bluuebunny/crossref_metadata_2025 huggingface dataset:
BRIEF FUNCTIONAL ANALYSIS AND TREATMENT OF A VOCAL TIC
Authors: Watson T. Steuart , Sterling Heather E.
Published: March 2006

This study sought to extend functional methodology to the assessment and treatment of habits. After a descriptive assessment indicated that coughing occurred while eating, a brief functional analysis suggested that social attention was the maintaining variable. Results demonstrated that treatment, derived from the assessment and analysis data, rapidly eliminated the cough. We discuss the appropriateness of using functional analysis procedures for deriving treatments for habits in a clinical setting.
FUNCTIONAL ANALYSIS AND EXTINCTION OF DIFFERENT BEHAVIOR PROBLEMS EXHIBITED BY THE SAME INDIVIDUAL
Authors: Richman David M. , Wacker David P. , Asmus Jennifer M. , Casey Sean D.
Published: March 2006

Specific extinction procedures were matched to the function of two target behaviors displayed by the same individual, with results indicating that the matched extinction procedure suppressed the behavior for which it was designed. One of the target behaviors was exposed to an irrelevant extinction procedure, which produced no beneficial effects. These results support previous research indicating the need to match extinction procedures to the function of problem behavior.
ASSESSMENT OF STIMULUS GENERALIZATION GRADIENTS IN THE TREATMENT OF SELF‐INJURIOUS BEHAVIOR
Authors: Lalli Joseph S. , Mace F. Charles , Livezey Kimberley , Kates Kelly
Published: March 2006

Descriptive and experimental analyses suggested that the self‐injurious behavior (SIB) of a 10‐year‐old girl with severe mental retardation was maintained by attention. Additional analyses identified physical contact as the type of attention maintaining SIB; therefore, we hypothesized that physical proximity of an adult was a discriminative stimulus for SIB. Based on these findings, we systematically varied the distance between the participant and a therapist to assess stimulus generalization. Results showed that rates of SIB varied relative to the distance between the participant and therapist; the highest percentage of SIB occurred with the therapist positioned less than 0.5 m from the participant. Treatment consisted of placing the therapist at a specified distance (9.0 m) from the participant (during low‐attention situations), noncontingent reinforcement, and extinction.
PEER TUTORING FOR CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER: EFFECTS ON CLASSROOM BEHAVIOR AND ACADEMIC PERFORMANCE
Authors: DuPaul George J. , Ervin Ruth A. , Hook Christine L. , McGoey Kara E.
Published: March 2006

We investigated the effects of classwide peer tutoring (CWPT) on the classroom behavior and academic performance of students with attention deficit hyperactivity disorder (ADHD). Typical instructional activities were contrasted with CWPT for 18 children with ADHD and 10 peer comparison students attending first‐ through fifth‐grade general education classes. CWPT led to increases in active engagement in academic tasks along with reductions in off‐task behavior for most participants. Of students with ADHD, 50% exhibited improvements in academic performance in math or spelling during CWPT conditions, as measured by a treatment success index. Participating teachers and students reported a high level of satisfaction with intervention procedures. Our results suggest that peer tutoring appears to be an effective strategy for addressing the academic and behavioral difficulties associated with ADHD in general education settings.
ASSESSMENT OF SELF‐INJURIOUS BEHAVIOR MAINTAINED BY ACCESS TO SELF‐RESTRAINT MATERIALS
Authors: Vollmer Timothy R. , Vorndran Christina M.
Published: March 2006

This study replicates and extends prior research showing that access to self‐restraint materials can reinforce self‐injurious behavior (SIB). A functional analysis was conducted showing that SIB occurred at differentially high rates when access to restraint materials (a leather jacket) was made contingent on the behavior. In addition, an alone condition during the functional analysis showed that SIB did not occur in the absence of restraint materials. Finally, a treatment analysis showed that functional communication training was effective using an alternative reinforcer.
CLASSROOM‐BASED FUNCTIONAL AND ADJUNCTIVE ASSESSMENTS: PROACTIVE APPROACHES TO INTERVENTION SELECTION FOR ADOLESCENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
Authors: Ervin Ruth A. , DuPaul George J. , Kern Lee , Friman Patrick C.
Published: March 2006

The present investigation evaluated the utility of classroom‐based functional and adjunctive assessments of problem behaviors for 2 adolescents who met diagnostic criteria for attention deficit hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder (ODD). For children with ADHD‐ODD, environmental classroom variables, when systematically manipulated by teachers, were related to the occurrence and nonoccurrence of problem behaviors. Classroom interventions derived from information that was obtained during functional and adjunctive assessments and from subsequent analyses resulted in substantial reductions in problem behaviors. Teacher and student consumer satisfaction ratings indicated that the interventions were effective and feasible in the classroom setting.
TEACHING A STUDENT WITH AUTISM TO MAKE VERBAL INITIATIONS: EFFECTS OF A TACTILE PROMPT
Authors: Taylor Bridget A. , Levin Len
Published: March 2006

