bluuebunny/crossref_metadata_2025 huggingface dataset:
THE IMPACT OF FUNCTIONAL ANALYSIS METHODOLOGY ON TREATMENT CHOICE FOR SELF‐INJURIOUS AND AGGRESSIVE BEHAVIOR
Authors: Pelios Lillian , Morren Jaqueline , Tesch David , Axelrod Saul
Published: March 2006

Self‐injurious behavior (SIB) and aggression have been the concern of researchers because of the serious impact these behaviors have on individuals' lives. Despite the plethora of research on the treatment of SIB and aggressive behavior, the reported findings have been inconsistent regarding the effectiveness of reinforcement‐based versus punishment‐based procedures. We conducted a literature review to determine whether a trend could be detected in researchers' selection of reinforcement‐based procedures versus punishment‐based procedures, particularly since the introduction of functional analysis to behavioral assessment. The data are consistent with predictions made in the past regarding the potential impact of functional analysis methodology. Specifically, the findings indicate that, once maintaining variables for problem behavior are identified, experimenters tend to choose reinforcement‐based procedures rather than punishment‐based procedures as treatment for both SIB and aggressive behavior. Results indicated an increased interest in studies on the treatment of SIB and aggressive behavior, particularly since 1988.
EFFECTS OF REINFORCEMENT MAGNITUDE ON SPONTANEOUS RECOVERY
Authors: Lerman Dorothea C. , Kelley Michael E. , Camp Carole M. Van , Roane Henry S.
Published: March 2006

Extinction of operant behavior has been associated with a number of undesirable effects. One such effect is the temporary reappearance of behavior after responding appears to be completely extinguished, known as spontaneous recovery. In this report, the occurrence of spontaneous recovery and its attenuation with large amounts of reinforcement were examined during the treatment of disruption.
FALSE‐POSITIVE MAINTENANCE OF SELF‐INJURIOUS BEHAVIOR BY ACCESS TO TANGIBLE REINFORCERS
Authors: Shirley Melissa J. , Iwata Brian A. , Kahng SungWoo
Published: March 2006

Results of a functional analysis indicated that the hand mouthing of a woman with developmental disabilities was maintained by multiple sources of control (sensory stimulation and access to a leisure item). Further assessment revealed that access to several other items also produced high rates of hand mouthing. However, direct observation conducted in the woman's home indicated that none of these items was delivered contingent upon hand mouthing. When the consequence observed most frequently in the home was incorporated into the functional analysis, rates of hand mouthing were no higher than they were during an alone condition. We concluded that hand mouthing, although maintained by automatic reinforcement, was also susceptible to social contingencies when exposed to them during assessment, thereby producing a partially false‐positive outcome.
EFFECTS OF REINFORCEMENT FOR ALTERNATIVE BEHAVIOR DURING PUNISHMENT OF SELF‐INJURY
Authors: Thompson Rachel H. , Iwata Brian A. , Conners Juliet , Roscoe Eileen M.
Published: March 2006

A number of variables influence the effectiveness of punishment and may determine the extent to which less intrusive forms of punishment may be used as alternatives to more intrusive interventions. For example, it has been suggested that response suppression during punishment may be facilitated if reinforcement is concurrently available for an alternative response. However, results of basic research demonstrating this finding have not been replicated with interventions more commonly prescribed as treatments for problem behavior. We evaluated the effects of relatively benign punishment procedures (reprimands or brief manual restraint) on the self‐injurious behavior of 4 individuals who had been diagnosed with mental retardation, when access to reinforcement for alternative behavior (manipulation of leisure materials) was and was not available. In all cases, punishment produced greater response suppression when reinforcement for an alternative response was available.
AUGMENTING SIMPLIFIED HABIT REVERSAL IN THE TREATMENT OF ORAL‐DIGITAL HABITS EXHIBITED BY INDIVIDUALS WITH MENTAL RETARDATION
Authors: Long Ethan S. , Miltenberger Raymond G. , Ellingson Sherry A. , Ott Shelley M.
Published: March 2006

We investigated whether a simplified habit reversal treatment eliminates fingernail biting and related oral‐digital habits exhibited by individuals with mild to moderate mental retardation. Although simplified habit reversal did little to decrease the target behaviors for 3 of 4 participants, simplified habit reversal plus additional treatment procedures decreased the behavior to near‐zero levels for all participants. These procedures included remote prompting, remote contingencies involving differential reinforcement plus response cost, and differential reinforcement of nail growth. Limitations of habit reversal for individuals with mental retardation along with directions for future research involving therapist‐mediated treatment procedures, particularly those involving remote prompting and remote contingencies, are discussed.
DISTINGUISHING BETWEEN EXTINCTION AND PUNISHMENT EFFECTS OF RESPONSE BLOCKING: A REPLICATION
Authors: Smith Richard G. , Russo Lori , Le Duy D.
Published: March 2006

Lerman and Iwata (1996) described a method for distinguishing between sensory extinction and punishment effects of response blocking on self‐injurious behavior maintained independent of social contingencies. Results of their study suggested that blocking decreased the self‐injurious hand mouthing of their participant via punishment. The current replication of these procedures with the self‐injurious eye poking of a woman with developmental disabilities produced patterns of responding indicating that, for this participant, blocking functioned as an extinction procedure.
EFFECTS OF PRESESSION ATTENTION ON THE FREQUENCY OF ATTENTION‐MAINTAINED BEHAVIOR
Authors: O'Reilly Mark F.
Published: March 2006

