bluuebunny/crossref_metadata_2025 huggingface dataset:
EVALUATION OF A COACHING STRATEGY TO REDUCE SWIMMING STROKE ERRORS WITH BEGINNING AGE‐GROUP SWIMMERS
Authors: Koop Sandra , Martin Garry L.
Published: March 2006

A coaching strategy to decrease errors in swimming strokes with swimmers who had not improved under “standard” coaching procedures was investigated using a multiple baseline design across subjects and swimming strokes. The procedure resulted in a large decrease in errors on swimming strokes during sessions in a training pool. Stimulus generalization of improved performance to normal practice conditions in the regular pool was observed with all but one swimmer. This improvement was maintained during two maintenance phases lasting approximately 2 weeks, as well as under standard coaching conditions during at least a 2‐week follow‐up. For two swimmers, error rates on one of the strokes showed a gradual increase between the third and fifth week of follow‐up, but brief remedial prompting sessions immediately corrected their performance. Some beneficial response generalization to other components of the stroke being trained was observed, but no improvements were found on untrained strokes. The error correction package did not disrupt practice, require excessive amounts of the coach's time, or necessitate the use of cumbersome apparatus. In addition, the coach and the swimmers considered the procedures to be effective, and expressed their willingness to participate in them again in the future.
MANAGEMENT OF INAPPROPRIATE BEHAVIORS OF TRAINABLE MENTALLY IMPAIRED STUDENTS USING ANTECEDENT EXERCISE
Authors: Bachman Jan E. , Fuqua R. Wayne
Published: March 2006

The effects of several levels of exercise on inappropriate behaviors of four trainable mentally impaired students were observed. Treatment conditions, which occurred as the first daily activity, included: Phase I, daily alternating conditions of warm‐up exercises and jogging at a moderate rate for a short distance; Phase II, daily alternating conditions of no‐exercise periods and jogging at a vigorous rate for a moderate distance; and Phase III, jogging at a vigorous rate for a moderate distance on consecutive days. For one student two additional conditions occurred, Phase IV, long‐distance jogging on consecutive days at a vigorous rate and Phase V, consecutive days of no exercise. Observations of three inappropriate behaviors of each student occurred immediately after, 1 hour after, and 2 hours after each exercise period. Results indicate a decrease in all three inappropriate behaviors for three of four students and an inverse relationship between the level of exercise and the amount of inappropriate behavior for three of four students. Improvements over existing studies are discussed with suggestions for future research.
A SELF‐INSTRUCTIONAL MANUAL FOR INSTALLING LOW‐COST/NO‐COST WEATHERIZATION MATERIALS: EXPERIMENTAL VALIDATION WITH SCOUTS
Authors: Pavlovich Mark , Greene Brandon F.
Published: March 2006

In this study, we describe the development and evaluation of a self‐instructional program for installing 10 low‐cost/no‐cost weatherization materials (e.g., weatherstripping, caulking). This program was a weatherization and retrofit manual (WARM) providing step‐by‐step instructions and illustrations. Boy and Girl Scouts participated and used either the WARM or existing product instructions (EPI) to apply the materials. Scouts installed the materials properly only when they used the WARM.
ANTECEDENT CONTROL OF ORAL READING ERRORS AND SELF‐CORRECTIONS BY MENTALLY RETARDED CHILDREN
Authors: Singh Nirbhay N. , Singh Judy
Published: March 2006

Academic behaviors can be enhanced through the manipulation of either consequent or antecedent stimuli. In this study, we evaluated the effects of manipulating two antecedent stimulus events with respect to oral reading errors and self‐corrections of four mentally retarded children. Using an alternating treatments design, the effects of previewing the target text and previewing an unrelated text were evaluated against no‐previewing. In the first previewing condition, the teacher discussed the target text with the children before they were required to read it orally. The same procedure was used in the other previewing condition but with the provision that an unrelated text was previewed. Oral reading errors decreased and self‐corrections increased when the children previewed the target text with their teacher before reading it orally. No changes were observed as a result of implementing the other two procedures, previewing an unrelated text and no‐previewing. The results, which were consistent across all four children, showed that reading proficiency can be increased by manipulating antecedent stimulus events prior to oral reading.
DEVELOPMENT AND ANALYSIS OF A COMMUNITY‐BASED RESOURCE RECOVERY PROGRAM
Authors: Jacobs Harvey E. , Bailey Jon S. , Crews James I.
Published: March 2006

Five studies were conducted over a 10‐month period to determine the effectiveness of specific procedures in encouraging recycling among residential neighborhoods. Results indicated that: (a) initial levels of participation in neighborhoods were frequently related to housing values; (b) weekly recycling pick‐ups that coincided with garbage collection days resulted in higher levels of participation than pick‐ups that occurred at other times; (c) notifying homes about the recycling program through distributed door‐to‐door brochures was more effective than soliciting participation through newspaper ads; (d) distributing containers to help residents separate recyclable from nonrecyclable material proved to be an effective procedure, especially when combined with frequent prompting (prompting alone did not have much effect); and (e) procedures that facilitated the greatest levels of participation were not always cost‐effective. The subsequent combination of these procedures into a package program resulted in high levels of neighborhood participation that were cost‐effective and maintained over a 6‐month period.
DECREASING BURNED CHILDREN'S PAIN BEHAVIOR: IMPACTING THE TRAUMA OF HYDROTHERAPY
Authors: Kelley Mary Lou , Jarvie Gregory J. , Middlebrook Jimmy L. , McNeer Mary Frances , Drabman Ronald S.
Published: March 2006