This study examined the effects of a tactile prompting device (the Gentle Reminder) as a prompt for a student with autism to make verbal initiations about his play activities. A multiphase multielement design was used to assess the effects of the device in prompting initiations toward an adult in three different play contexts. Follow‐up probes were conducted during cooperative learning activities with typically developing peers in the student's regular education class. The results suggest that the device serves as an effective, unobtrusive prompt for verbal initiations during play contexts and during cooperative learning activities.
PROMPTING PATRON SAFETY BELT USE AT A RESTAURANT
Authors: Austin John , Alvero Alicia M. , Olson Ryan
Published: March 2006

A reversal (ABABAB) design was used to assess the effects of a verbal prompt on safety belt use of restaurant patrons. A verbal prompt delivered by employees at the exit door resulted in an average increase of 20% in safety belt use by drivers leaving the restaurant. A previous study provided this type of antecedent immediately before supermarket patrons entered their vehicles. This effort demonstrates the effects of a verbal prompt with greater latency between the prompt and target response.
ADVANCING BACKWARDS
Authors: Lamal P. A.
Published: March 2006

The proposal of Friman, Hayes, and Wilson (1998) that the concept of emotion be incorporated into behavior analysis is questioned. Their proposal is undermined by the problem of the verification of private events by others. A focus on private events, as exemplified by the proposal of Friman et al., can lead to a reversion to notions of agency and the autonomous individual. Also, the anchoring of hypothetical constructs to the behavioral data language is ill advised.
EVALUATION OF A SEXUAL ABUSE PREVENTION PROGRAM FOR ADULTS WITH MENTAL RETARDATION
Authors: Lumley Vicki A. , Miltenberger Raymond G. , Long Ethan S. , Rapp John T. , Roberts Jennifer A.
Published: March 2006

Programs to teach sexual abuse prevention skills to persons with mental retardation have rarely been evaluated empirically, and typical evaluations are limited to assessment of the participants' knowledge rather than their performance of specific skills. In the present study, 6 adult women with mental retardation were trained in sexual abuse prevention, and performance was assessed using four separate measures: pretests and posttests of knowledge, verbal report, role play, and naturalistic probes. All women learned the skills but failed to exhibit them to criterion during the probes. We discuss the implications for further training and assessment of sexual abuse prevention skills.
SIDE EFFECTS OF EXTINCTION: PREVALENCE OF BURSTING AND AGGRESSION DURING THE TREATMENT OF SELF‐INJURIOUS BEHAVIOR
Authors: Lerman Dorothea C. , Iwata Brian A. , Wallace Michele D.
Published: March 2006

Findings from basic and applied research suggest that treatment with operant extinction may produce adverse side effects; two of these commonly noted are an increase in the frequency of the target response (extinction burst) and an increase in aggression (extinction‐induced aggression). Although extinction is often used to treat problem behavior in clinical settings, few applied studies have examined the prevalence of these side effects or their possible attenuation with other operant procedures. An analysis of 41 data sets for individuals who received treatment for self‐injurious behavior indicated that extinction bursts or increases in aggression occurred in nearly one half of the cases. The prevalence of bursting and aggression was substantially lower when extinction was implemented as part of a treatment package rather than as the sole intervention.
INCREASING ENGAGEMENT IN DAILY ACTIVITIES BY OLDER ADULTS WITH DEMENTIA
Authors: Engelman Kimberly K. , Altus Deborah E. , Mathews R. Mark
Published: March 2006

This study analyzed the effects of nursing assistants' use of prompts and praise to increase the engagement of older adults with dementia in daily living activities. The multiple baseline design across morning and afternoon work shifts showed consistent increases in engagement by each of the 5 residents during the intervention. These results suggest that increasing prompts and praise by nursing assistants may, in turn, increase the rate of engagement of older adults with dementia.
AN EXPANSION OF THE PEER‐TUTORING PARADIGM: CROSS‐AGE PEER TUTORING OF SOCIAL SKILLS AMONG SOCIALLY REJECTED BOYS
Authors: Gumpel Thomas P. , Frank Rachel
Published: March 2006

We examined the effects of a cross‐age peer‐tutoring program on the social skills of 2 sixth‐grade and 2 kindergarten socially rejected and isolated boys. Peer tutoring consisted of the older boys conducting social skills training with their younger tutees. The frequency of positive social interactions increased for all 4 boys, with maintenance of treatment gains following a 5‐week interval.
DRO CONTINGENCIES: AN ANALYSIS OF VARIABLE‐MOMENTARY SCHEDULES
Authors: Lindberg Jana S. , Iwata Brian A. , Kahng SungWoo , DeLeon Iser G.
Published: March 2006

We conducted several comparative analyses to determine the relative effectiveness of variable‐momentary differential‐reinforcement‐of‐other‐behavior (VM DRO) schedules. Three individuals who had been diagnosed with mental retardation participated. Results of functional analyses indicated that their self‐injurious behavior (SIB) was maintained by social‐positive reinforcement. Two individuals participated in a two‐stage comparative analysis within multielement and multiple baseline designs. Fixed‐interval (FI) and variable‐interval (VI) DRO were compared in the first stage; VI DRO and VM DRO were compared in the second. All three schedules effectively reduced the participants' SIB. Treatment for the 3rd individual was conducted in a reversal design to examine the effects of VM DRO when it was implemented in isolation, and results indicated that the procedure was effective in reducing SIB. These findings suggest that VM DRO schedules may represent attractive alternatives to traditional FI schedules because momentary schedules do not require continuous monitoring and may result in higher rates of reinforcement.
PERSONALIZED SYSTEM OF INSTRUCTION IN CYBERSPACE
Authors: Pear Joseph J. , Crone‐Todd Darlene E.
Published: March 2006