The effect of prior attention was systematically manipulated to study its influence on rates of yelling and head hitting, both maintained by positive reinforcement in the form of attention. Higher levels of head hitting occurred in analogue attention conditions when the person was deprived of attention (no social interactions for 1 hr) prior to the analysis in comparison to when the person received high levels of attention (attention delivered on a fixed‐time 30‐s schedule for 1 hr) prior to the analysis.
THE EFFECT OF TOKEN REWARDS ON “INTRINSIC” MOTIVATION FOR DOING MATH
Authors: McGinnis J. Christopher , Friman Patrick C. , Carlyon William D.
Published: March 2006

This study used a multielement baseline design to analyze the effects of token rewards delivered contingent upon completion of math problems by 2 middle‐school boys. Time spent on math and number of work pages completed increased (with high accuracy) during reward conditions and were maintained during fading and withdrawal. At follow‐up, time spent and work pages completed remained well above baseline for 1 boy and fell below for the other, while accuracy remained high and ratings of liking math were the highest possible for both boys. Overall, the results are inconsistent with warnings about use of token rewards to motivate children.
EVALUATING SELF‐CONTROL AND IMPULSIVITY IN CHILDREN WITH SEVERE BEHAVIOR DISORDERS
Authors: Vollmer Timothy R. , Borrero John C. , Lalli Joseph S. , Daniel Dency
Published: March 2006

Impulsivity and self‐control involve a choice between a smaller, more immediate reinforcer and a larger, more delayed reinforcer. Impulsive behavior occurs when responding produces the more immediate, relatively smaller reinforcers at the expense of delayed larger reinforcers. Self‐control occurs when responding produces delayed larger reinforcers at the expense of immediate smaller reinforcers. Recently, researchers in applied behavior analysis have suggested that evaluations of self‐control and impulsivity are relevant to socially important behaviors. Further, common behavioral treatments such as differential reinforcement may be influenced by variables such as reinforcer delay. In this study, we showed that aggression, reinforced by access to food, could be maintained as impulsive behavior. The participants were 2 young boys with severe developmental disabilities. For both participants, descriptive observations, care provider report, and functional analyses suggested that aggression was reinforced by food access (and television access for 1 participant). Next, we introduced a differential reinforcement procedure in which appropriate mands were reinforced. After various manipulations, we showed that aggression occurred when it produced immediate but small reinforcers even though mands produced larger, more delayed reinforcers. However, both participants displayed self‐control when the delay to reinforcement was signaled (with a hand gesture or a timer).
A SYSTEMATIC EVALUATION OF PREFERENCES IDENTIFIED THROUGH PERSON‐CENTERED PLANNING FOR PEOPLE WITH PROFOUND MULTIPLE DISABILITIES
Authors: Reid Dennis H. , Everson Jane M. , Green Carolyn W.
Published: March 2006

Person‐centered planning is becoming a popular means of designing supports for people with disabilities. However, very little research evaluating person‐centered planning exists. We evaluated the degree to which items and activities reported to be preferred in person‐centered plans represented accurate preferences based on how individuals responded when presented with the items and activities. Person‐centered planning meetings were conducted with 4 individuals with profound multiple disabilities to develop preference maps and to identify leisure‐related preferences. A sample of the reported preferences in the plans was then systematically assessed by observing each participant's approach and avoidance responses to the items and activities. Of the sampled items and activities reported to be preferred in the plans, 42% represented moderate preferences based on the latter assessment process and 33% represented strong preferences. With 2 participants, several preferences identified in the plans were nonpreferred items and activities based on the preference assessments, and some were frequently avoided. These results suggested that although person‐centered plans may identify some accurate preferences for people with profound multiple disabilities, this approach should be used cautiously. Results also suggested that such plans should be supplemented with systematic preference assessments to ensure the accuracy of identified preferences. Future research areas focus on evaluating other aspects of person‐centered planning.
EVALUATION OF ANTECEDENT STIMULUS PARAMETERS FOR THE TREATMENT OF ESCAPE‐MAINTAINED ABERRANT BEHAVIOR
Authors: Asmus Jennifer M. , Wacker David P. , Harding Jay , Berg Wendy K. , Derby K. Mark , Kocis Elizabeth
Published: March 2006

We evaluated a methodology for identifying the range of stimulus features of antecedent stimuli associated with aberrant behavior in demand contexts in natural settings. For each participant, an experimental analysis of antecedents (Phase 1) was conducted to confirm the hypothesis that task instructions occasioned increases in aberrant behavior. During Phase 2, specific stimulus features associated with the presentation of task instructions were assessed by evaluating the child's behavior across two distinct settings, therapists, and types of tasks in a sequential fashion. Aberrant behavior occurred immediately across settings and therapists, presumably because the presence of a discriminative stimulus for escape‐maintained behavior (the delivery of a task instruction) occasioned aberrant behavior. However, aberrant behavior decreased initially across tasks, suggesting that familiarity with the task might be a variable. During Phase 3, an experimental (functional) analysis of consequences was conducted with 2 participants to verify that aberrant behavior was maintained by negative reinforcement. During Phase 4, a treatment package that interspersed play with task instructions was conducted to disrupt the ongoing occurrence of aberrant behavior. Immediate and durable treatment effects occurred for 2 of the 3 participants.
ON THE RELATION BETWEEN OBJECT MANIPULATION AND STEREOTYPIC SELF‐INJURIOUS BEHAVIOR
Authors: Lindberg Jana S. , Iwata Brian A. , Kahng SungWoo
Published: March 2006