We evaluated the effects of cartoon viewing with the use of a star feedback chart on two burned children's pain behavior during their physical therapy sessions. In addition, the degree to which the observational data corresponded with physical therapists' and mothers' ratings of the children's pain, fear, and cooperativeness was examined. Using a reversal single‐subject design, the results showed that the children's pain behavior substantially decreased during experimental treatment sessions compared to their baseline levels. The rating scale data indicated that the physical therapist's and mother's rating of pain, anxiety, and cooperativeness were all correlated significantly with the observational data (p < .05). The contributions of respondent and operant conditioning to the occurrence and treatment of pain behavior in burned children are discussed.
HOME SAFETY: DEVELOPMENT AND VALIDATION OF ONE COMPONENT OF AN ECOBEHAVIORAL TREATMENT PROGRAM FOR ABUSED AND NEGLECTED CHILDREN
Authors: Tertinger Deborah A. , Greene Brandon F. , Lutzker John R.
Published: March 2006

Parents may be charged with child abuse or neglect or both on the basis of a variety of circumstances. Child neglect, for example, is often documented when caseworkers observe that the family's home itself is so poorly kept that it presents an environment in which young children have ready access to lethal hazards such as poisons, uncovered wall outlets, and firearms. In this study, we describe the development of a Home Accident Prevention Inventory (HAPI) which was validated and used to assess hazards in the homes of several families under state protective service for child abuse and neglect. The HAPI included five categories of hazards: fire and electrical, mechanical‐suffocation, ingested object suffocation, firearms, and solid/liquid poisons. Following the collection of baseline data, parents were presented with a treatment package that included instructions and demonstrations on making hazards inaccessible to children, plus feedback regarding the number and location of hazards in the home. The multiple‐baseline design across hazardous categories in each family's home showed that the package resulted in decreases in the number of these accessible hazards. These improvements were maintained over an extended period of unannounced follow‐up checks. This research provides a model for the development and assessment of an area previously unexamined in the child abuse and neglect literature.
ERRORLESS LEARNING: REINFORCEMENT CONTINGENCIES AND STIMULUS CONTROL TRANSFER IN DELAYED PROMPTING
Authors: Touchette Paul E. , Howard Jane S.
Published: March 2006

Delayed prompting can produce errorless discrimination learning. There is inherent in the procedure a disparity in reinforcement density which favors unprompted over prompted responses. We used three schedules of reinforcement to investigate the impact of reinforcement probability on transfer of stimulus control. One schedule of reinforcement was equal prior to and following a prompt (CRF/CRF), the second favored unprompted responses (CRF/FR3), and the third favored responses following the prompt (FR3/CRF). Experimental questions concerned the probability of errors, the probability of transfer, and the rate of transfer in the context of delayed prompting. Transfer was accelerated when reinforcement probability favored anticipatory responding. The schedule that favored prompted responses did not prevent a shift to unprompted responding. Errors were infrequent across procedures. Reinforcement probability contributes to but does not entirely determine transfer of stimulus control from a delayed prompt.
NORMALIZATION OF INSTITUTIONAL MEALTIMES FOR PROFOUNDLY RETARDED PERSONS: EFFECTS AND NONEFFECTS OF TEACHING FAMILY‐STYLE DINING
Authors: Wilson Philip G. , Reid Dennis H. , Phillips James F. , Burgio Louis D.
Published: March 2006

Benefits have been reported for certain institutionalized populations when mealtimes are arranged under normal, family‐style conditions. In this study, we evaluated a program for teaching family‐style mealtime skills to institutionalized persons with skill deficits greater than those targeted in previous research—the profoundly retarded. Results showed that the program, involving forward chaining with a less‐to‐more intrusive prompting sequence and contingent reinforcement, successfully taught four profoundly retarded persons several family‐style skills. Also, systematic measures supported the durability of the skills, social validity of the behavior changes; Final acceptance of the program by staff trainers, and no detrimental changes in health‐related variables associated with food consumption. However, results also indicated that beneficial corollary changes (e.g., increased peer communication) previously reported with higher skilled populations did not occur. These results suggest that with more seriously handicapped populations, multiple changes should not be assumed when normalizing institutional conditions; rather, specific skill training will probably be necessary.
PROMPTING AND STIMULUS SHAPING PROCEDURES FOR TEACHING VISUAL‐MOTOR SKILLS TO RETARDED CHILDREN
Authors: Mosk Mark D. , Bucher Bradley
Published: March 2006

