bluuebunny/crossref_metadata_2025 huggingface dataset:
Screening for Developmental Dysplasia of the Hip: A Systematic Literature Review for the US Preventive Services Task Force
Authors: Shipman Scott A. , Helfand Mark , Moyer Virginia A. , Yawn Barbara P.
Published: March 2006

BACKGROUND. Developmental dysplasia of the hip (DDH) represents a spectrum of anatomic abnormalities that can result in permanent disability.

OBJECTIVE. We sought to gather and synthesize the published evidence regarding screening for DDH by primary care providers.

METHODS. We performed a systematic review of the literature by using a best-evidence approach as used by the US Preventive Services Task Force. The review focused on screening relevant to primary care in infants from birth to 6 months of age and on interventions used in infants before 1 year of age.

RESULTS. The literature on screening and interventions for DDH suffers from significant methodologic shortcomings. No published trials directly link screening to improved functional outcomes. Clinical examination and ultrasound identify somewhat different groups of newborns who are at risk for DDH. A significant proportion of hip abnormalities identified through clinical examination or ultrasound in the newborn period will spontaneously resolve. Very few studies examine the functional outcomes of patients who have undergone therapy for DDH. Because of the high rate and unpredictable nature of spontaneous resolution of DDH and the absence of rigorous comparative studies, the effectiveness of interventions is not known. All surgical and nonsurgical interventions have been associated with avascular necrosis of the femoral head, the most common and most severe harm associated with all treatments of DDH.

CONCLUSIONS. Screening with clinical examination or ultrasound can identify newborns at increased risk for DDH, but because of the high rate of spontaneous resolution of neonatal hip instability and dysplasia and the lack of evidence of the effectiveness of intervention on functional outcomes, the net benefits of screening are not clear.
Early Stroke and Cerebral Vasculopathy in Children With Facial Hemangiomas and PHACE Association
Authors: Drolet Beth A. , Dohil Magdalene , Golomb Meredith R. , Wells Robert , Murowski Luann , Tamburro Joan , Sty Jack , Friedlander Sheila Fallon
Published: March 2006

PHACE association is a rare neurocutaneous syndrome that may include posterior fossa malformations, hemangiomas, arterial anomalies, coarctation of the aorta and cardiac defects, eye abnormalities, and sternal defects. The arterial abnormalities may be developmental or acquired and usually involve the cervical and cerebral vasculature. We believe that infants with PHACE association are at increased risk of arterial ischemic stroke and describe 5 infants with facial hemangiomas and structural and acquired arterial anomalies, all of whom suffered an arterial ischemic stroke during infancy.
Incretin Mimetics and Dipeptidyl Peptidase‐IV Inhibitors: Potential New Therapies for Type 2 Diabetes Mellitus
Authors: Triplitt Curtis , Wright Alison , Chiquette Elaine
Published: February 2006

The emergence of the glucoregulatory hormones glucagon‐like peptide‐1 (GLP‐1) and glucose‐dependent insulinotropic polypeptide has expanded our understanding of glucose homeostasis. In particular, the glucoregulatory actions of the incretin hormone GLP‐1 include enhancement of glucose‐dependent insulin secretion, suppression of inappropriately elevated glucagon secretion, slowing of gastric emptying, and reduction of food intake. Two approaches have been developed to overcome rapid degradation of GLP‐1. One is the use of agents that mimic the enhancement of glucose‐dependent insulin secretion, and potentially other antihyperglycemic actions of incretins, and the other is the use of dipeptidyl peptidase‐IV inhibitors, which reduce the inactivation of GLP‐1, increasing the concentration of endogenous GLP‐1. The development of incretin mimetics and dipeptidyl peptidase‐IV inhibitors opens the door to a new generation of antihyperglycemic agents to treat several otherwise unaddressed pathophysiologic defects of type 2 diabetes mellitus. We review the physiology of glucose homeostasis, emphasizing the role of GLP‐1, the pathophysiology of type 2 diabetes mellitus, the clinical shortcomings of current therapies, and the potential of new therapies— including the newly approved incretin mimetic exenatide—that elicit actions similar to those of GLP‐1.
Sevelamer Therapy for Pediatric End‐Stage Renal Disease
Authors: Storms Lara E. , Chicella Michael F. , Dice James E.
Published: February 2006