Results from a number of studies have shown an inverse relationship between stereotypic behavior and object manipulation. The purposes of this study were to determine whether techniques similar to those used previously (prompting and reinforcement) would be effective in increasing object manipulation under both prompted and unprompted conditions, and to ascertain whether increases in object manipulation would result in decreases in stereotypic self‐injurious behavior (SIB). Two individuals with developmental disabilities who engaged in SIB maintained by automatic reinforcement participated. Results showed that object manipulation increased from baseline levels when experimenters prompted participants to manipulate leisure items, but that object manipulation was not maintained under unprompted conditions, and rates of SIB stayed within baseline levels. We then attempted to increase object manipulation further by (a) reinforcing object manipulation, (b) blocking SIB while reinforcing manipulation, and (c) preventing SIB by applying protective equipment while reinforcing object manipulation. Reinforcing object manipulation alone did not affect levels of object manipulation. Blocking effectively reduced attempts to engage in SIB for 1 participant but produced no increase in object manipulation. When the 2nd participant was prevented from engaging in SIB through the use of protective equipment, rates of object manipulation increased dramatically but were not maintained when the equipment was removed. These results suggest that stimulation derived from object manipulation, even when supplemented with arbitrary reinforcement, may not compete with stimulation produced by stereotypic SIB; therefore, direct interventions to reduce SIB are required.
AN ANALYSIS OF CHOICE MAKING IN THE ASSESSMENT OF YOUNG CHILDREN WITH SEVERE BEHAVIOR PROBLEMS
Authors: Harding Jay W. , Wacker David P. , Berg Wendy K. , Cooper Linda J. , Asmus Jennifer , Mlela Kisa , Muller Jessica
Published: March 2006

We examined how positive and negative reinforcement influenced time allocation, occurrence of problem behavior, and completion of parent instructions during a concurrent choice assessment with 2 preschool‐aged children who displayed severe problem behavior in their homes. The children were given a series of concurrent choice options that varied availability of parent attention, access to preferred toys, and presentation of parent instructions. The results showed that both children consistently allocated their time to choice areas that included parent attention when no instructions were presented. When parent attention choice areas included the presentation of instructions, the children displayed differential patterns of behavior that appeared to be influenced by the presence or absence of preferred toys. The results extended previous applications of reinforcer assessment procedures by analyzing the relative influence of both positive and negative reinforcement within a concurrent‐operants paradigm.
RESPONSE ACQUISITION UNDER DIRECT AND INDIRECT CONTINGENCIES OF REINFORCEMENT
Authors: Thompson Rachel H. , Iwata Brian A.
Published: March 2006

We compared the effects of direct and indirect reinforcement contingencies on the performance of 6 individuals with profound developmental disabilities. Under both contingencies, completion of identical tasks (opening one of several types of containers) produced access to identical reinforcers. Under the direct contingency, the reinforcer was placed inside the container to be opened; under the indirect contingency, the therapist held the reinforcer and delivered it to the participant upon task completion. One participant immediately performed the task at 100% accuracy under both contingencies. Three participants showed either more immediate or larger improvements in performance under the direct contingency. The remaining 2 participants showed improved performance only under the direct reinforcement contingency. Data taken on the occurrence of “irrelevant” behaviors under the indirect contingency (e.g., reaching for the reinforcer instead of performing the task) provided some evidence that these behaviors may have interfered with task performance and that their occurrence was a function of differential stimulus control.
FURTHER EVALUATION OF LOW‐RANKED ITEMS IN STIMULUS‐CHOICE PREFERENCE ASSESSMENTS
Authors: Taravella Cicely C. , Lerman Dorothea C. , Contrucci Stephanie A. , Roane Henry S.
Published: March 2006

The generality of the findings reported by DeLeon, Iwata, and Roscoe (1997) was examined by conducting two stimulus‐choice preference assessments, the second of which evaluated low‐ranked items from the initial assessment. Results for the 2 participants suggested that supplementary assessments of low‐ranked items may be useful for identifying a wider variety of reinforcing stimuli.
USING BRIEF ASSESSMENTS TO EVALUATE ABERRANT BEHAVIOR MAINTAINED BY ATTENTION
Authors: O'Reilly Mark F. , Lancioni Giulio E. , King Lisa , Lally Grainne , Dhomhnaill Orla Nic
Published: March 2006

We examined the use of brief functional assessments to identify idiosyncratic variables associated with aberrant behavior maintained by positive reinforcement in the form of attention. Two participants with severe developmental disabilities and their parents were involved in the assessment and treatment evaluation process. A modified attention condition was introduced, which involved both parents interacting with a third person. Results of the assessment demonstrated that aberrant behavior occurred only in the modified attention condition for both participants. Treatment consisted of the parents delivering attention on a fixed‐time schedule during this specific social context. Results indicated that the treatment reduced problem behavior. Follow‐up evaluations with 1 participant indicated maintenance of treatment effects for up to 6 months.
INTEGRATING BASIC AND APPLIED RESEARCH AND THE UTILITY OF LATTAL AND PERONE'S HANDBOOK OF RESEARCH METHODS IN HUMAN OPERANT BEHAVIOR
Authors: Stromer Robert
Published: March 2006