Stimulus shaping appears to be a highly successful way to teach discrimination skills. In stimulus shaping, the topographical configuration of the stimuli is gradually changed over trials so that discrimination is at first easy, and then gradually more difficult. Stimulus shaping procedures might also be effective for training visual‐motor tasks. Two experiments were conducted to assess the relative effectiveness of stimulus shaping and “traditional” prompting procedures. Pegboard skills were trained in Experiment 1. In Experiment 2 a self‐care skill was trained, in which children learned to hang a toothbrush or a washcloth on a specific hook. Six low‐functioning retarded children were studied in each experiment, using a within‐subject alternating treatments design. Each participant received concurrent training on two related tasks, using stimulus shaping for one and a standard prompting procedure for the other. Training with the stimulus shaping procedure required less training time to criterion, always resulted in fewer errors, always required fewer and less intrusive therapist's prompts, and always resulted in greater density of reinforcement. These results demonstrate the value of stimulus shaping strategies for training visual‐motor skills.
A SUPERVISION PROGRAM FOR INCREASING FUNCTIONAL ACTIVITIES FOR SEVERELY HANDICAPPED STUDENTS IN A RESIDENTIAL SETTING
Authors: Dyer Kathleen , Schwartz Ilene S. , Luce Stephen C.
Published: March 2006

This study was designed to increase the amount of time severely handicapped students living in a residential facility engaged in age‐appropriate and functional activities. After a brief in‐service training, a program involving instructions to supervisors and staff feedback was implemented in a multiple‐baseline design across settings. Results showed that after the supervision program was implemented, the students' participation in activities increased. Further, these increases maintained when feedback was reduced from an average of 3 days a week during treatment, to once a month for a 5‐month period.
INCREASING APPOINTMENT KEEPING BY REDUCING THE CALL‐APPOINTMENT INTERVAL
Authors: Benjamin‐Bauman Joanne , Reiss Maxin L. , Bailey Jon S.
Published: March 2006

We examined the effect of reducing the interval between a patient's call for an appointment and the appointment itself. In Experiment 1, patients calling a family planning unit of a public health department were assigned appointments within either 1 or 3 weeks of their call. Data on patient “shows” and “no‐shows” were recorded weekly for 6 weeks. Show rates for those in the 1‐week appointment group were significantly higher than those in the 3‐week group. In Experiment 2, patients were assigned to appointment dates either the next operating clinic day (next‐day group) or 2 weeks from the call date (2‐week group). Show rates for those in the next‐day group were significantly better than show rates for patients in the 2‐week group. Clinic productivity, time spent with patients, and consumer satisfaction were also assessed. Implications for appointment scheduling are discussed.
BEHAVIOR ANALYSIS IN CONSUMER AFFAIRS: RETAIL AND CONSUMER RESPONSE TO PUBLICIZING FOOD PRICE INFORMATION
Authors: Greene Brandon F. , Rouse Mark , Green Richard B. , Clay Connie
Published: March 2006

A popular program among consumer action groups involves publicizing comparative food price information (CFPI) gathered from retail stores. Its significance is based on the assumption that publishing CFPI maximizes retail competition (i.e., moderates price levels or price increases) and occasions more frugal store selections among consumers. We tested these assumptions during a 2‐year analysis. Specifically, we monitored the prices of two distina market baskets in the supermarkets of two midwestern cities (target and contrast cities). Following a lengthy baseline, we published the prices of only one of the market baskets at stores in the target city in the local newspaper on five different occasions. The results suggested that reductions in price inflation occurred for both market baskets at the independently operated target stores. The corporate chain stores were not similarly affected. In addition, surveys indicated that many consumers used the CFPI as a basis for store selection. Finally, the analysis included a discussion of the politics, economics, and future of CFPI programs.
REDUCING NONCOMPLIANCE TO FOLLOW‐UP APPOINTMENT KEEPING AT A FAMILY PRACTICE CENTER
Authors: Rice James M. , Lutzker John R.
Published: March 2006

In this study, we evaluated follow‐up appointment keeping at a family practice center. To determine if noncompliance could be reduced, four treatments were implemented: no‐treatment control, modified appointment card, free follow‐up, and a reduced rate follow‐up. Thereafter, the reduced rate follow‐up was implemented again to determine the extent noncompliance could be reduced for all eligible patients. Incentives significantly increased follow‐up appointment keeping, whereas the modified appointment card was ineffective. A cost analysis suggested that the no‐treatment control and modified appointment card conditions were the least expensive, but also the least effective. The incentive conditions were more expensive, but the reduced rate condition generated the most net revenue. Questionnaire data suggested that the incentive conditions had an effect on noncompliance and may be considered for use in other medical settings.
TEACHING SOCIAL/VOCATIONAL SKILLS TO RETARDED ADULTS WITH A MODIFIED TABLE GAME: AN ANALYSIS OF GENERALIZATION
Authors: Foxx R. M. , McMorrow Martin J. , Mennemeier Mark
Published: March 2006

In this study, a social skills training program for institutionalized mildly or moderately retarded adults was extended to include skills relevant to vocational settings. Target behaviors involving a verbal action or reaction within six skill areas were taught using a commercially available board game, Sorry, and a specially designed card deck. The training program featured response specific feedback, self‐monitoring, individualized reinforcers, and individualized performance criterion levels. Using a multiple baseline across two groups (n = 3 per group), the game contingencies increased social/vocational skills in all targeted areas. Generalization was assessed in two settings: a simulated workshop in which pre and post measures were taken and in the institutional workshop where the residents worked. The posttraining simulated workshop results revealed that the residents' newly learned skills had generalized. However, repeated generalization measures of the residents' social interactions in the institutional workshop were equivocal as were measures of their productivity.
CONTINGENCY MANAGEMENT INTERVENTIONS: EFFECTS ON TREATMENT OUTCOME DURING METHADONE DETOXIFICATION
Authors: McCaul Mary E. , Stitzer Maxine L. , Bigelow George E. , Liebson Ira A.
Published: March 2006