Four different undergraduate psychology courses with no allotted classroom time slots were taught in the same term by means of a computer‐based version of Keller's personalized system of instruction (PSI), called computer‐aided personalized system of instruction (CAPSI). Students' performance and ratings indicate that CAPSI is a viable on‐line educational method.
INCREASING ACCURACY AND DECREASING LATENCY DURING CLEAN INTERMITTENT SELF‐CATHETERIZATION PROCEDURES WITH YOUNG CHILDREN
Authors: McComas Jennifer J. , Lalli Joseph S. , Benavides Christian
Published: March 2006

We examined the effects of simulation training on performance of clean intermittent self‐catheterization procedures with 2 young girls. Simulation training was conducted, after which independent performance was assessed within a multiple baseline design. The training resulted in increased accuracy and decreased latency for both girls.
IMPROVING STAFF NUTRITIONAL PRACTICES IN COMMUNITY‐BASED GROUP HOMES: EVALUATION, TRAINING, AND MANAGEMENT
Authors: Kneringer Mary‐Jean , Page Terry J.
Published: March 2006

We evaluated the effectiveness of a staff training and management package on nutritional practices in two community‐based group homes serving adults with developmental disabilities. Food storage, menu development, and meal preparation were trained in a multiple baseline format, followed by supervisor feedback. All staff behaviors increased after training and were maintained for up to 1 year. Biological indices reflected collateral improvements in the health of consumers, and surveys of staff and parents established social validity.
REINFORCEMENT OF COMPLIANCE WITH RESPIRATORY TREATMENT IN A CHILD WITH CYSTIC FIBROSIS
Authors: Hagopian Louis P. , Thompson Rachel H.
Published: March 2006

An 8‐year‐old boy with cystic fibrosis (CF), mental retardation, and autism exhibited noncompliance with respiratory treatments that were essential for the management of his CF. A treatment involving shaping cooperation while still allowing escape for aggression and avoidance behavior resulted in increases compliance with respiratory treatments and decreases in problem behavior. Treatment gains were maintained over 3 months.
FUNCTIONAL COMMUNICATION TRAINING USING ASSISTIVE DEVICES: RECRUITING NATURAL COMMUNITIES OF REINFORCEMENT
Authors: Durand V. Mark
Published: March 2006

We evaluated the effectiveness of functional communication training (FCT) as an intervention for the problem behavior exhibited by 5 students with severe disabilities both in school and in the community. Following an assessment of the function of their problem behavior, the students were taught to use assistive communication devices in school to request the objects and activities that presumably were maintaining their behavior. Multiple baseline data collected across the students indicated that not only did the students use their devices successfully, but the intervention also reduced their problem behavior. In addition, data from community settings showed generalization to untrained community members. These results replicate other successful efforts to use FCT with individuals having limited communication skills, and demonstrate the value of teaching skills to recruit natural communities of reinforcement in order to generalize intervention effects to meaningful nontraining environments.
REDUCTION OF STIMULUS OVERSELECTIVITY WITH NONVERBAL DIFFERENTIAL OBSERVING RESPONSES
Authors: Dube William V. , McIlvane William J.
Published: March 2006

Three individuals with mental retardation exhibited stimulus overselectivity in a delayed matching‐to‐sample task in which two sample stimuli were displayed on each trial. Intermediate accuracy scores indicated that participants could match one of the samples but not both of them. Accuracy in a baseline condition was compared to accuracy with a differential observing response procedure. This procedure prompted participants to make simultaneous identity‐matching responses that required observation and discrimination of both sample stimuli. These observing responses were never followed by differential consequences. When observing responses were prompted, participants' accuracy scores improved. In a return to the baseline condition, when differential observing responses were no longer prompted, accuracy returned to intermediate levels. The results show that stimulus overselectivity can be greatly reduced by a behavioral intervention that controls observing behavior and verifies discrimination, but that exposure to such procedures alone may be insufficient for lasting benefits.
FURTHER ANALYSIS OF PROBLEM BEHAVIOR IN RESPONSE CLASS HIERARCHIES
Authors: Richman David M. , Wacker David P. , Asmus Jennifer M. , Casey Sean D. , Andelman Marc
Published: March 2006

A functional analysis identified the reinforcers for 3 participants' problem behavior, but only relatively mild problem behaviors (e.g., screaming, disruption) were observed when all topographies produced tested consequences. We then conducted an extinction analysis in which specific topographies produced a reinforcer while all other topographies were on extinction. The extinction analysis confirmed that the same reinforcer identified in the initial functional analysis maintained more severe topographies of problem behavior (e.g., aggression). In addition, results of the extinction analysis indicated that 2 of the participants displayed patterns of responding consistent with a response class hierarchy hypothesis, in which less severe problem behavior frequently occurred prior to more severe topographies. The 3rd participant displayed a response pattern indicative of differential reinforcement effects.
MULTICOMPONENT ASSESSMENT AND TREATMENT OF CIGARETTE PICA
Authors: Goh Han‐Leong , Iwata Brian A. , Kahng Sungwoo
Published: March 2006