Lattal and Perone's Handbook of methods used in human operant research on behavioral processes will be a valuable resource for researchers who want to bridge laboratory developments with applied study. As a supplemental resource, investigators are also encouraged to examine the series of papers in the Journal of Applied Behavior Analysis that discuss basic research and its potential for application. Increased knowledge of behavioral processes in laboratory research could lead to innovative solutions to practical problems addressed by applied behavior analysts in the home, classroom, clinic, and community.
FURTHER ANALYSIS OF IDIOSYNCRATIC ANTECEDENT INFLUENCES DURING THE ASSESSMENT AND TREATMENT OF PROBLEM BEHAVIOR
Authors: Camp Carole M. Van , Lerman Dorothea C. , Kelley Michael E. , Roane Henry S. , Contrucci Stephanie A. , Vorndran Christina M.
Published: March 2006

Recent research findings suggest that idiosyncratic variables can influence the outcomes of functional analyses (E. G. Carr, Yarbrough, & Langdon, 1997). In the present study, we examined idiosyncratic environment—behavior relations more precisely after identifying stimuli (i.e., a particular toy and social interaction) associated with increased levels of problem behavior. Two children, an 8‐year‐old boy with moderate mental retardation and a 5‐year‐old boy with no developmental delays, participated. Results of functional analyses for both children indicated that idiosyncratic antecedent stimuli set the occasion for occurrences of problem behavior (hand biting or hand flapping) and that problem behavior persisted in the absence of social contingencies. Further analyses were conducted to identify specific components of the stimuli that occasioned problem behavior. Treatments based on results of the analyses successfully reduced self‐injury and hand flapping.
EFFECTS OF ESCAPE TO ALONE VERSUS ESCAPE TO ENRICHED ENVIRONMENTS ON ADAPTIVE AND ABERRANT BEHAVIOR
Authors: Golonka Zbigniew , Wacker David , Berg Wendy , Derby K. Mark , Harding Jay , Peck Stephanie
Published: March 2006

Escape‐maintained aberrant behavior may be influenced by two outcomes: (a) a break from the activity and (b) subsequent access to preferred activities. To assess this hypothesis, a treatment was developed that analyzed response allocation across two break options: break alone and break with access to preferred social activities. The break with preferred activities decreased aberrant behavior and increased appropriate behavior.
EFFECTS OF A CHECKLIST ON SELF‐ASSESSMENT OF BLOOD GLUCOSE LEVEL BY A MEMORY‐IMPAIRED WOMAN WITH DIABETES MELLITUS
Authors: Wong Stephen E. , Seroka Pamela L. , Ogisi Jubemi
Published: March 2006

This study evaluated effects of a checklist on the accuracy of self‐assessment of blood glucose level by a diabetic woman with memory impairments caused by viral encephalitis. The checklist consisted of 54 steps for operating an electronic glucometer, which the subject performed in sequence and checked off when completed. Following introduction of the checklist, the percentage of steps completed correctly increased in simulated and actual blood glucose tests and yielded clinically useful information.
THE EFFECTS OF RESPONSE COST IN THE TREATMENT OF ABERRANT BEHAVIOR MAINTAINED BY NEGATIVE REINFORCEMENT
Authors: Keeney Kris M. , Fisher Wayne W. , Adelinis John D. , Wilder David A.
Published: March 2006

Positive reinforcement contingencies can sometimes be used to decrease problem behavior maintained by negative reinforcement (e.g., escape). In the current study, we evaluated the extent to which response cost (i.e., contingent removal of a preferred stimulus) would compete with the negative reinforcer maintaining destructive behavior. The response cost contingency reduced destructive behavior by 87% from baseline levels even though the negative reinforcement contingency (i.e., escape) remained in place.
INCREASING INTERVENTION IMPLEMENTATION IN GENERAL EDUCATION FOLLOWING CONSULTATION: A COMPARISON OF TWO FOLLOW‐UP STRATEGIES
Authors: Noell George H. , Witt Joseph C. , LaFleur Lynn H. , Mortenson Bruce P. , Ranier Deborah D. , LeVelle James
Published: March 2006

This study examined two strategies for increasing the accuracy with which general education teachers implemented a peer tutoring intervention for reading comprehension. The intervention was implemented for 5 elementary school students who had been referred for consultation services. Initial implementation of the intervention by the teachers was variable, and the data exhibited a downward trend. When consultants held brief daily meetings with the teachers to discuss the intervention, implementation improved for 2 of 5 participants. Four of the teachers implemented the intervention at levels substantially above baseline during the performance feedback condition, whereas implementation for 1 teacher increased following discussion of an upcoming follow‐up meeting with the principal. Student reading comprehension scores improved markedly during the peer tutoring intervention. Three students maintained these gains 4 weeks after the intervention ended. The implications of these findings for the maintenance of accurate treatment implementation in applied settings are discussed.
DIFFERENTIAL RESPONDING IN THE PRESENCE AND ABSENCE OF DISCRIMINATIVE STIMULI DURING MULTIELEMENT FUNCTIONAL ANALYSES
Authors: Conners Juliet , Iwata Brian A. , Kahng SungWoo , Hanley Gregory P. , Worsdell April S. , Thompson Rachel H.
Published: March 2006