We examined the effectiveness of a contingency management program in preventing relapse to illicit opiate use and increasing treatment retention during outpatient methadone detoxification treatment. Twenty male opiate addicts were randomly assigned to an experimental or control group. Following a 3‐week methadone stabilization period, men in both groups received identical gradual methadone dose reductions during Weeks 4 through 9 and were maintained on placebo during Weeks 10 through 13. Beginning in Week 4, control patients received $5.00 for providing a specimen twice weekly. Experimental patients received $10.00 and a take home methadone dose for each opiate‐free urine specimen but forfeited the incentives and participated in more intensive clinic procedures when specimens were opiate positive. The contingency management procedure slowed the rate of relapse to illicit opiate use. Experimental patients provided significantly more opiate‐free urines during the methadone dose reduction in Weeks 4 through 9 than control patients, although the difference between groups was no longer significant during placebo administration in Weeks 10 through 13. In addition, the contingency management program improved treatment retention and reduced symptom complaints during the detoxification. The usefulness and limitations of contingency management procedures for outpatient methadone detoxification are discussed.
THE MANAGEMENT OF DEHYDRATION AND INCONTINENCE IN NONAMBULATORY GERIATRIC PATIENTS
Authors: Spangler Paul F. , Risley Todd R. , Bilyew Donald D.
Published: March 2006

We evaluated a health care routine designed to decrease incontinence and improve the hydration level of nonambulatory nursing home patients. To implement this routine, a 3′ × 4′ cart was equipped with liquids and toileting equipment. A nurse's aid was assigned the task of taking the cart to each nonambulatory resident in a nursing home and offering specified assistance on a regular basis. Data demonstrated a decrease in physical dehydration, as well as in fecal and urinary incontinence.
DELAYED REINFORCEMENT AS AN INDISCRIMINABLE CONTINGENCY IN VERBAL/NONVERBAL CORRESPONDENCE TRAINING
Authors: Baer Ruth A. , Williams Julie A. , Osnes Pamela G. , Stokes Trevor F.
Published: March 2006

We investigated the programming of generalization and maintenance of correspondence between verbal and nonverbal behavior in a preschool setting. Four children participated in a series of multiple‐baseline designs. In Experiment 1, delayed reinforcement of verbal behavior effectively controlled maintenance of correspondence with previously trained responses and also resulted in generalization of correspondence to one untrained response. As the latter effect was limited, Experiment 2 was a further assessment of the effects of delayed reinforcement of generalization of correspondence to untrained responses, and consistent generalization was shown. Experiment 2 also showed that generalization, if lost, could be recovered through use of “booster training,” in which the original contingencies were reinstated for a brief period. Experiment 3 provided replications, with two additional children, of the effects of delayed reinforcement on maintenance of correspondence. Results are discussed in terms of using delayed reinforcement as an indiscriminable contingency.
TEACHING MENSTRUAL CARE TO MENTALLY RETARDED WOMEN: ACQUISITION, GENERALIZATION, AND MAINTENANCE
Authors: Richman Gina S. , Reiss Maxin L. , Bauman Kenneth E. , Bailey Jon S.
Published: March 2006

We evaluated a training package designed to teach menstrual care skills to five mild to severely mentally retarded women. Three specific skill areas (changing stained underwear; sanitary napkin; and both stained underwear and sanitary napkin) were task analyzed and taught in a sequential manner. Results of a multiple‐baseline design across women indicated that the training package was successful in teaching these skills; the women continued to perform the skills during naturally occurring menses up to 5 months following termination of the study.
ESTABLISHING GENERATIVE YES/NO RESPONSES IN DEVELOPMENTALLY DISABLED CHILDREN
Authors: Neef Nancy A. , Walters Joanne , Egel Andrew L.
Published: March 2006

We evaluated the effects of two procedures for teaching four developmentally disabled children to respond yes/no appropriately. During baseline, tutoring was conducted in which five known items were individually presented with the question, “Is this a_____?”, followed either by access to requested items or by remedial prompting contingent on responding. When tutoring did not improve performance, instruction was embedded in the regular classroom activities. In this condition, items requested by students were either presented or withheld on the basis of their response to the question, “Do you want ______?”. Increases in correa responding were confirmed by a multiple‐baseline design across all four students and were maintained with the introduction of new items. However, generalization to “Is this a_____?” questions did not occur in the tutoring setting until specifically programmed. Subsequently, students also demonstrated appropriate yes/no responding to questions involving actions, possession, and spatial relations.
CONTINGENT REINFORCEMENT FOR CARBON MONOXIDE REDUCTION: WITHIN‐SUBJECT EFFECTS OF PAY AMOUNT
Authors: Stitzer Maxine L. , Bigelow George E.
Published: March 2006