Sevelamer, a non–calcium‐containing, non–aluminum‐containing phosphate binder, is frequently prescribed for treatment in adults with hyperphosphatemia secondary to end‐stage renal disease (ESRD). However, published information regarding sevelamer use in children younger than 11 years is lacking. We report the use of sevelamer as a phosphate binder in a 19‐month‐old girl with ESRD who was receiving calcium carbonate 1250 mg 3 times/day for hyperphosphatemia. The patient's initial serum phosphorus concentration was 8.6 mg/dl, and the calcium‐phosphorus product was 75 mg2/dl2. This was well above the level that places patients at risk for complications such as joint, vessel, and soft‐tissue calcification. An aluminum‐containing phosphate binder was not an option given the patient's renal disease and the concern for neurotoxicity. Sevelamer was considered, but a MEDLINE search revealed no pediatric dosing information. An initial dosage of 100 mg/kg/day divided every 8 hours was administered, as extrapolated from adult data, and then titrated to 130 mg/kg/day divided every 8 hours based on the patient's response. The child's dietary phosphorus intake remained constant throughout her hospital stay. During sevelamer therapy, her serum phosphorus concentration dropped as low as 5.2 mg/dl; at discharge it was 6.5 mg/dl, with a corresponding calcium‐phosphorus product in the upper 50s. No adverse effects associated with sevelamer were observed. In the dosages we used, sevelamer resulted in an acceptable calcium‐phosphorus product and returned the patient's serum phosphorus concentration to near normal. Sevelamer appears to be a viable option as a phosphate binder in children with ESRD.
Formation of Pancreatic Duct Epithelium from Bone Marrow During Neonatal Development
Authors: Wang Xiuli , Ge Shundi , Gonzalez Ignacio , McNamara George , Rountree C. Barth , Xi Kenny Kezhe , Huang Grace , Bhushan Anil , Crooks Gay M.
Published: March 2006

Recent reports suggest that bone marrow–derived cells engraft and differentiate into pancreatic tissue at very low frequency after pancreatic injury. All such studies have used adult recipients. The aim of our studies was to investigate the potential of bone marrow to contribute to the exocrine and endocrine components of the pancreas during the normal rapid growth of the organ that occurs during the neonatal period. Five to ten million bone marrow cells from adult, male, transgenic, green fluorescent protein (GFP) mice were injected into neonatal nonobese diabetic/severely compromised immunodeficient/β2microglobulin-null mice 24 hours after birth. Two months after bone marrow transplantation, pancreas tissue was analyzed with fluorescence immunohistochemistry and fluorescence in situ hybridization (FISH). Co-staining of GFP, with anticytokeratin antibody, and with FISH for the presence of donor Y chromosome indicated that up to 40% of ducts (median 4.6%) contained epithelial cells derived from donor bone marrow. In some of these donor-derived ducts, there were clusters of large and small ducts, all comprised of GFP+ epithelium, suggesting that whole branching structures were derived from donor bone marrow. In addition, rare cells that coexpressed GFP and insulin were found within islets. Unlike pancreatic damage models, no bone marrow–derived vascular endothelial cells were found. In contrast to the neonatal recipients, bone marrow transplanted into adult mice rarely generated ductal epithelium or islet cells (p < .05 difference between adult and neonate transplants). These findings demonstrate the existence in bone marrow of pluripotent stem cells or epithelial precursors that can migrate to the pancreas and differentiate into complex organ-specific structures during the neonatal period.
Self-Report Instruments for Fatigue Assessment: A Systematic Review
Authors: Mota Dálete D. C. F. , Pimenta Cibele A. M.
Published: March 2006

This systematic review analyzed 18 self-reported fatigue instruments for adults. Five databases were searched combining fatigue with instrument, questionnaire, inventory, scale, or assessment. Eighteen fatigue instruments and six definitions of fatigue were found. Six instruments apply to physical or psychiatric disease; five are cancer-specific. Nine were unidimensional; others included intensity (n= 10), mental (n= 7), and physical (n= 7) dimensions. Eleven instruments had 15 or fewer items; the longest had 40 items. Four instruments were discriminative; 14 were evaluative. Fifteen assessed reliability using Cronbach’s alpha, which was greater than or equal to .90 seven times. Validity tests were convergent or divergent (n= 11), discriminant (n= 10), and factor analysis (n= 9). Because fatigue is a highly prevalent limiting symptom, this review is important for improving fatigue assessment.
CUES‐PAUSE‐POINT LANGUAGE TRAINING: TEACHING ECHOLALICS FUNCTIONAL USE OF THEIR VERBAL LABELING REPERTOIRES
Authors: McMorrow Martin J. , Foxx R. M. , Faw Gerald D. , Bittle Ron G.
Published: March 2006