We evaluated the extent to which discriminative stimuli (SDs) facilitate differential responding during multielement functional analyses. Eight individuals, all diagnosed with mental retardation and referred for assessment and treatment of self‐injurious behavior (SIB) or aggression, participated. Functional analyses consisted of four or five assessment conditions alternated in multielement designs. Each condition was initially correlated with a specific therapist and a specific room color (SDs), and sessions continued until higher rates of target behaviors were consistently observed under a specific test condition. In a subsequent analysis, the programmed SDs were removed (i.e., all conditions were now conducted by the same therapist in the same room), and sessions continued until differential responding was observed or until twice as many sessions were conducted with the SDs absent (as opposed to present), whichever came first. Results indicated that the inclusion of programmed SDs facilitated discrimination among functional analysis conditions for half of the participants. These results suggest that the inclusion of salient cues may increase either the efficiency of functional analyses or the likelihood of obtaining clear assessment outcomes.
IDENTITY MATCHING OF CONSONANT‐VOWEL‐CONSONANT WORDS BY PREREADERS
Authors: Saunders Kathryn J. , Johnston Mark D. , Brady Nancy C.
Published: March 2006

Using an identity matching‐to‐sample procedure, normally developing prereaders who matched individual letters with high accuracy (e.g., m and s) did not show high accuracy in matching three‐letter printed words that differed only in the first letter (e.g., mad and sad). Teachers and researchers should not assume that children who can discriminate individual letters can also discriminate minimally different words that contain those letters.
EXTINCTION EFFECTS DURING THE ASSESSMENT OF MULTIPLE PROBLEM BEHAVIORS
Authors: Magee Sandy K. , Ellis Janet
Published: March 2006

Extinction effects were evaluated in a multiple baseline across behaviors design with 2 boys after just one of several target problem behaviors was observed during a functional analysis. Other target behaviors emerged as extinction was introduced sequentially across all problem behaviors. Results demonstrated an efficient strategy for simultaneously assessing multiple problem behaviors maintained by the same consequence.
THE BLOCKING EFFECT OF PICTORIAL PROMPTS ON SIGHT‐WORD READING
Authors: Didden Robert , Prinsen Hester , Sigafoos Jeff
Published: March 2006

This study replicates and extends previous work showing that pictorial prompts can interfere with the learning of sight words by students with moderate mental retardation. Effects of training with 6 students were assessed during five conditions using an alternating treatments design. In four conditions, words were presented either alone or with a corresponding picture. In a fifth condition, pictures were used to provide feedback. The results showed that acquisition was achieved fastest during the word‐alone conditions with 5 students.
COMPARISON OF SINGLE AND MULTIPLE FUNCTIONAL COMMUNICATION TRAINING RESPONSES FOR THE TREATMENT OF PROBLEM BEHAVIOR
Authors: Kahng SungWoo , Hendrickson Daniel J. , Vu Chau P.
Published: March 2006

Two functional communication training (FCT) conditions without extinction were compared to treat the problem behavior of a child with developmental disabilities. The individual was taught to emit a single FCT response to obtain one of six items delivered in a randomized order or multiple FCT responses that specified the exact item. Results showed that only the FCT‐multiple condition reduced problem behavior and maintained alternative mands.
INDEPENDENT USE OF ACTIVITY MATERIALS BY THE ELDERLY IN A RESIDENTIAL SETTING
Authors: Gallagher Stephen Michael , Keenan Michael
Published: March 2006

A lottery was implemented to encourage the elderly clients of a residential home to use activity materials any time they wished, independently of staff intervention and the institutional routine of the home. During baseline, there were minimal levels of independent use of activity materials by residents. Various conditions were implemented but only the introduction of a £20 lottery prize brought about a significant increase in the frequency of independent use of activity materials. A follow‐up suggested that the reinforcing properties of the activity materials themselves eventually maintained the target behavior.
EVALUATION OF A BRIEF MULTIPLE‐STIMULUS PREFERENCE ASSESSMENT IN A NATURALISTIC CONTEXT
Authors: Carr James E. , Nicolson Amanda C. , Higbee Thomas S.
Published: March 2006

We evaluated a brief multiple‐stimulus preference assessment within the context of an early intervention program for 3 children who had been diagnosed with autism. Subsequent curriculum‐based reinforcer evaluations confirmed the predictions of the preference assessments. In addition, eight additional preference assessments that were conducted over a period of 1 month indicated generally stable preferences for 2 of the 3 participants.
ESCAPE BEHAVIOR DURING ACADEMIC TASKS: A PRELIMINARY ANALYSIS OF IDIOSYNCRATIC ESTABLISHING OPERATIONS
Authors: McComas Jennifer , Hoch Hannah , Paone Debra , El‐Roy Daphna
Published: March 2006

The presence or absence of idiosyncratic stimuli has been demonstrated to predictably alter the occurrence of problem behavior. By specifying stimuli related to negatively reinforced behavior during academic tasks, it may be possible to identify methods of instruction that decrease the occurrence of problem behavior. The current study used a four‐step procedure that involved a functional analysis, descriptive assessment, establishing operations (EO) analysis, and follow‐up evaluation (a) to identify the operant function of destructive behavior and (b) to evaluate the effects of idiosyncratic features of academic task demands and related methods of instruction on the occurrence of negatively reinforced destructive behavior of 3 boys with developmental disabilities and autism in a classroom setting. The data suggest that the four‐step procedure was effective in identifying methods of instruction that decreased the likelihood of destructive behavior without disrupting the maintaining contingencies for destructive behavior. Results are discussed in terms of establishing operations for negatively reinforced destructive behavior during academic tasks and related methods of instruction in classroom settings.
ASSESSMENT OF THE INFLUENCE OF BACKGROUND NOISE ON ESCAPE‐MAINTAINED PROBLEM BEHAVIOR AND PAIN BEHAVIOR IN A CHILD WITH WILLIAMS SYNDROME
Authors: O'Reilly Mark F. , Lacey Claire , Lancioni Giulio E.
Published: March 2006