We conducted a multicomponent assessment and treatment for 4 individuals who engaged in cigarette pica. During Phase 1, three stimulus preference assessments were conducted to identify (a) the reinforcing component of the cigarette, (b) potential alternative reinforcers that may be used during treatment, and (c) whether the alternative reinforcer would compete effectively with cigarettes. Results were successful in identifying the reinforcing component of the cigarette and suggested the feasibility of using alternative reinforcers during treatment to eliminate cigarette pica. During Phase 2, the effects of two treatment procedures were evaluated. Noncontingent reinforcement (NCR) with the alternative edible reinforcer reduced the pica of 2 of the participants, but effects were not maintained when the initial dense schedule of NCR was thinned. Subsequently, differential reinforcement of alternative behavior with the alternative edible reinforcer was effective in reducing pica for 3 participants. An evaluation of nine treatment procedures failed to identify an effective intervention for the remaining participant; consequently, preventive measures were designed to minimize occurrences of cigarette pica.
A FUNCTIONAL ANALYSIS OF HAIR PULLING
Authors: Rapp John T. , Miltenberger Raymond G. , Galensky Tami L. , Ellingson Sherry A. , Long Ethan S.
Published: March 2006

We experimentally assessed the functions of hair pulling and hair manipulation of a 19‐year‐old woman (Kris) with moderate mental retardation and cerebral palsy. In Phase 1 a functional analysis revealed that Kris pulled and manipulated hair for the greatest amount of time in the alone condition, suggesting that the behaviors were maintained by some form of automatic reinforcement (Vaughan & Michael, 1982). In Phase 2 we assessed the nature of the sensory stimulation that maintained hair pulling by providing continuous access to previously pulled or cut hair and, thereafter, by having Kris wear a rubber glove. The results suggested that hair pulling was maintained by digital‐tactile stimulation (automatic positive reinforcement). These findings are discussed, and recommendations for further analyses of automatically reinforced habit behaviors are provided.
ANALYSIS OF ACTIVITY PREFERENCES AS A FUNCTION OF DIFFERENTIAL CONSEQUENCES
Authors: Hanley Gregory P. , Iwata Brian A. , Lindberg Jana S.
Published: March 2006

Individuals who do not possess the verbal skills to express meaningful choice in the absence of its consequences may have difficulty indicating their preference for protracted activities that are unavailable until some time in the future (e.g., taking a walk, riding a bike). When we examined the preferences of 4 individuals with developmental disabilities by showing them pictorial representations of various activities, their initial choices showed no clear preferences. In a subsequent condition, selecting a photograph resulted in brief access to the depicted activity. When selections produced differential consequences (i.e., access to the activity), clear preferences emerged. In addition, 3 individuals' preferences were later shifted to an initially less preferred but more socially desirable option by superimposing additional reinforcement contingencies for engaging in the less preferred activity. Results are discussed in terms of the conditions under which choice functions as an indicator of preference and how those conditions may be altered to improve the quality of choice making without limiting access to preferred options.
ON THE DISPLACEMENT OF LEISURE ITEMS BY FOOD DURING MULTIPLE‐STIMULUS PREFERENCE ASSESSMENTS
Authors: Bojak Sharon L. , Carr James E.
Published: March 2006

Previous studies have demonstrated that when food and leisure stimuli are combined in multiple‐stimulus preference assessments, individuals typically select food more often, although the leisure stimuli also have known reinforcing properties. The purpose of the current study was to replicate this effect and determine its durability by examining the effect after mealtimes. Four adults who had been diagnosed with severe mental retardation were given three initial multiple‐stimulus (without replacement) preference assessments (i.e., food, leisure stimuli, and combined). All participants selected food items as the most preferred stimuli in the combined assessments. Combined assessments were then administered immediately before and after the evening meal for each participant for 1 week. The results showed similar data both before and after mealtimes.
THE USE OF SYMMETRICAL “DO” AND “DON'T” REQUESTS TO INTERRUPT ONGOING ACTIVITIES
Authors: Adelinis John D. , Hagopian Louis P.
Published: March 2006

The results of a modified functional analysis demonstrated that aggression, displayed by a 27‐year‐old man, was occasioned by the use of “don't” requests to interrupt the client's ongoing and often inappropriate activities (e.g., lying on the floor, pica, inappropriate touching of others). Subsequent analyses demonstrated that aggression was lower when ongoing activities were interrupted with symmetrical “do” requests than with “don't” requests. An intervention utilizing symmetrical “do” requests (i.e., prompting an individual to engage in an incompatible behavior) to interrupt such activities resulted in reduced levels of aggression.
A BRIEF EXPERIMENTAL ANALYSIS FOR IDENTIFYING INSTRUCTIONAL COMPONENTS NEEDED TO IMPROVE ORAL READING FLUENCY
Authors: Daly Edward J. , Martens Brian K. , Hamler Kendra R. , Dool Eric J. , Eckert Tanya L.
Published: March 2006