The relationship between reinforcer amount and daytime smoking reduction in smokers offered money for reduced afternoon breath carbon monoxide (CO) levels was examined. Twenty‐three hired regular smokers with average baseline CO levels of about 30 ppm were exposed in random order to five sliding scale payment schedules that changed daily or weekly. Money was available for afternoon CO readings between 0 and 21 ppm with pay amount inversely related to the absolute CO reading obtained. Maximum pay amount for readings below 7 ppm varied among $0, $1.50, $3, $6, and $12 per day. Contingent reinforcement promoted CO and daytime cigarette reduction within individuals with the amount of behavior change related to the amount of payment available. Average CO levels decreased from 30 to 15 ppm as a function of pay amount whereas self‐reported daytime cigarettes decreased from 12 to 5 per day. Average minutes of cigarette abstinence prior to the afternoon study contact increased from 62 to 319 minutes as a function of pay amount, whereas the percentage of available money earned increased from 22% to 48%. Nontargeted evening cigarette use also decreased during periods of daytime smoking reduction. The orderly effects of this contingent reinforcement intervention on daytime smoking of regular smoker volunteers suggest that this is a sensitive model for continued evaluation of factors that influence smoking reduction and cessation.
TURNING THE TABLE ON ADVICE PROGRAMS FOR PARENTS: USING PLACEMATS TO ENHANCE FAMILY INTERACTION AT RESTAURANTS
Authors: Green Richard B. , Hardison William L. , Greene Brandon F.
Published: March 2006

There are many opportunities in a family's daily routine to enrich the interactions among its members. One such opportunity arises at family restaurants. Surveys of restaurant personnel and customers suggested the possibility of enriching family interactions by redesigning indigenous materials such as table placemats. Accordingly, we developed Table‐Talk placemats that provided conversational topics and illustrated games in which the entire family could participate. After some testing of these placemats in a preschool, a field experiment was conducted with families dining in restaurants. Table‐Talk placements occasioned more social and educational dialogue among family members than either traditional‐placemat or no‐material conditions. Social validation ratings provided by mental health counselors and the parents suggested that Table‐Talk placemats occasioned healthy and enjoyable interactions among family members.
TEACHER‐VERSUS PEER‐MEDIATED INSTRUCTION: AN ECOBEHAVIORAL ANALYSIS OF ACHIEVEMENT OUTCOMES
Authors: Greenwood Charles R. , Dinwiddie Granger , Terry Barbara , Wade Linda , Stanley Sandra O. , Thibadeau Susan , Delquadri Joseph C.
Published: March 2006

In three experiments, we compared the effects of instructional arrangements that varied in: (a) teacher versus peer mediators, (b) methods used, (c) levels of student academic responding generated, and (d) content taught and tested. Instructional arrangements (i.e., tasks, structure, teacher position, teacher behavior) and students' levels of academic responding were measured by an observation system which served as an index of the independent variables. Students' accuracy on weekly spelling, arithmetic, and vocabulary tests and pre‐ and post‐standardized achievement tests (Experiments 2 and 3 only) were the dependent variables. Results indicated that the classwide peer tutoring, compared to the teacher's procedure, produced more student academic responding and higher weekly test scores, regardless of treatment order or subject matter content (Experiment 1). The four lowest performing students in each class, in particular, benefited from peer tutoring, often performing as well as the other students. These findings were replicated in Experiments 2 and 3 wherein content taught/tested was also manipulated. Standardized test score gains were higher in those areas in which peer tutoring was used longest. Issues related to the functional analysis of instruction and achievement gain are discussed.
AN ALTERNATING TREATMENTS COMPARISON OF ORAL AND TOTAL COMMUNICATION TRAINING WITH MINIMALLY VERBAL RETARDED CHILDREN
Authors: Sisson Lori A. , Barrett Rowland P.
Published: March 2006

This study was a comparison of the effects of oral speech with total communication (speech plus sign language) training on the ability of mentally retarded children to repeat 4‐word sentences. Three children were chosen who used single words to communicate but who did not combine words into complete sentences. Three sentence pairs were trained, with each pair having one sentence trained using oral methods and an equivalent one trained using the total communication approach. Both training procedures involved chaining sentence parts, reinforcement, and prompting. Oral methods involved presenting vocal stimuli and requiring vocal responses whereas total communication methods involved presenting vocal and signed stimuli and requiring vocal and signed responses. For the initial sentence pair with each child, an alternating treatments design was used to determine the relative efficacy of the two language training approaches. This was repeated with a second and third sentence pair using a multiprobe technique within a multiple baseline design. Results pointed to the superiority of the total communication approach in facilitating sentence repetition. Possible explanations of these results are offered and the utility of the alternating treatments experimental design is discussed.
LEISURE‐DANCE INSTRUCTION FOR SEVERELY AND PROFOUNDLY RETARDED PERSONS: TEACHING AN INTERMEDIATE COMMUNITY‐LIVING SKILL
Authors: Lagomarcino Ann , Reid Dennis H. , Ivancic Martin T. , Faw Gerald D.
Published: March 2006