We examined the influence of background noise on levels of problem behavior and pain behavior under functional analysis conditions for a child with a diagnosis of Williams syndrome and hyperacusis. Background noise was associated with increases in escape‐maintained problem behavior and increases in pain behavior such as clasping ears and crying. When the child was fitted with earplugs, there were substantial reductions in both problem and pain behavior under the background noise condition.
ANALYZING THE MULTIPLE FUNCTIONS OF STEREOTYPICAL BEHAVIOR FOR STUDENTS WITH AUTISM: IMPLICATIONS FOR ASSESSMENT AND TREATMENT
Authors: Kennedy Craig H. , Meyer Kim A. , Knowles Tanya , Shukla Smita
Published: March 2006

We studied behavioral functions associated with stereotypical responses for students with autism. In Study 1, analogue functional analyses (attention, demand, no‐attention, and recreation conditions) were conducted for 5 students. Results suggested that stereotypy was multiply determined or occurred across all assessment conditions. For 2 students, stereotypy was associated with positive and negative reinforcement and the absence of environmental stimulation. For 2 other students, stereotypy occurred at high levels across all experimental conditions. For the 5th student, stereotypy was associated with negative reinforcement and the absence of environmental stimulation. In Study 2, the stereotypy of 1 student was further analyzed on a function‐by‐function basis. Within a concurrent‐schedules procedure, alternative responses were taught to the student using functional communication training. The results of Study 2 showed that similar topographies of stereotypy, based on qualitatively different reinforcers, were reduced only when differential reinforcement contingencies for alternative forms of communication were implemented for specific response—reinforcer relations. Our results suggest that the causes of stereotypy for students with autism are complex and that the presumed association between response topography and behavioral function may be less important than previously realized.
PARTIAL REMEDIATION OF SPEAKER AND LISTENER BEHAVIORS IN PEOPLE WITH SEVERE DEMENTIA
Authors: Henry Lynne M. , Horne Pauline J.
Published: March 2006

We investigated the effects of contingent reinforcement (Intervention 1) and contingent reinforcement with modeling (Intervention 2) on speaker and listener behaviors in 5 people with severe dementia. Intervention 1 generally increased listener behavior; there was no clear effect on tacting, but echoic behavior increased in the one case investigated. Given the weak baseline repertoires of these clients and the paucity of other effective interventions, even the small increases in verbal behaviors found here are important. Further gains may be achieved, for example, if reinforcement opportunity per trial type were to be increased from one to several per day or if participants were trained to echo the listener stimulus in mand compliance tasks.
EMBEDDED EVALUATION OF PREFERENCES SAMPLED FROM PERSON‐CENTERED PLANS FOR PEOPLE WITH PROFOUND MULTIPLE DISABILITIES
Authors: Green Carolyn W. , Middleton Sondra G. , Reid Dennis H.
Published: March 2006

We investigated a brief, embedded assessment for evaluating preferences sampled from person‐centered plans. After developing person‐centered plans for individuals with multiple disabilities, systematic assessments were conducted with preferences sampled from the plans. An assessment of sampled preferences was then embedded within the participants' daily routines. The two assessments identified similar preferences based on participant approach responses. Both assessments also indicated inconsistencies with reported preferences in the person‐centered plans. Overall, results suggested the embedded assessment may be an alternative means of evaluating some preferences reported through person‐centered planning.
READING, EQUIVALENCE, AND RECOMBINATION OF UNITS: A REPLICATION WITH STUDENTS WITH DIFFERENT LEARNING HISTORIES
Authors: Melchiori Lígia Ebner , De Souza Deisy G. , De Rose Júlio C.
Published: March 2006

First graders, preschoolers, special education students, and adults received a reading program in which they learned to match printed to dictated words and to construct (copy) printed words. The students not only learned to match the training words but also learned to read them. In addition, most of the students learned to read new words that involved recombinations of the syllables of the training words. The results replicate and extend the generality of a prior analysis of a reading program based on stimulus equivalence and recombination of units.
TEMPORAL DISCOUNTING: BASIC RESEARCH AND THE ANALYSIS OF SOCIALLY IMPORTANT BEHAVIOR
Authors: Critchfield Thomas S. , Kollins Scott H.
Published: March 2006

Recent basic research on human temporal discounting is reviewed to illustrate procedures, summarize key findings, and draw parallels with both nonhuman animal research and conceptual writings on self‐control. Lessons derived from this research are then applied to the challenge of analyzing socially important behaviors such as drug abuse, eating and exercise, and impulsiveness associated with attention deficit hyperactivity disorder. Attending to the broader temporal context in which behavior occurs may aid in the analysis of socially important behavior. Applying this perspective to the study of behavior in natural environments also highlights the importance of combining methodological flexibility with conceptual rigor to promote the extension of applied behavior analysis to a broader array of socially important behaviors.
PROXIMAL AND DISTAL EFFECTS OF PLAY ON CHILD COMPLIANCE WITH A BRAIN‐INJURED PARENT
Authors: Ducharme Joseph M. , Rushford Nancy
Published: March 2006