Brief experimental analyses of oral reading fluency were conducted with 4 participants who had been referred by teachers and parents for reading problems. The procedures involved the sequential application of reading interventions to improve students' oral reading fluency. Following a baseline condition, instructional treatments were combined with prior conditions until there was improvement in oral reading fluency in the instructional passages and passages with high content overlap. Differentiated response patterns, assessed via a multielement design, were obtained for all participants. Results are discussed in terms of the potential benefits and limitations of conducting brief experimental analyses for selecting reading interventions.
A CASE STUDY OF BEHAVIORAL ASSESSMENT AND TREATMENT OF INSECT PHOBIA
Authors: Jones Kevin M. , Friman Patrick C.
Published: March 2006

We assessed the academic performance of a 14‐year‐old boy with insect phobia in the context of feared stimuli. The dependent measure was math calculation rate across three conditions that varied therapist statements about the presence of crickets and the actual presence of live crickets. Subsequent treatment consisted of graduated exposure and contingent rewards for math problem completion. Assessment results indicated that the boy's performance was consistently low in the presence of live crickets but not when he was spuriously informed that crickets were present (the primary referral concern). Treatment results indicated no effect from exposure alone and a dramatic effect when exposure was combined with contingent rewards.
CLARIFYING AN AMBIGUOUS FUNCTIONAL ANALYSIS WITH MATCHED AND MISMATCHED EXTINCTION PROCEDURES
Authors: Kuhn David E. , DeLeon Iser G. , Fisher Wayne W. , Wilke Arthur E.
Published: March 2006

Results of a functional analysis were ambiguous in suggesting that self‐injurious behavior (SIB) was maintained by escape, sensory reinforcement, or both. To help clarify these results, we compared escape extinction, sensory extinction, and the combined treatments. Sensory extinction proved to be a necessary and sufficient treatment, whereas escape extinction failed to decrease SIB. These analyses helped to clarify the function of SIB and to identify an effective and efficient treatment.
A LONGITUDINAL STUDY OF INFORMATIONAL INTERVENTIONS TO SAVE ENERGY IN AN OFFICE BUILDING
Authors: Staats Henk , van Leeuwen Esther , Wit Arjaan
Published: March 2006

Informational interventions were employed to promote two behaviors relevant for efficient heating of individual offices in a large office building. In two successive winter seasons, interventions were applied during 4‐week periods. Short‐term effects were assessed weekly, and long‐term effects were assessed 1 year after each of the two intervention periods. Improvements were observed in each intervention period, with partial behavior maintenance 1 year later. The changes observed in the individual offices across conditions are suggestive of the program's capacity to correct relapses in earlier proenvironmental behavior.
FUNCTIONAL ANALYSIS OF ABERRANT BEHAVIOR THROUGH MEASUREMENT OF SEPARATE RESPONSE TOPOGRAPHIES
Authors: Derby K. Mark , Hagopian Louis , Fisher Wayne W. , Richman David , Augustine Mary , Fahs Angie , Thompson Rachel
Published: March 2006

Functional analysis results for multiple topographies of aberrant behavior were graphed in an aggregate fashion and then separately for 48 clients. The results indicated that multiple topographies of behavior may be maintained by different contingencies. These results indicate that graphing functional analysis data in an aggregate fashion and then separately may improve the accuracy of their interpretation.
AN APPLICATION OF THE MATCHING LAW TO EVALUATE THE ALLOCATION OF TWO‐ AND THREE‐POINT SHOTS BY COLLEGE BASKETBALL PLAYERS
Authors: Vollmer Timothy R. , Bourret Jason
Published: March 2006

We applied the matching equation to evaluate the allocation of two‐ and three‐point shots by male and female college basketball players from a large Division 1 university. The matching law predicts that the proportion of shots taken from three‐point range should match the proportional reinforcement rate produced by such shots. Thus, we compared the proportion of three‐point shots taken relative to all shots to the proportion of three‐point shots scored relative to all shots scored. However, the matching equation was adjusted to account for the greater reinforcer magnitude of the three‐point basket (i.e., 1.5 times greater than the two‐point basket reinforcer magnitude). For players with substantial playing time, results showed that the overall distribution of two‐ and three‐point shots was predicted by the matching equation. Game‐by‐game shot distribution was variable, but the cumulative proportion of shots taken from three‐point range as the season progressed was predicted almost perfectly on a player‐by‐player basis for both male and female basketball players.
EFFECTS OF CONTINUOUS AND INTERMITTENT REINFORCEMENT FOR PROBLEM BEHAVIOR DURING FUNCTIONAL COMMUNICATION TRAINING
Authors: Worsdell April S. , Iwata Brian A. , Hanley Gregory P. , Thompson Rachel H. , Kahng SungWoo
Published: March 2006

We evaluated the effectiveness of functional communication training (FCT) in reducing problem behavior and in strengthening alternative behavior when FCT was implemented without extinction. Following the completion of functional analyses in which social‐positive reinforcement was identified as the maintaining variable for 5 participants' self‐injurious behavior (SIB) and aggression, the participants were first exposed to FCT in which both problem behavior and alternative behavior were reinforced continuously (i.e., on fixed‐ratio [FR] 1 schedules). During subsequent FCT conditions, the schedule of reinforcement for problem behavior was made more intermittent (e.g., FR 2, FR 3, FR 5, etc.), whereas alternative behavior was always reinforced according to an FR 1 schedule. Results showed that 1 participant's problem behavior decreased and alternative behavior increased during FCT when both behaviors were reinforced on FR 1 schedules. The remaining 4 participants shifted response allocation from problem to alternative behavior as the schedule of reinforcement for problem behavior became more intermittent. These results suggest that individuals might acquire alternative responses during FCT in spite of inconsistencies in the application of extinction, although even small errors in reinforcement may compromise treatment effects.
A COMPARISON OF PROCEDURES FOR PROGRAMMING NONCONTINGENT REINFORCEMENT SCHEDULES
Authors: Kahng SungWoo , Iwata Brian A. , DeLeon Iser G. , Wallace Michele D.
Published: March 2006