We evaluated an approach for teaching an intermediate community living skill via a leisure‐dance activity to institutionalized severely and profoundly retarded persons. The targeted skill was considered as intermediate in contrast to a community living skill per se because it was based on successful performances of higher functioning, noninstitutionalized retarded persons as opposed to nonhandicapped individuals. Definitions for appropriate dancing were established and then validated through observations of the performance of retarded persons living in the local community. The dance skills were then taught to four participants through serial training in leg movements, arm movements, and coordinated leg and arm movements, plus follow‐up trainer supervision. Generalization was also programmed by way of multiple trainers and training settings. Results during structured assessments showed that all four residents acquired the dance skills and that both serial training and follow‐up supervision were necessary for skill acquisition. Generalized increases in appropriate dancing at dances attended by the participants and retarded persons from the community were also demonstrated. However, in most cases some active supervision by caregivers was needed to enhance the generalized improvements. Results are discussed in terms of the applicability of this approach for validating goals when training other community‐related skills to low‐functioning populations.
THE INFLUENCE OF CALORIC INFORMATION ON CAFETERIA FOOD CHOICES
Authors: Dubbert Patricia M. , Johnson William G. , Schlundt David G. , Montague Noni Ward
Published: March 2006

We evaluated the effect of posting caloric information on food purchases at a cafeteria. Purchases of more than 14,300 entrees, vegetables, and salads by 6,970 customers were unobtrusively monitored via the cash register inventory control system during 15 evening observations. A quasi‐multiple‐baseline design across food groups was used to test the additive effect of labeling the three lowest caloric choices for vegetables, salads, and entrees. A linear logit analysis confirmed that labeling increased the probability of low calorie selections for vegetables and salads, but not for entrees. Observations of meals purchased by a subsample of 413 customers indicated labeling did not change the total caloric content of meals. The number of customers and total sales per evening were unaffected by the labeling intervention. The results suggest that manipulating environmental cues may be an effective method for changing food purchases in a cafeteria, but labeling individual items may not be the best way to decrease total calories purchased.
ACQUISITION AND CROSS‐SETTING GENERALIZATION OF MANUAL SIGNS WITH SEVERELY RETARDED INDIVIDUALS
Authors: Duker Pieter C. , Morsink Herman
Published: March 2006

In this study, we assessed the effect of a transfer of stimulus control procedure on the acquisition and cross‐setting generalization of manual signs with four profoundly retarded individuals. Two individuals were trained to produce appropriate signs to verbal instructions, whereas the other two were trained until manual signs were controlled by visual stimuli (objects). Data obtained from three probe situations (two for one individual) constituted the dependent variables of the investigation. The results, gathered within a multiple‐baseline design across signs showed that (a) individuals acquired the trained signs and (b) maintenance and generalization across settings (classroom, ward) and persons (teachers, ward staff) occurred, but was highly variable between and within individuals.
REDUCING BEHAVIOR PROBLEMS THROUGH FUNCTIONAL COMMUNICATION TRAINING
Authors: Carr Edward G. , Durand V. Mark
Published: March 2006

It is generally agreed that serious misbehavior in children should be replaced with socially appropriate behaviors, but few guidelines exist with respect to choosing replacement behaviors. We address this issue in two experiments. In Experiment 1, we developed an assessment method for identifying situations in which behavior problems, including aggression, tantrums, and self‐injury, were most likely to occur. Results demonstrated that both low level of adult attention and high level of task difficulty were discriminative for misbehavior. In Experiment 2, the assessment data were used to select replacements for misbehavior. Specifically, children were taught to solicit attention or assistance or both verbally from adults. This treatment, which involvedthe differential reinforcement of functional communication, produced replicable suppression of behavior problems across four developmentally disabled children. The results were consistent with an hypothesis stating that some child behavior problems may be viewed as a nonverbal means of communication. According to this hypothesis, behavior problems and verbal communicative acts, though differing in form, may be equivalent in function. Therefore, strengtheningthe latter should weakenthe former.
TEACHING BETWEEN‐CLASS generalization OF TOY PLAY BEHAVIOR TO HANDICAPPED CHILDREN
Authors: Haring Thomas G.
Published: March 2006

In this study, young children with severe and moderate handicaps were taught to generalize play responses. A multiple baseline across responses design, replicated with four children, was used to assessthe effects of generalization training within four sets of toys on generalization to untrained toys from four other sets. The responses taught were unique for each set of toys. Acrossthe four participants, training to generalize within‐toy sets resulted in complete between‐class generalization in 11 sets, partial generalization in 3 sets, and no generalization in 2 sets. No generalization occurred to another class of toys that differed fromthe previous sets in that they produced a reaction tothe play movement (e.g., pianos). Implications for conducting research using strategies based on class interrelationships in training contexts are discussed.
THE USE OF PEER MONITORS TO REDUCE NEGATIVE INTERACTION DURING RECESS
Authors: Dougherty B. Susan , Fowler Susan A. , Paine Stan C.
Published: March 2006