We evaluated the direct and generalized effects of cues‐pause‐point language training procedures on immediate echolalia and correct responding in two severely retarded females. Two experiments were conducted with each subject in which the overall goal was to encourage them to remain quiet before, during, and briefly after the presentation of questions and then to verbalize on the basis of environmental cues whose labels represented the correct responses. Multiple baseline designs across question/response pairs (Experiment I) or question/response pairs and settings (Experiment II) demonstrated that echolalia was rapidly replaced by correct responding on the trained stimuli. More importantly, there were clear improvements in subjects' responding to untrained stimuli. Results demonstrated that the cues‐pause‐point procedures can be effective in teaching severely retarded or echolalic individuals functional use of their verbal labeling repertoires.
SOCIAL INFLUENCES ON “SELF‐STIMULATORY” BEHAVIOR: ANALYSIS AND TREATMENT APPLICATION
Authors: Durand V. Mark , Carr Edward G.
Published: March 2006

We tested the hypothesis that the “self‐stimulatory” behaviors exhibited by some individuals may be socially mediated. Four developmentally disabled children who exhibited hand flapping and body rocking participated in a series of three experiments conducted to assess the influence of social variables on stereotyped behavior and to develop a treatment based on the assessment. Experiment 1 used an assessment procedure to determine the relative influences of social attention and task demands on stereotyped behavior. For all four children, hand flapping and body rocking increased when difficult academic tasks were introduced. Experiment 2 involved the use of a procedural time‐out and demonstrated that removing task demands contingent on stereotyped behavior resulted in increased rates of hand flapping and body rocking. In Experiment 3, these results were used to develop a communication treatment that consisted of teaching the children to request assistance on the difficult tasks. This treatment resulted in significant reductions in self‐stimulatory behavior. These results are consistent with the hypothesis that some forms of repetitive stereotyped behavior may come to serve social functions (e.g., escape from aversive situations). Teaching a functionally equivalent communicative alternative to escape‐motivated stereotyped behavior can be an effective form of intervention for this problem.
USING INTERMITTENT REINFORCEMENT TO PROGRAM MAINTENANCE OF VERBAL/NONVERBAL CORRESPONDENCE
Authors: Baer Ruth A. , Blount Ronald L. , Detrich Ronnie , Stokes Trevor F.
Published: March 2006

We investigated the effects of an intermittent reinforcement procedure on maintenance of verbal/nonverbal correspondence with nutritious snack choices in a day‐care setting. Nutritious snack choices were first established using correspondence training procedures in a multiple baseline across three children. Withdrawal of the procedures with one subject led to loss of appropriate responding, suggesting the need for a maintenance strategy. The intermittent reinforcement procedure was implemented in a multiple baseline across subjects. Nutritious snack choices were observed consistently during the intermittent reinforcement condition and the subsequent extinction condition.
MAINTAINING PERFORMANCE OF AUTISTIC CLIENTS IN COMMUNITY SETTINGS WITH DELAYED CONTINGENCIES
Authors: Dunlap Glen , Koegel Robert L. , Johnson Jean , O'Neill Robert E.
Published: March 2006

To facilitate the classroom and workshop integration of three autistic clients, we examined the feasibility of teaching them to respond appropriately without the continual presence of specially trained treatment providers. Within a multiple baseline design, a 4‐step treatment process was implemented to promote durable responsive performance. Results indicated that the therapist could be removed from the treatment environment and that appropriate behavior could be successfully maintained in community settings with only infrequent and delayed contingencies.
SELF‐INSTRUCTION: AN ANALYSIS OF THE DIFFERENTIAL EFFECTS OF INSTRUCTION AND REINFORCEMENT
Authors: Roberts Richard N. , Nelson Rosemery O. , Olson Terry W.
Published: March 2006

This study investigated the impact of training 9 first‐ and second‐grade children to use a full self‐instructional regimen, and then differentially reinforced the use of self‐instruction only, accuracy only, or both self‐instruction and accuracy. Three comparison children received no training in self‐instruction and were reinforced for accuracy only. Children improved dramatically in academic accuracy subsequent to self‐instructional training, independent of the use of self‐instruction and of the specific behavior consequated. Children who were reinforced for using self‐instruction did use self‐instruction, and those who were not, did not. Comparison group children showed little improvement until training in problem‐solving strategies was given after 9 days of reinforcement for accuracy. Self‐instructional training is discussed as one type of event that increases the likelihood of accurate performance. Its effectiveness may be explained in terms of a teaching strategy rather than in terms of modifying cognitive processes.
A NEUROBIOLOGICAL ALTERNATIVE TO THE PERCEPTUAL REINFORCEMENT HYPOTHESIS OF STEREOTYPED BEHAVIOR: A COMMENTARY ON “SELF‐STIMULATORY BEHAVIOR AND PERCEPTUAL REINFORCEMENT”
Authors: Lewis Mark H. , Baumeister Alfred A. , Mailman Richard B.
Published: March 2006