We compared two methods for programming and thinning noncontingent reinforcement (NCR) schedules during the treatment of self‐injurious behavior (SIB). The participants were 3 individuals who had been diagnosed with mental retardation. Results of functional analyses indicated that all participants' SIB was maintained by positive reinforcement (i.e., access to attention or food). Following baseline, the effects of two NCR schedule‐thinning procedures were compared in multielement designs. One schedule (fixed increment) was initially set at fixed‐time 10‐s reinforcer deliveries and was also thinned according to fixed‐time intervals. The other schedule (adjusting IRT) was initially determined by participants' baseline interresponse times (IRTs) for SIB and was thinned based on IRTs observed during subsequent treatment sessions. Results indicated that both schedules were effective in initially reducing SIB and in maintaining response suppression as the schedules were thinned.
A PROCEDURE TO TEACH SELF‐CONTROL TO CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
Authors: Binder Lisa M. , Dixon Mark R. , Ghezzi Patrick M.
Published: March 2006

This study examined the use of a progressive delay procedure combined with verbal mediation to teach self‐control to children with attention deficit disorder. Results showed that when participants were initially given the choice between an immediate smaller reinforcer and a larger delayed reinforcer, all participants chose the smaller reinforcer. When slight delays to obtain a larger reinforcer were instated in conjunction with intervening verbal activity, all participants demonstrated self‐control regardless of the content of the verbal activity.
THE EFFECTS OF DIFFERENT ADULTS AS THERAPISTS DURING FUNCTIONAL ANALYSES
Authors: Ringdahl Joel E. , Sellers Jennifer A.
Published: March 2006

The differential effects of caregivers and inpatient staff members as therapists on behavior were evaluated within a reversal design. Results indicated that problem behaviors were higher in the presence of caregivers relative to inpatient staff. These results are discussed in terms of how antecedent stimuli can affect functional analysis outcomes.
EFFECTS OF HIGH‐PROBABILITY REQUESTS ON THE LATENCY TO INITIATE ACADEMIC TASKS
Authors: Wehby Joseph H. , Hollahan M. Stephanie
Published: March 2006

The purpose of this study was to evaluate the effectiveness of a high‐probability request sequence on the latency to and duration of compliance to a request for completion of an independent math assignment. The participant was an elementary‐school student with learning disabilities who exhibited noncompliance during math instruction. The results showed that high‐probability requests were effective in reducing the latency to compliance but only minimally affected duration of engagement.
EFFECTS OF INCREASED RESPONSE EFFORT ON SELF‐INJURY AND OBJECT MANIPULATION AS COMPETING RESPONSES
Authors: Zhou Liming , Goff Gerald A. , Iwata Brian A.
Published: March 2006

We evaluated the effects of a response‐effort intervention on the occurrence of self‐injurious hand mouthing and a competing response (object manipulation) with 4 individuals who had profound developmental disabilities. During Phase 1, results of functional analyses showed that all participants engaged in high levels of hand mouthing in the absence of social contingencies, suggesting that the behavior was maintained by automatic reinforcement. In Phase 2, preferred leisure items were identified for participants during assessments in which duration of leisure item manipulation was used as the index of preference. In Phase 3, participants were observed to engage in high levels of hand mouthing and in varying levels of object manipulation when they had free access to their most preferred leisure items during baseline. The effects of increased response effort on hand mouthing and object manipulation were then evaluated in mixed multiple baseline and reversal designs. The response‐effort condition was identical to baseline, except that participants wore soft, flexible sleeves that increased resistance for elbow flexion but still enabled participants to engage in hand mouthing. Results showed consistent decreases in SIB and increases in object manipulation during the response‐effort condition for all participants. These results suggested that a less preferred reinforcer (produced by object manipulation) may substitute for a more highly preferred reinforcer (produced by hand mouthing) when response effort for hand mouthing was increased.
A COMPARISON OF VERBAL AND TANGIBLE STIMULUS PREFERENCE ASSESSMENTS
Authors: Cohen‐Almeida Daniel , Graff Richard B. , Ahearn William H.
Published: March 2006

Tangible preference assessments were compared with verbal preference assessments for 6 individuals with mental retardation, behavior disorders, or both. In the tangible assessment, items were placed in front of the participant. In the verbal assessment, participants were asked, “Do you want X or Y?” and the items were not present. The two assessments yielded similar high‐preference items for 4 of the 6 participants. The verbal assessment was typically completed in less time than the tangible assessment.
INTERNATIONAL PUBLICATION TRENDS OF JABA AUTHORSHIP
Authors: Dymond Simon , Clarke Shelley , Dunlap Glen , Steiner Miriam
Published: March 2006

