that are incompatible with TD movements.
USE OF NEWSLETTERS TO PROMOTE ENVIRONMENTAL POLITICAL ACTION: AN EXPERIMENTAL ANALYSIS
Authors: Schroeder Stephen T. , Hovell Melbourne F. , Kolody Bohdan , Elder John P.
Published: March 2006

The managers of beach businesses were randomly assigned to receive no intervention or two newsletters per week for 6 weeks that presented economic consequences of damage to coastal water quality and how to contact politicians. The percentage of proenvironmental political contacts was significantly greater in the experimental (newsletter) group than in the control group. Logistical regression showed that contacts in the newsletter group were more than five times that of controls after adjusting for history of contacts and predisposition to take such action. Results suggest that the intervention can promote political action that could influence environmental policies and human health.
GENERALIZATION IN A CHILD'S OPPOSITIONAL BEHAVIOR ACROSS HOME AND SCHOOL SETTINGS
Authors: Wahler Robert G. , Vigilante Vanessa Ann , Strand Paul S.
Published: March 2006

A 9‐year‐old clinic‐referred boy, his mother, and his teacher were observed in 38 home and 38 school sessions on the same days. Categories of the boy's oppositional behavior and the inappropriate social attention of his mother and teacher were graphed to visually inspect changes during baseline, a parent‐training phase, a follow‐up phase, and a final parent‐training booster phase. Parent‐training phases produced reductions in the mother's inappropriate attention and in the boy's oppositional behavior, whereas the follow‐up and baseline phases were associated with higher rates of these categories. Generalization occurred in the school across these home phases, as seen in the increase in rates of the boy's problem behavior, despite the lack of change in his teacher's attention. Correlational analyses of proportion scores reflecting the boy's home—school oppositional behavior and mother—teacher social attention suggested his responsiveness to relative changes in adult social contingencies across settings.
A DESCRIPTIVE ANALYSIS OF POTENTIAL REINFORCEMENT CONTINGENCIES IN THE PRESCHOOL CLASSROOM
Authors: McKerchar Paige M. , Thompson Rachel H.
Published: March 2006

In recent years, functional analysis methods have been extended to classroom settings; however, research has not evaluated the extent to which consequences presented during functional analysis are associated with problem behavior under naturalistic classroom conditions. Therefore, the purpose of this study was to determine whether the social consequences commonly manipulated in functional analyses occur in typical preschool classrooms. A total of 14 children attending preschool programs participated in the study. Data were collected on the occurrence of antecedent events (e.g., presentation of tasks), child behaviors (e.g., aggression), and teacher responses (e.g., delivery of attention). The probability of various teacher responses given child behavior was then calculated and compared to the response‐independent probabilities of teacher responses. Attention was found to be the most common classroom consequence (100% of children), followed by material presentation (79% of children), and escape from instructional tasks (33% of children). Comparisons of conditional and response‐independent probabilities showed that the probability of teacher attention increased given the occurrence of problem behavior for all children, suggesting that a contingency existed between these two events. Results suggest that functional analyses that test the effects of attention, escape, and access to materials on problem behavior may be appropriate for preschool settings.
USING A MODIFIED CONSTANT PROMPT‐DELAY PROCEDURE TO TEACH SPELLING TO STUDENTS WITH PHYSICAL DISABILITIES
Authors: Coleman‐Martin Mari Beth , Heller Kathryn Wolff
Published: March 2006

Current research suggests that constant delay is an effective means of teaching students through near‐errorless learning. The current study examined how procedures used in previous research may be modified so that constant delay can be implemented with students who have physical disabilities that prevent them from engaging in fluent academic responding. A multiple baseline design with probes was used to assess the effectiveness of a modified constant‐delay procedure in teaching spelling to students with physical disabilities. This procedure was found to be effective for all 3 students.
INSTRUCTIONAL INFLUENCES ON ANALOGUE FUNCTIONAL ANALYSIS OUTCOMES
Authors: Northup John , Kodak Tiffany , Lee Jennifer , Coyne Amanda
Published: March 2006