The negative interactions of a mildly retarded child, Dennis, were reduced in three daily recess periods, withthe use of a point system. Adult monitors initiatedthe intervention inthe morning recess; reductions achieved during adult monitoring were maintained in that recess during two subsequent conditions: peer monitoring and self‐monitoring. Dennis' negative interactions were reduced next inthe afternoon recess by peer monitors. Again, reductions were maintained during a subsequent self‐monitoring condition. Finally, duringthe noon recess, Dennis was trained to serve as a peer monitor for Ed, a moderately retarded classmate. Dennis' rate of negative interactions quickly decreased following his appointment as a peer monitor. The results show that a point system, originally designed for adult monitoring, can be adapted without loss of program effectiveness for peer monitoring or self‐monitoring. The results also suggest that classmates who serve as peer monitors may benefit significantly from their role. The conditions under which these therapeutic effects occur andthe role that treatment order effects may play in this process require further investigation.
EVALUATION OF REINFORCER PREFERENCES FOR PROFOUNDLY HANDICAPPED STUDENTS
Authors: Wacker David P. , Berg Wendy K. , Wiggins Barbara , Muldoon Mary , Cavanaugh Jack
Published: March 2006

Five students classified as profoundly/multiply handicapped were trained to use microswitches to indicate reinforcer preferences. The students were trained to emit a designated motoric response (raise arm or raise head) which in turn activated a microswitch. The microswitches were connected to battery‐operated toys and devices, and served to provide immediate, contingent consequences tothe students for their motoric responding. The results of the investigation were evaluated within a multiple baseline (across students) with alternating treatments (potential reinforcers) design. During baseline, the students were provided withthe switches and devices, butthe switches were not connected tothe devices. Duringthe training conditions, the switches activatedthe devices. Evaluation of the devices was conducted by recordingthe cumulative frequency and duration of the students' responses. Whenthe microswitches activatedthe devices during training, a substantial increase inthe duration of motoric responding occurred for all students. In addition, some students performed differentially across devices, suggesting that they had reinforcer preferences.
TRAINING PROSOCIAL BEHAVIORS TO YOUNG CHILDREN: AN ANALYSIS OF RECIPROCITY WITH UNTRAINED PEERS
Authors: Kohler Frank W. , Fowler Susan A.
Published: March 2006

We examined the effects of a social skills training package on the play behaviors of three young girls. Two children were taught to invite their peers to play and to use social amenities during their conversations with other children. A combined reversal and multiple baseline across responses design demonstrated that both children directed more social behaviors to their classroom peers after training and that these two children's play invitations were maintained in the later absence of experimental contingencies. In addition, both target children received a greater number of play invitations from their peers during the free play periods. In contrast, a third child's play invitations were not reciprocated by peers; her invitations subsequently decreased in rate after training was discontinued. An interdependent group contingency produced a reciprocal exchange of invitations between this child and her classroom peers. A reversal design demonstrated partial maintenance of subject‐peer exchanges after the group intervention was discontinued. The results obtained with the three target children suggest that peer reciprocity may facilitate the maintenance of children's play invitations over time.
INCREASING THE INDEPENDENT RESPONDING OF AUTISTIC CHILDREN WITH UNPREDICTABLE SUPERVISION
Authors: Dunlap Glen , Johnson Jean
Published: March 2006

We investigated the role of predictable versus unpredictable supervision on the independent task responding of three autistic children. In a predictable supervision condition, the therapist was present in the setting for a regular period of time and then was absent for the remainder of the session. In an unpredictable supervision condition, the therapist's presence was scheduled on a random, intermittent, and unpredictable basis throughout the session. The multiple baseline analysis showed that the unpredictable supervision produced much higher levels of on‐task responding during the therapist's absence for all three children. Analysis of work completed during the therapist's absence also favored the unpredictable supervision condition. The results are discussed in relation to the literature on generalization and educational practice.
THE RELATIVE MOTIVATIONAL PROPERTIES OF SENSORY AND EDIBLE REINFORCERS IN TEACHING AUTISTIC CHILDREN
Authors: Rincover Arnold , Newsom Crighton D.
Published: March 2006

We compared the effects of sensory and edible reinforcers on resistance to satiation in three autistic children while learning visual discrimination tasks. Within‐subject designs were used to compare a single sensory reinforcer with a single edible reinforcer and to compare multiple sensory reinforcers with multiple edibles. Results indicated that multiple sensory reinforcers maintained responding over more trials than did multiple edible reinforcers; however, the use of single sensory reinforcers and single edibles resulted in about equal numbers of trials to satiation. Both multiple and single sensory reinforcers produced higher percentages of correct responses than edible reinforcers. The findings are discussed in terms of the advantages of sensory reinforcers in teaching autistic children.
ASSESSMENT OF STIMULUS PREFERENCE AND REINFORCER VALUE WITH PROFOUNDLY RETARDED INDIVIDUALS
Authors: Pace Gary M. , Ivancic Martin T. , Edwards Glynnis L. , Iwata Brian A. , Page Terry J.
Published: March 2006

We evaluated a procedure for identifying potential reinforcers with profoundly retarded individuals. In Experiment 1, six persons were repeatedly exposed to 16 stimuli, and approach behaviors to each stimulus were used to identify preferred and nonpreferred stimuli. In Experiment 2, we examined the reinforcing properties of preferred and nonpreferred stimuli by delivering them contingently on the occurrence of arbitrarily selected responses. Results revealed that the preferred stimulus conditions typically produced higher rates of responding than did either the baseline or the nonpreferred stimulus conditions, suggesting that the procedure can be used to assess reinforcer value for individuals with limited behavioral repertoires.
THE EFFECT OF STUDY SKILL TRAINING ON LEARNING DISABLED STUDENTS' RETELLING OF EXPOSITORY MATERIAL
Authors: Alexander Deborah Ferrante
Published: March 2006