A perceptual reinforcement theory of stereotyped movements is advanced by Lovaas, Newsom, and Hickman (1987) in an effort to integrate a number of diverse observations about the origins and maintenance of this behavior. We, in turn, argue that the theory, as presented, is logically flawed and fails to take into account important biological findings and theory concerning pathological stereotyped acts. An alternative theory, derived primarily from neurological concepts, is briefly described.
THE EFFICACY OF ALL‐POSITIVE MANAGEMENT AS A FUNCTION OF THE PRIOR USE OF NEGATIVE CONSEQUENCES
Authors: Pfiffner Linda J. , O'Leary Susan G.
Published: March 2006

Previous work suggests that an all‐positive approach to child management can be effective. The present investigation extends these findings by examining the efficacy of an enhanced all‐positive management system in the absence of a history of negative consequences. The on‐task behavior and academic performance of 8 first‐ through third‐grade children with academic and/or behavioral problems were observed in the classroom. Results indicated that, in the absence of a history of negative consequences, enhanced positive consequences were not sufficient to maintain on‐task rates or academic accuracy at acceptable levels. The addition of negative consequences resulted in an immediate increase in on‐task behavior and academic accuracy; a primarily positive approach appeared to be successful in maintaining these gains following the gradual (as opposed to abrupt) removal of the negative consequences.
FACILITATING TRANSITION TIMES WITH HANDICAPPED PRESCHOOL CHILDREN: A COMPARISON BETWEEN PEER‐MEDIATED AND ANTECEDENT PROMPT PROCEDURES
Authors: Sainato Diane M. , Strain Phillip S. , Lefebvre Daniel , Rapp Nancy
Published: March 2006

We examined the effects of a peer‐mediated versus an antecedent prompt condition on the rate of independent movement and appropriate behavior of handicapped preschool children during three classroom transition times. Using an alternating treatments design, results showed that each treatment condition yielded increases in target behaviors; however, the antecedent prompt condition was superior during all three transition settings. In addition, teacher prompts to these children were significantly reduced during the intervention conditions, indicating that the children were making these transitions more independently.
SOME STILL‐CURRENT DIMENSIONS OF APPLIED BEHAVIOR ANALYSIS
Authors: Baer Donald M. , Wolf Montrose M. , Risley Todd R.
Published: March 2006

Twenty years ago, an anthropological note described the current dimensions of applied behavior analysis as it was prescribed and practiced in 1968: It was, or ought to become, applied, behavioral, analytic, technological, conceptual, effective, and capable of appropriately generalized outcomes. A similar anthropological note today finds the same dimensions still prescriptive, and to an increasing extent, descriptive. Several new tactics have become evident, however, some in the realm of conceptual analysis, some in the sociological status of the discipline, and some in its understanding of the necessary systemic nature of any applied discipline that is to operate in the domain of important human behaviors.
NEGATIVE REINFORCEMENT IN APPLIED BEHAVIOR ANALYSIS: AN EMERGING TECHNOLOGY
Authors: Iwata Brian A.
Published: March 2006

Although the effects of negative reinforcement on human behavior have been studied for a number of years, a comprehensive body of applied research does not exist at this time. This article describes three aspeas of negative reinforcement as it relates to applied behavior analysis: behavior acquired or maintained through negative reinforcement, the treatment of negatively reinforced behavior, and negative reinforcement as therapy. A consideration of research currently being done in these areas suggests the emergence of an applied technology on negative reinforcement.
APPARENT COVARIATION BETWEEN CHILD HABIT DISORDERS: EFFECTS OF SUCCESSFUL TREATMENT FOR THUMB SUCKING ON UNTARGETED CHRONIC HAIR PULLING
Authors: Friman Patrick C. , Hove Gayleen
Published: March 2006

We evaluated the effects of aversive taste treatment of thumb sucking on untreated trichotillomania (habitual hair pulling) in two children who chronically pulled their hair and sucked their thumbs. A combination of withdrawal and nonconcurrent multiple baseline designs showed that, concomitant with the successful treatment of thumb sucking, hair pulling was also eliminated. The results suggest an efficient method for changing behaviors that are difficult to treat directly.
SAYING AND DOING: A CONTINGENCY‐SPACE ANALYSIS
Authors: Matthews Byron A. , Shimoff Eliot , Catania A. Charles
Published: March 2006

Correspondences between verbal responding (saying) and nonverbal responding (doing) may be organized in terms of the classes of verbal/nonverbal relations into which particular instances of verbal/nonverbal response sequences can enter. Contingency spaces, which display relations among events in terms of the probability of one event given or not given another, have been useful in analyses of nonverbal behavior. We derive a taxonomy of verbal/nonverbal behavior relations from a contingency space that takes into account two conditional probabilities: the probability of a nonverbal response given a verbal response and that probability given the absence of the verbal response. For example, positive correspondence may be said to exist as a response class when the probability of doing is high given saying but is otherwise low. Criteria for other generalized classes, including negative correspondence, follow from this analysis.
RECREATING THE SCENE: AN EFFECTIVE WAY TO PROVIDE DELAYED PUNISHMENT FOR INAPPROPRIATE MOTOR BEHAVIOR
Authors: Van Houten Ron , Rolider Ahmos
Published: March 2006