Analogue assessments were conducted with a common contingency (escape from tasks) that varied only by three different instructions describing the contingency. In one condition, the contingency was described as “taking a break,” in another condition it was described as “time‐out,” and no description of the contingency was provided in a third condition. The participant was a typically developing 5‐year‐old child with a diagnosis of attention deficit hyperactivity disorder. Rates of inappropriate behavior varied substantially across the three conditions as an apparent effect of the prior instructions. Some implications for conducting functional analyses with verbal children are discussed.
EFFECTS OF TASK DIFFICULTY AND TYPE OF CONTINGENCY ON STUDENTS' ALLOCATION OF RESPONDING TO MATH WORKSHEETS
Authors: Lannie Amanda L. , Martens Brian K.
Published: March 2006

This study investigated students' allocation of responding as a function of task difficulty and type of reinforcement contingency (i.e., accuracy based or time based). Four regular education fourth‐grade students were presented with two identical stacks of easy and then difficult math worksheets using a reversal design. Regardless of condition, completing problems from each stack of worksheets was reinforced according to a different contingency; one required correct completion of math problems (accuracy based) and one required on‐task behavior (time based). Results suggested that 3 of the 4 students preferred the accuracy‐based contingency when given easy material and the time‐based contingency when given difficult material. One student allocated more responding to the accuracy‐based contingency when given easy problems but did not show a clear preference for either contingency with difficult problems. The implications of these findings for designing reinforcement‐based programs for tasks of varying difficulty are discussed.
USING BRIEF EXPERIMENTAL ASSESSMENT OF READING INTERVENTIONS FOR IDENTIFICATION AND TREATMENT OF A VOCAL HABIT
Authors: Valleley Rachel J. , Shriver Mark D. , Rozema Sheryl
Published: March 2006

An 11‐year‐old boy presented in an outpatient clinic with a vocal habit that occurred during reading and conversation. A brief reading assessment was conducted to determine an effective intervention to decrease the habit. A modified version of the word error‐correction procedure resulted in positive changes and was implemented by his mother during home reading practices. Significant decreases in the rate of vocal habit were observed during home reading probes, generalization probes, and follow‐up.
USING TASK CLARIFICATION, GRAPHIC FEEDBACK, AND VERBAL FEEDBACK TO INCREASE CLOSING‐TASK COMPLETION IN A PRIVATELY OWNED RESTAURANT
Authors: Austin John , Weatherly Nic L. , Gravina Nicole E.
Published: March 2006

An informant functional assessment was used to evaluate closing‐task completion by servers and dishwashers at a restaurant. Based on the functional assessment results, an intervention consisting of task clarification, posted graphic feedback, and verbal feedback was implemented and evaluated with a multiple baseline design across two groups of employees. Results showed an increase of 15% and 38% in task completion for the two groups.
USING FOOD REDISTRIBUTION TO REDUCE PACKING IN CHILDREN WITH SEVERE FOOD REFUSAL
Authors: Gulotta Charles S. , Piazza Cathleen C. , Patel Meeta R. , Layer Stacy A.
Published: March 2006

Positive‐ and negative‐reinforcement‐based procedures typically have targeted acceptance for children with severe food refusal; however, these procedures do not always result in successful swallowing. Once acceptance is achieved, some children expel the food repeatedly or pack (hold or pocket) it in their mouths for extended periods of time. This study evaluated the effects of using food redistribution with a bristled massaging toothbrush to reduce packing and increase consumption in 4 children with severe feeding disorders. Packing was reduced for all children. In addition, latency to clean mouth (the duration of time from acceptance to food no longer being present in the child's mouth in the absence of expulsion) for 2 children decreased when the food‐redistribution procedure was used. Results are discussed in terms of the potential operant functions of the food‐redistribution procedure.