The present study addressed international publication trends in JABA authorship between 1970 and 1999. First, we analyzed authorship patterns to identify trends in the appearance of new first authors, unfamiliar authors, and frequent contributors. Second, articles were assigned to either a North American or an international category. The data show a decline in the number of articles by new authors and an increase in the publications of frequent contributors from North America. Trends are shown in comparison to those from the American Journal on Mental Retardation.
NONCONTINGENT PEER ATTENTION AS TREATMENT FOR DISRUPTIVE CLASSROOM BEHAVIOR
Authors: Jones Kevin M. , Drew Heather A. , Weber Nicole L.
Published: March 2006

A functional analysis isolated peer attention as the primary maintaining variable for disruptive behavior displayed by a student with attention deficit hyperactivity disorder. Using a brief reversal design, noncontingent reinforcement was then shown to reduce disruptive behavior relative to the peer attention condition. Implications for assessing behavior disorders in mainstream school settings are discussed.
EFFECTS OF REINFORCER CHOICE MEASURED IN SINGLE‐OPERANT AND CONCURRENT‐SCHEDULE PROCEDURES
Authors: Geckeler Amy S. , Libby Myrna E. , Graff Richard B. , Ahearn William H.
Published: March 2006

The effects of choice and no choice of reinforcer on the response rates of 3 children with autism were compared across single‐operant and concurrent‐schedule procedures. No consistent differences in responding between choice and no‐choice components emerged during single‐operant phases. During the concurrent‐schedule phases, however, all participants had substantially higher rates of responding to the button that led to a choice among reinforcers than to the button that did not lead to choice.
DESIGNING INTERVENTIONS THAT INCLUDE DELAYED REINFORCEMENT: IMPLICATIONS OF RECENT LABORATORY RESEARCH
Authors: Stromer Robert , McComas Jennifer J. , Rehfeldt Ruth Anne
Published: March 2006

The search for robust and durable interventions in everyday situations typically involves the use of delayed reinforcers, sometimes delivered well after a target behavior occurs. Integrating the findings from laboratory research on delayed reinforcement can contribute to the design and analysis of those applied interventions. As illustrations, we examine articles from the Journal of the Experimental Analysis of Behavior that analyzed delayed reinforcement with respect to response allocation (A. M. Williams & Lattal, 1999), stimulus chaining (B. A. Williams, 1999), and self‐control (Jackson & Hackenberg, 1996). These studies help to clarify the conditions under which delayed reinforcement (a) exercises control of behavior, (b) entails conditioned reinforcement, and (c) displaces the effects of immediate reinforcement. The research has applied implications, including the development of positive social behavior and teaching people to make adaptive choices.
THE PROBLEM OF PARENTAL NONADHERENCE IN CLINICAL BEHAVIOR ANALYSIS: EFFECTIVE TREATMENT IS NOT ENOUGH
Authors: Allen Keith D. , Warzak William J.
Published: March 2006

Applied behavior analysts have developed many effective interventions for common childhood problems and have repeatedly demonstrated that childhood behavior responds to properly managed contingencies. The success of these interventions is dependent upon their basic effectiveness, as demonstrated in the literature, their precise delivery by the clinician to the parent, and adherence to or consistent implementation of the intervention. Unfortunately, arranging the consistent implementation of effective parenting strategies is a significant challenge for behavior analysts who work in homes, schools, and outpatient or primary care clinics. Much has been done to address issues of adherence or implementation in the clinic, but relatively little has been done to increase our understanding of the contingencies that affect parental adherence beyond the supervised clinic environment. An analysis of the contingencies that strengthen or weaken adherence might suggest strategies to improve implementation outside the clinic setting. What follows is an analysis of the variables associated with adherence by parents to recommendations designed to solve common childhood problems.
A METHOD FOR IDENTIFYING SATIATION VERSUS EXTINCTION EFFECTS UNDER NONCONTINGENT REINFORCEMENT SCHEDULES
Authors: Kahng SungWoo , Iwata Brian A. , Thompson Rachel H. , Hanley Gregory P.
Published: March 2006

We evaluated one method for determining whether response suppression under noncontingent reinforcement (NCR) is a function of satiation or extinction. Three individuals with developmental disabilities who engaged in self‐injurious behavior (SIB) or aggression participated. Results of functional analyses indicated that their problem behavior was maintained by social‐positive reinforcement. NCR procedures, individualized for each participant, were implemented in a multiple baseline across subjects design and were associated with decreases in all participants' problem behavior. Identification of the mechanism by which NCR produced these effects was based on examination of cumulative records showing response patterns during and immediately following each NCR session. Satiation during NCR should lead to a temporary increase in responding during the post‐NCR (extinction) period due to a transition from the availability to the unavailability of reinforcement (satiation to deprivation). Alternatively, extinction during NCR should reveal no increase in responding during the extinction period because the contingency for the problem behavior would remain unchanged and the transition from satiation to deprivation conditions would be irrelevant. Results suggested that the operative mechanisms of NCR were idiosyncratic across the 3 participants and appeared to change during treatment for 1 of the participants.
THE EFFECTS OF PRESESSION EXPOSURE TO ATTENTION ON THE RESULTS OF ASSESSMENTS OF ATTENTION AS A REINFORCER
Authors: Berg Wendy K. , Peck Stephanie , Wacker David P. , Harding Jay , McComas Jennifer , Richman David , Brown Kimberly
Published: March 2006