A mediated punishment procedure that involved recreating a behavioral sequence by guiding the subject through the behavior in the situation in which it occurred was used to suppress several severe problem behaviors in two developmentally delayed children. The mediational procedure was first used with a 4‐year‐old autistic boy for biting and then for foot stomping. Next the procedure was used for stealing and hoarding behavior with a multiply handicapped 17‐year‐old girl. Results indicated that the procedure was effective and produced relatively rapid results. One advantage of the procedure is that it provides an opportunity for trained personnel to apply restrictive procedures to low frequency behavior that occurs in their absence rather than relying on less qualified staff to implement the procedure immediately after the behavior occurs.
THE EFFECTS OF ADVANCE STOP LINES AND SIGN PROMPTS ON PEDESTRIAN SAFETY IN A CROSSWALK ON A MULTILANE HIGHWAY
Authors: Van Houten Ron
Published: March 2006

The effects of specific signs and stop line bars designed to influence motorists to stop further back from the crosswalk when yielding right of way to pedestrians were evaluated using a reversal design. The introduction of the prompt and stop line reduced motor vehicle‐pedestrian conflicts (near collisions) by almost 80%. This finding was replicated in a second experiment the following year on two streets using a multiple baseline design. The use of the advance stop line is now being incorporated by the Provincial Department of Transportation for marking crosswalks on multilane streets.
BASING THE TREATMENT OF STEREOTYPIC AND SELF‐INJURIOUS BEHAVIORS ON HYPOTHESES OF THEIR CAUSES
Authors: Repp Alan C. , Felce David , Barton Lyle E.
Published: March 2006

Stereotypic and self‐injurious behaviors are common forms of maladaptive responding demonstrated by severely handicapped persons. Various review papers suggest that no single treatment procedure is universally effective. Although there may be many reasons for this finding, one could be that people engage in these behaviors for various reasons, and that procedures that are incompatible with the cause of the behavior are unlikely to be effective. These studies also suggest many hypotheses for the development and maintenance of these behaviors, three of which are the self‐stimulation, positive reinforcement, and negative reinforcement hypotheses. The purpose of this paper was to determine whether one of these hypotheses could be matched to the cause of the behavior and used as an effective treatment procedure. We therefore compared one hypothesis with one other for 3 subjects in a three‐phase study. During baseline, data were taken in two classrooms for each subject, and a judgment was made about the hypothesis most likely to be related to the cause of the behavior. During the second phase, a treatment based on that hypothesis was used in one classroom, and a treatment based on another hypothesis was used in the second classroom. During the third phase, the treatment that was most effective in the second phase was used in both classrooms. Results showed that a successful treatment program can be developed on an hypothesis of why the behavior occurred during baseline. Results are discussed in terms of supporting the argument that treatment programs should be based on a functional analysis of the behavior in its environmental context.
TRAINING SELF‐ADVOCACY SKILLS TO ADULTS WITH MILD HANDICAPS
Authors: Sievert Ann L. , Cuvo Anthony J. , Davis Paula K.
Published: March 2006

We developed and empirically evaluated an instructional program to teach self‐advocacy skills to eight young adults with mild handicaps. Participants were taught to discriminate whether or not possible violations of legal rights occurred in socially validated scenarios and, if so, to role‐play how to redress rights violations. Experimental control was demonstrated with a multiple probe design across four general legal rights categories for the discrimination component of training, and a multiple probe across groups of subjects for the redressing legal rights component of training. Participants' behavior was probed in simulations and deceptions of legal rights violations in natural settings. There were marked increases in dependent measures after instruction. Difficulties in assessing generalization and maintenance of low‐rate behaviors and suggestions for future research are presented.
ON THE FUNCTIONAL ROLE OF THE VERBALIZATION IN CORRESPONDENCE TRAINING PROCEDURES
Authors: Baer Ruth A. , Detrich Ronnie , Weninger Jeanette M.
Published: March 2006