Individuals with brain injury may experience severe cognitive and other impairments. For brain‐injured parents, such deficits may be associated with child behavior problems, including noncompliance. We assessed the effects of a play period conducted by a brain‐injured father on the compliance of his son, who had become uncooperative with his father after the injury. The child consistently demonstrated improved compliance during proximal and distal compliance sessions that followed father‐son play periods.
ASSESSMENT AND TREATMENT OF PROBLEM BEHAVIOR MAINTAINED BY ESCAPE FROM ATTENTION AND ACCESS TO TANGIBLE ITEMS
Authors: Hagopian Louis P. , Wilson David M. , Wilder David A.
Published: March 2006

The results obtained from two consecutive functional analyses conducted with a 6‐year‐old child with autism are described. In the initial functional analysis, the highest rates of problem behavior occurred in the play condition. In that condition, the delivery of attention appeared to occasion problem behaviors. A second functional analysis was conducted wherein an escape from attention condition and a tangible condition were added. In the second functional analysis, higher rates of responding were observed in the escape from attention and tangible conditions. The results suggested that problem behavior was maintained by negative reinforcement in the form of escape from attention and positive reinforcement in the form of gaining access to preferred tangible items. Problem behavior was treated using functional communication training combined with noncontingent reinforcement.
FUNCTIONAL ASSESSMENT OF HAND FLAPPING IN A GENERAL EDUCATION CLASSROOM
Authors: Mueller Michael M. , Sterling‐Turner Heather E. , Scattone Dorothy
Published: March 2006

A functional assessment of hand flapping exhibited by a 5‐year‐old boy was conducted in a general education classroom. After a descriptive analysis ruled out several potential variables maintaining hand flapping, an experimental analysis was used to test the hypothesis that teacher‐delivered task demands were functionally related to hand flapping. Results of the experimental analysis were used to develop a simple intervention for hand flapping.
IDENTIFYING POSSIBLE CONTINGENCIES DURING DESCRIPTIVE ANALYSES OF SEVERE BEHAVIOR DISORDERS
Authors: Vollmer Timothy R. , Borrero John C. , Wright Carrie S. , Camp Carole Van , Lalli Joseph S.
Published: March 2006

Contingencies of reinforcement involve, in part, relations between behavior and subsequent environmental events. In this study we observed 11 individuals with developmental disabilities and severe behavior problems while they interacted with their primary care providers in simulated environments (hospital therapy rooms). We compared the probability of obtaining attention, escape from instructional demands, or access to materials following instances of problem behavior with the background probability of those events. However, the focus of our analysis was the evaluation of comparative probabilities (“contingency values”) in the context of relevant establishing operations such as diverted attention, instructional demands, and restricted access to materials. Results showed that the method was useful in identifying relations between behavior and subsequent environmental events. Implications for linking descriptive and functional analyses are discussed, and difficulties in identifying naturally occurring contingencies are considered.
TRAINING SUPPORT STAFF TO EMBED TEACHING WITHIN NATURAL ROUTINES OF YOUNG CHILDREN WITH DISABILITIES IN AN INCLUSIVE PRESCHOOL
Authors: Schepis Maureen M. , Reid Dennis H. , Ownbey Jean , Parsons Marsha B.
Published: March 2006

We evaluated a program for training 4 support staff to embed instruction within the existing activities of 5 children with disabilities in an inclusive preschool. The program involved classroom‐based instruction, role playing, and feedback regarding how to effectively prompt, correct, and reinforce child behavior. Descriptions of naturally occurring teaching opportunities in which to use the teaching skills were also provided. Following classroom training, brief on‐the‐job training was provided to each staff member, followed by on‐the‐job feedback. Results indicated that each staff member increased her use of correct teaching procedures when training was implemented. Improvements in child performance accompanied each application of the staff training program. Results are discussed in terms of using effective staff training as one means of increasing the use of recommended intervention procedures in inclusive settings. Areas for future research could focus on training staff to embed other types of recommended practices within typical preschool routines involving children with disabilities.
INCREASING ONE ASPECT OF SELF‐DETERMINATION AMONG ADULTS WITH SEVERE MULTIPLE DISABILITIES IN SUPPORTED WORK
Authors: Reid Dennis H. , Parsons Marsha B. , Green Carolyn W. , Browning Leah B.
Published: March 2006

We attempted to increase one aspect of self‐determination among 3 supported workers with multiple disabilities. Following Baer's (1998) self‐determination conceptualization, the workers were exposed to two conditions that involved working more versus less independently based on availability of assistive devices. Next, their condition preferences were assessed and honored. All participants consistently chose the more independent condition. Results reflect how self‐determination may be enhanced by giving workers increased control over work situations.
DEVELOPING FLUENCY AND ENDURANCE IN A CHILD DIAGNOSED WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
Authors: McDowell Claire , Keenan Michael
Published: March 2006