This research was conducted to determine the effects of a study skill training procedure on oral retelling of printed expository material read by three intermediate‐grade learning disabled students. Measures of story retelling, study characteristics, and answers to comprehension questions were obtained during each session. The study skills taught during the intervention phase involved a modified Study, Question, Read, Recite, and Review technique (Robinson, 1941). Findings confirmed the existence of a functional relationship between the use of the study skill procedure and improved retelling. Experimenter directions and assistance were systematically faded so that during postchecks students used the procedure easily and quickly while obtaining their highest scores for retelling.
MOVEMENT SUPPRESSION TIME‐OUT FOR UNDESIRABLE BEHAVIOR IN PSYCHOTIC AND SEVERELY DEVELOP MENTALLY DELAYED CHILDREN
Authors: Rolider Ahmos , Van Houten Ron
Published: March 2006

The effects of a movement suppression time‐out, which involved punishing any movement or verbalization while a client is in the time‐out area, were evaluated in four experiments. The first experiment examined the effects of a DRO procedure and movement suppression plus DRO in suppressing self‐injurious behavior in a psychotic child in three different situations. In Experiment 2, the results of the previous experiment were replicated with two dangerous behaviors in a second psychotic child. In a third experiment, movement suppression plus DRO was compared with contingent restraint in reducing inappropriate poking behavior in two settings. The movement suppression procedure eliminated poking whereas contingent restraint had little effect. In the final experiment, movement suppression time‐out alone was compared with exclusionary time‐out alone and simple corner time‐out alone. Self‐stimulation occurred at high levels during the exclusionary and simple corner time‐out procedures. Self‐stimulation was either suppressed or reduced during movement suppression time‐out. The movement suppression time‐out procedure produced a larger reduction in the target behavior in all three children. The effectiveness of the movement suppression procedure was explained in terms of the suppression of self‐stimulation while the time‐out procedure was being applied.
PROVIDING A MORE APPROPRIATE EDUCATION FOR SEVERELY HANDICAPPED PERSONS: INCREASING AND VALIDATING FUNCTIONAL CLASSROOM TASKS
Authors: Reid Dennis H. , Parsons Marsha B. , McCarn Joyce E. , Green Carolyn W. , Phillips James F. , Schepis Maureen M.
Published: March 2006

We evaluated a teacher training and supervision program for increasing the involvement of severely handicapped adolescents and adults in functional educational tasks. The program, consisting of a brief in‐service followed by supervisory prompts and feedback, was accompanied by large increases in functional tasks in three classrooms. In addition, generalized increases occurred during nontargeted times in the classroom and the changes during both the targeted and nontargeted times were maintained over a 44–45 week period. In two subsequent experiments, surveys provided social validation for the criteria for functional versus nonfunctional tasks in that: (a) relevant individuals reliably categorized functional tasks as representing typical living, work, social, and leisure situations and (b) experienced clinicians consistently rated tasks previously categorized as functional as being more useful for severely handicapped persons than tasks categorized as nonfunctional. Results are discussed in terms of the relationship of functional classroom tasks in the overall provision of appropriate educational services for severely handicapped students.
“FLASH FOR LIFE”: COMMUNITY‐BASED PROMPTING FOR SAFETY BELT PROMOTION
Authors: Geller E. Scott , Bruff Cheryl D. , Nimmer James G.
Published: March 2006

A community‐based strategy for promoting safety belt use was field‐tested in two adjacent rural communities, one populated by a preponderance of students, faculty, and staff of a major university. The intervention involved the front‐seat passenger of a stopped vehicle displaying to the driver of an adjacent, stopped vehicle an 11 × 14 inch flash card that read, “PLEASE BUCKLE UP—I CARE.” If the driver buckled up, the “flasher” flipped over the card and displayed the message, “THANK YOU.” This flash card was shown to 1,087 unbuckled drivers; 82% of these drivers looked at the flash card and 22% of these complied with the buckle‐up request. Compliance was not influenced by the age or gender of the “flasher” (young child vs. college student), nor by the gender of the driver; but significantly more drivers in the university town buckled up following the flash card presentation (25% mean compliance in the college town vs. 14% in the other community). To date, over 2,000 individuals have received a buckle‐up flash card for their own use.
IMPROVING PEDIATRIC APPOINTMENT KEEPING WITH REMINDERS AND REDUCED RESPONSE REQUIREMENT
Authors: Friman Patrick C. , Finney Jack W. , Rapoff Michael A. , Christophersen Edward R.
Published: March 2006

We evaluated the effectiveness of appointment reminders and a reduced response requirement for improving appointment keeping in a hospital ambulatory pediatric clinic. Participants received mailed and telephoned reminders along with a parking pass that reduced the time and effort required to attend the clinic. A multiple baseline analysis of 5,261 appointments over one fiscal year showed that the intervention increased the percentage of appointments kept and decreased the percentage of appointments broken in the continuity clinics of five pediatric health care providers. Social validation, consumer satisfaction, and cost‐effectiveness measures, as well as an interrupted time‐series analysis, all support the effectiveness of the intervention.