We investigated the functional role of the child's and experimenter's verbalizations in correspondence training procedures with toy play behaviors in a day‐care center setting. Six children participated in a multiple baseline across responses and/or multielement design. Baseline conditions were followed by reinforcement of verbalization. This resulted in little or no change in responding, similar to findings of previous research. Experiment I isolated the child's verbalization as the variable under study. With an experimenter's prompt and postplay reinforcement held constant, the effects of including versus omitting the child's verbalization were examined. A contingency‐space analysis revealed that the presence or absence of the child's verbalization exerted no influence on play with the target toy. In Experiment II, a condition in which no experimenter's prompt occurred was added. Results suggested that the complete absence of any antecedent verbalization, by child or experimenter, resulted in much lower rates of play with the target toys. Again, however, when the experimenter's prompt was included, no dear difference was noted between conditions in which the child verbalized and conditions in which the child did not. These results raise doubts about the commonly held view of correspondence training procedures as a method of promoting self‐regulation.
THE RIGHT TO EFFECTIVE BEHAVIORAL TREATMENT
Authors: Van Houten Ron , Axelrod Saul , Bailey Jon S. , Favell Judith E. , Foxx Richard M. , Iwata Brian A. , Lovaas O. Ivar
Published: March 2006

We propose that individuals who are recipients or potential recipients of treatment designed to change their behavior have the right to a therapeutic environment, services whose overriding goal is personal welfare, treatment by a competent behavior analyst, programs that teach functional skills, behavioral assessment and ongoing evaluation, and the most effective treatment procedures available.
TRAINING PARENTS TO USE THE NATURAL LANGUAGE PARADIGM TO INCREASE THEIR AUTISTIC CHILDREN'S SPEECH
Authors: Laski Karen E. , Charlop Marjorie H. , Schreibman Laura
Published: March 2006

Parents of four nonverbal and four echolalic autistic children were trained to increase their children's speech by using the Natural Language Paradigm (NLP), a loosely structured procedure conducted in a play environment with a variety of toys. Parents were initially trained to use the NLP in a clinic setting, with subsequent parent‐child speech sessions occurring at home. The results indicated that following training, parents increased the frequency with which they required their children to speak (i.e., modeled words and phrases, prompted answers to questions). Correspondingly, all children increased the frequency of their verbalizations in three nontraining settings. Thus, the NLP appears to be an efficacious program for parents to learn and use in the home to increase their children's speech.
THE FUNCTIONAL ROLE OF PRESCHOOLERS' VERBALIZATIONS IN THE GENERALIZATION OF SELF‐INSTRUCTIONAL TRAINING
Authors: Guevremont David C. , Osnes Pamela G. , Stokes Trevor F.
Published: March 2006

We examined the functional role of verbalizations in the generalization of self‐instructional training with preschoolers. Children learned to overtly self‐instruct during classroom work periods prior to covert training. Data were collected on children's acquisition of verbal regulation during training and on overt use of self‐instructions in the classroom generalization setting. Results of a multiple baseline design across subjects indicated that treatment effects were evident in the training setting but did not generalize to the classroom until children were emitting overt self‐instructions in the classroom itself. The production of self‐verbalizations in the generalization setting was related to changes in correct responding, on‐task behavior, and efficiency in completing academic work.
TASK CLARIFICATION, PERFORMANCE FEEDBACK, AND SOCIAL PRAISE: PROCEDURES FOR IMPROVING THE CUSTOMER SERVICE OF BANK TELLERS
Authors: Crowell Charles R. , Anderson D. Chris , Abel Dawn M. , Sergio Joseph P.
Published: March 2006

Customer service for bank tellers was defined in terms of 11 verbal behavior categories. An audio‐recording system was used to track the occurrence of behaviors in these categories for six retail banking tellers. Three behavior management interventions (task clarification, performance feedback, and social praise), applied in sequence, were designed to improve overall teller performance with regard to the behavioral categories targeted. Clarification was accomplished by providing clear delineation of the various target categories, with specific examples of the behaviors in each. Feedback entailed presentation of ongoing verbal and visual information regarding teller performance. Praise consisted of verbal recognition of teller performance by branch managers. Results showed that clarification effects emerged quickly, producing an overall increase in desired behaviors of 12% over baseline. Feedback and praise effects occurred more gradually, resulting in overall increases of 6% and 7%, respectively. A suspension of all procedures led to a decline in overall performance, whereas reinstatement of feedback and praise was again accompanied by performance improvement. These findings extend the generality of behavior management applications and help to distinguish between possible antecedent and consequent effects of performance feedback.
A COMPARISON OF PEER‐DIRECTED AND TEACHER‐DIRECTED EMPLOYMENT INTERVIEW TRAINING FOR MENTALLY RETARDED ADULTS
Authors: Schloss Patrick J. , Santoro Christine , Wood Constance Ellen , Bedner Mary Jo
Published: March 2006