We examined the effect of a teaching method on skill fluency and on‐task endurance of a 9‐year‐old boy who had been diagnosed with attention deficit hyperactivity disorder. An academic task that occurred at low fluency during 10‐min baseline sessions was taught to fluency. When responding was not yet fluent, brief reversals to baseline showed that the learner's rate of responding decreased and that he did not spend entire sessions on task. However, once a fluency goal had been reached, responding remained fluent and he remained on task in the third reversal condition.
USING A FADING PROCEDURE TO INCREASE FLUID CONSUMPTION IN A CHILD WITH FEEDING PROBLEMS
Authors: Patel Meeta R. , Piazza Cathleen C. , Kelly Markell L. , Ochsner Corrine A. , Santana Christine M.
Published: March 2006

Stimulus fading was combined with differential reinforcement and extinction to increase intake of a calorie‐dense fluid by a 6‐year‐old child with feeding problems. The fading procedure consisted of adding Carnation Instant Breakfast™ Final acceptance and then milk to water (a fluid the child would drink).
FUNCTIONAL ANALYSIS AND TREATMENT OF INAPPROPRIATE VERBAL BEHAVIOR
Authors: Dixon Mark R. , Benedict Heather , Larson Tracy
Published: March 2006

The present study examined the possible function of inappropriate verbal behavior of an adult man who had been diagnosed with both mental retardation and psychosis. Results of a functional analysis indicated that inappropriate verbal utterances were maintained by attention. An intervention consisting of the differential reinforcement of appropriate verbal behavior effectively reduced the inappropriate behavior.
A TECHNOLOGY TO MEASURE MULTIPLE DRIVING BEHAVIORS WITHOUT SELF‐REPORT OR PARTICIPANT REACTIVITY
Authors: Boyce Thomas E. , Geller E. Scott
Published: March 2006

An in‐vehicle information system (IVIS) was used to videotape drivers (N = 61) without their knowledge while driving 22 miles in normal traffic. The drivers were told that they were participating in a study of direction following and map reading. Two data‐coding procedures were used to analyze videotapes. Safety‐related behaviors were counted during consecutive 15‐s intervals of a driving trial, and the occurrence of certain safety‐related behaviors was assessed under critical conditions. These two methods of data coding were assessed for practicality, reliability, and sensitivity. Interobserver agreement for the five different driving behaviors ranged from 85% to 95%. Within‐subject variability in safe driving was more pronounced among younger drivers and decreased as a function of age. Contrary to previous research that has relied on self‐reports, driver risk taking did not vary significantly as a function of gender. These results are used to illustrate the capabilities of the technology introduced here to design and evaluate behavior‐analytic interventions to increase safe driving.
REVIEW OF MILTENBERGER'S BEHAVIOR MODIFICATION: PRINCIPLES AND PROCEDURES (2ND ED.)
Authors: Vollmer Timothy R.
Published: March 2006

The second edition of Raymond G. Miltenberger's Behavior Modification: Principles and Procedures is reviewed. The first section of the review discusses the structure of the book. The second section of the review discusses its content. The third section offers some conclusions and describes a need for more advanced applied behavior analysis textbooks. Overall, the findings of the review are that the text is one of the best available for undergraduate instruction in applied behavior analysis.
ANALYSIS OF RESPONSE CLASS HIERARCHIES WITH ATTENTION‐MAINTAINED PROBLEM BEHAVIORS
Authors: Harding Jay W. , Wacker David P. , Berg Wendy K. , Barretto Anjali , Winborn Lisa , Gardner Andrew
Published: March 2006

We replicated a method for clarifying inconclusive functional analysis outcomes via an extinction analysis of separate topographies of problem behavior with 2 participants. Results suggested that both mild and severe problem behaviors belonged to the same response class. An analysis of response latency was consistent with a response class hierarchy hypothesis, indicating that mild problem behavior nearly always occurred prior to severe topographies of problem behavior.
PUTATIVE BEHAVIORAL HISTORY EFFECTS AND AGGRESSION MAINTAINED BY ESCAPE FROM THERAPISTS
Authors: Progar Patrick R. , North Stephen T. , Bruce Stephen S. , DiNovi Brett J. , Nau Paul A. , Eberman Eric M. , Bailey James R. , Nussbaum Craig N.
Published: March 2006

Differentially higher rates of aggression in treatment sessions occurred in the presence of two staff members who had previously worked with the participant at another facility. Adding an edible reinforcer for compliance and the absence of aggression in sessions conducted by these two staff members decreased aggression to rates similar to those obtained with less familiar therapists. Results suggest that embedding positive reinforcement within a demand context may reduce the aversiveness of therapists correlated with a history of demand situations.
RESPONSE EFFICIENCY DURING FUNCTIONAL COMMUNICATION TRAINING: EFFECTS OF EFFORT ON RESPONSE ALLOCATION
Authors: Richman David M. , Wacker David P. , Winborn Lisa
Published: March 2006

An analogue functional analysis revealed that the problem behavior of a young child with developmental delays was maintained by positive reinforcement. A concurrent‐schedule procedure was then used to vary the amount of effort required to emit mands. Results suggested that response effort can be an important variable when developing effective functional communication training programs.
EFFECTS OF SOCIAL PROXIMITY ON MULTIPLE AGGRESSIVE BEHAVIORS
Authors: Oliver Chris , Oxener Gerrie , Hearn Michael , Hall Scott
Published: March 2006

We systematically manipulated social proximity to examine its influence on multiple topographies of aggression. Aggression occurred at high levels during close‐proximity sessions and at low levels during distant‐proximity sessions even though social contact was presented continuously during both conditions. Topographies of aggression emerged sequentially across the close‐proximity sessions, and all topographies were reduced to zero following extended sessions of this condition.