The effects of presession exposure to attention on responding during subsequent assessments of attention as a reinforcer were evaluated across three behavioral assessments. In Experiment 1, a contingent attention assessment condition was preceded by either a noncontingent attention condition (free play) or a contingent escape condition. In Experiment 2, a diverted attention with extinction condition was preceded by either an alone or a free‐play condition. In Experiment 3, a two‐choice preference assessment was preceded by either 10 min of free play or 10 min of playing alone. In each experiment, the participant responded differentially within the test condition according to the presence or absence of dense schedules of attention immediately prior to that condition. The results of this study show that events occurring immediately prior to an assessment condition can influence behavior within the assessment.
EFFECTS OF DEPRIVATION ON ENGAGEMENT IN PREFERRED ACTIVITIES BY PERSONS WITH DEVELOPMENTAL DISABILITIES
Authors: Klatt Kevin P. , Sherman James A. , Sheldon Jan B.
Published: March 2006

This study examined the effects of deprivation on engagement in activities for 3 adult men with developmental disabilities. First, an assessment was conducted to identify a high‐ and a low‐preference activity for each participant. Second, the high‐preference activity was made available following three amounts of deprivation of the activity (15 min, 2 hr, and 1 to 4 days); the low‐preference activity was made available following the schedule of deprivation that produced the highest level of engagement by each participant in the high‐preference activity. The results were that 1 to 4 days of deprivation produced the highest average amounts of engagement in the high‐preference activity for each participant; this amount of deprivation did not produce high engagement in the low‐preference activities. Third, the deprivation procedures and results were replicated when high‐preference activities were presented by teachers during the participants' daily activities when their engagement had been quite low.
RECOMBINATIVE GENERALIZATION OF WITHIN‐SYLLABLE UNITS IN PREREADING CHILDREN
Authors: Mueller Michael M. , Olmi D. Joe , Saunders Kathryn J.
Published: March 2006

This study demonstrates recombinative generalization of within‐syllable units in prereading children. Three kindergarten children learned to select printed consonant‐vowel‐consonant words upon hearing the corresponding spoken words. The words were taught in sets; there were six sets, presented consecutively. Within sets, the four words that were taught had overlapping letters, for example, sat, mat, sop, and sug. Tests for recombinative generalization determined whether the children selected novel words with the same components as the trained words (e.g., mop and mug). Two children demonstrated recombinative generalization after one training set, and the 3rd demonstrated it after two training sets. In contrast, 2 other children, who received tests but no training, showed low accuracy across six sets. The 3 experimental children then demonstrated highly accurate printed‐word‐to‐picture matching, and named the majority of the printed words. These findings are a promising step in the development of a computerized instructional technology for reading.
EVALUATING THE EFFECTS OF FUNCTIONAL COMMUNICATION TRAINING IN THE PRESENCE AND ABSENCE OF ESTABLISHING OPERATIONS
Authors: Brown Kimberly A. , Wacker David P. , Derby K. Mark , Peck Stephanie M. , Richman David M. , Sasso Gary M. , Knutson Claudia L. , Harding Jay W.
Published: March 2006

We conducted functional analyses of aberrant behavior with 4 children with developmental disabilities. We then implemented functional communication training (FCT) by using different mands across two contexts, one in which the establishing operation (EO) that was relevant to the function of aberrant behavior was present and one in which the EO that was relevant to the function of aberrant behavior was absent. The mand used in the EO‐present context served the same function as aberrant behavior, and the mand used in the EO‐absent context served a different function than the one identified via the functional analysis. In addition, a free‐play (control) condition was conducted for all children. Increases in relevant manding were observed in the EO‐present context for 3 of the 4 participants. Decreases in aberrant behavior were achieved by the end of the treatment analysis for all 4 participants. Irrelevant mands were rarely observed in the EO‐absent context for 3 of the 4 participants. Evaluating the effectiveness of FCT across different contexts allowed a further analysis of manding when the establishing operations were present or absent. The contributions of this study to the understanding of functional equivalence are also discussed.
PREFERENCE FOR UNRELIABLE REINFORCEMENT IN CHILDREN WITH MENTAL RETARDATION: THE ROLE OF CONDITIONED REINFORCEMENT
Authors: Lalli Joseph S. , Mauro Benjamin C. , Mace F. Charles
Published: March 2006

We examined the effects of conditioned reinforcement on children's choice between reliable (100%) and unreliable (50%) reinforcement under various stimulus conditions in a concurrent‐chains procedure. The study was conducted across three experiments. Experiments 1 and 2 were conducted under conditions similar to basic laboratory work and consisted of participants selecting from one of two black boxes (placed on a table) that were correlated with different reinforcement schedules. In Experiment 3, we assessed a participant's preference for unreliable reinforcement during conditions in which the target responses were aggression and mands. Results of the three experiments showed that the participants preferred unreliable reinforcement under certain conditions. Findings are discussed regarding the role of specific stimuli (i.e., items correlated with a reinforcement schedule, adult reactions) as conditioned reinforcers and how they may influence children's preference for a response (e.g., aggression, self‐injury) that produces reinforcement on a leaner schedule than a socially desirable response (e.g., mands).