Interview skills deficits may limit employment prospects of mentally retarded adults. Although numerous papers highlight the importance of interview skills, few have validated effective strategies for use with mentally retarded persons. Further, there has been a lack of research contrasting rival interview skills training strategies. The present study was conducted with two mentally retarded young adults. It contrasted peer‐directed instruction, in which both participants were equally deficient in the target skills, with teacher‐directed instruction. Results of the investigation indicated that instruction, rehearsal, and feedback may be effective strategies regardless of who provides instruction. Comparisons of teacher‐directed and peer‐directed instruction indicated little or no difference in the effectiveness of the two procedures. However, the peer‐directed procedure involved considerably less staff time than did the teacher‐directed procedure.
AN ANALYSIS OF SEVERAL VARIABLES INFLUENCING THE EFFICACY OF FLASH CARD INSTRUCTION
Authors: Van Houten Ron , Rolider Ahmos
Published: March 2006

We conducted four experiments using an alternating treatments design to assess the influence of several variables on children's acquisition of number facts during one‐on‐one flash card instruction. In Experiment 1, we manipulated the order of stimulus presentation; in most cases a higher percentage of correct responses occurred, and mastery criterion was reached in somewhat fewer sessions, when a missed problem was re‐presented after the next item than when problems were re‐presented in a sequential order. In Experiment 2 a comparison of error‐contingent reprimands with no reprimands yielded similar results in favor of the former procedure. Experiment 3 indicated that a higher percentage of correct responses and more rapid acquisition occurred when the tutor and student were seated knee‐to‐knee than when a desk was positioned between them. Experiment 4 compared the rate of learning in the presence and absence of a treatment package consisting of all three variables identified as leading to more rapid learning in the previous three experiments. Children reached criterion in less than half the time when the treatment package was in effect.
INCREASING IMPLEMENTATION OF SPECIAL EDUCATION INSTRUCTION IN MAINSTREAM PRESCHOOLS: DIRECT AND GENERALIZED EFFECTS OF NONDIRECTIVE CONSULTATION
Authors: Peck Charles A. , Killen Christina C. , Baumgart Diane
Published: March 2006

Two studies evaluated a consultation strategy for increasing teachers' implementation of instruction related to specific Individualized Education Plan objectives for handicapped children mainstreamed into regular preschool programs. In the first study, teachers viewed videotaped sequences of regular classroom routines and were asked to generate ideas for embedding IEP‐related instruction into those routines. All teachers demonstrated increases in instructional behaviors in targeted routines, and 2 of the 3 teachers increased instruction in additional settings that had not been the focus of the consultation. Children demonstrated concomitant increases in IEP‐targeted behaviors. In follow‐up questionnaires and interviews, teachers reported increased confidence in their ability to implement specialized instruction. These findings were replicated in a second study in which the videotaping was replaced by teacher interview, and in which the consultation was carried out by a previously untrained special education teacher.
BUILDING RESPONSE CLASSES: A COMPARISON OF TWO PROCEDURES FOR TEACHING GENERALIZED POURING TO LEARNERS WITH SEVERE DISABILITIES
Authors: Day H. Michael , Horner Robert H.
Published: March 2006

Five individuals with profound mental retardation received instruction on liquid pouring. The effects of two training strategies on performance with nontrained pitchers and receptacles were compared within a split multiple baseline design across subjects. One training approach followed general case instruction guidelines in which both difficult and easy teaching examples were selected that sampled the range of relevant stimulus and response variation. The second training approach approximated the early steps in an easy‐to‐hard sequencing strategy and involved using only a set of easy teaching examples that did not sample the full range of relevant stimulus and response variation required for successful pouring in natural settings. Results indicated that only after training with the full set of general case examples did the learners become competent with the nontrained generalization probe tasks. In addition, the set of easy examples resulted in learners performing topographically predictable errors with the generalization probe tasks.
THE USE OF BEHAVIORAL ASSESSMENT TO PRESCRIBE AND EVALUATE TREATMENTS FOR SEVERELY HANDICAPPED CHILDREN
Authors: Steege Mark W. , Wacker David P. , Berg Wendy K. , Cigrand Karla K. , Cooper Linda J.
Published: March 2006

Behavioral assessment procedures were used to prescribe and evaluate treatments of maladaptive behavior for 2 children with severe multiple handicaps. In Experiment 1, the results of an assessment of reinforcer preference were used in conjunction with a functional analysis of the conditions maintaining self‐injurious behavior to prescribe a treatment for a child with severe disabilities. The treatment procedure involved the use of a pressure‐sensitive microswitch to activate reinforcing stimuli during two solitary conditions, during which self‐injurious behavior had occurred at high rates. The results were evaluated with a multiple baseline across settings design and indicated that self‐injury decreased with concomitant increases in microswitch activation. Results were maintained at 6 weeks, 8 weeks, and 6 months. In Experiment 2, the results of behavioral assessments of reinforcer preference and self‐injurious behavior were combined to develop a treatment for a second severely handicapped child, who exhibited high rates of self‐injury in demand situations. This treatment was evaluated with a multiple baseline across tasks design and resulted in the elimination of self‐injury for up to 15 months.
THE TREATMENT OF MUSCLE TICS WITH DISSIMILAR COMPETING RESPONSE PRACTICE
Authors: Sharenow Ellen L. , Fuqua R. Wayne , Miltenberger Raymond G.
Published: March 2006

Prior research has shown that muscle tics can be suppressed by the performance of a competing response contingent on the occurrence of the muscle tics. In an effort to determine whether the topography of the competing response was important to the muscle tic suppressing effects of contingent competing response practice, we evaluated the effects of a competing response that was topographically dissimilar to the muscle tic. Three subjects engaged in dissimilar competing responses contingent on the occurrence of a muscle tic; 2 of these subjects subsequently engaged in similar competing response practice. The results showed a decrease in objective measures of muscle tic frequency with the introduction of dissimilar competing response practice for each subject; subsequent exposure to similar competing response practice for 2 subjects resulted in no additional decrement in the level of muscle tics. These results suggest that the topography of the competing response may not be crucial for the suppression of muscle tics. Discrepancies between the objective measures of muscle tics and self‐recorded measures are noted and discussed.
PROMOTING SAFETY BELT USE WITH TRAFFIC SIGNS AND PROMPTERS
Authors: Williams Melvin , Thyer Bruce A. , Bailey Jon S. , Harrison Dianne F.
Published: March 2006

Two studies were conducted examining the stimulus‐control effects of conventional traffic signs as prompts for motor vehicle driver safety belt use. Following pilot research which suggested that a traffic sign reading “Fasten Safety Belt” posted at a parking lot exit was effective in producing small increases in safety belt use, Study I demonstrated the superiority of having human prompters display such signs compared to simply posting the signs. Study II replicated the findings of Study I and found that posted signs became more effective in prompting safety belt use if simple posting was preceded by a period involving human prompters who displayed the signs. The results bear upon the development of more effective use of traffic signs in promoting safety belt use and in viewing such use as an instance of rule‐governed behavior.
A SINGLE‐SUBJECT APPROACH TO EVALUATING VEHICLE SAFETY BELT REMINDERS: BACK TO BASICS
Authors: Berry Thomas D. , Geller E. Scott
Published: March 2006

A single‐subject ABA reversal design was applied to evaluate the effectiveness of a limited 8‐s safety belt reminder system and two modified reminder systems (a delayed and second reminder) to increase the safety belt use of 13 drivers. The research was conducted with a specially equipped research vehicle that permitted the manipulation of different safety belt reminder stimuli and the unobtrusive recording of a driver's belt use. For 2 subjects, the limited 8‐s reminder increased safety belt use. For another 2 subjects, the second reminder markedly increased belt use. Some subjects were uninfluenced by the reminder systems presented; others always buckled up during both baseline and intervention conditions. The approach and results are discussed with regard to the application of behavior analysis methodologies (e.g., cumulative records) and principles (e.g., schedules of reinforcement) to advance the utility and investigation of safety belt reminder systems.
TRAINING INTERACTIONAL BEHAVIORS OF ADULTS WITH DEVELOPMENTAL DISABILITIES: A SYSTEMATIC REPLICATION AND EXTENSION
Authors: Lalli Joseph S. , Pinter‐Lalli Elizabeth , Mace F. Charles , Murphy Donna M.
Published: March 2006

This study was a replication and extension of research by Foxx, McMorrow, Bittle, and Ness (1986) that assessed generalization effects of a social skills training program on the interactional behavior of adults with developmental disabilities. Target skills were a verbal action or reaction in six skill areas that specifically addressed the participants' skill deficits. In the present study, we trained 5 adult residents of a group home across these six skill areas using the “Sorry” game format and the scoring criteria described by Foxx et al. We extended the results of Foxx et al. by (a) using pretreatment assessment procedures to identify participants' specific skill deficits, (b) training all residents in the natural environment, (c) training participant—participant interactions, (d) training participants to respond to four of the six skill areas through the use of a role‐play procedure, and (e) omitting rewards, criterion levels, and self‐monitoring. Additionally, the trainer in the present study modeled correct responses only as an error correction procedure during training. Similar to those of Foxx et al., our results indicated that all participants increased their use of the trained interactional behaviors during the generalization assessments in the presence of other trained peers.
ENFORCEMENT OR INCENTIVES? PROMOTING SAFETY BELT USE AMONG MILITARY PERSONNEL IN THE NETHERLANDS
Authors: Hagenzieker Marjan P.
Published: March 2006

During a nationwide campaign to promote safety belt use among military personnel, a field study was conducted at 12 different military bases in the Netherlands. Amount of enforcement, type of publicity, and incentive strategies were varied among military bases. Observations of safety belt use among servicemen in their personal vehicles were conducted before the campaign, immediately following the campaign, and 3 months later. Safety belt use increased from 65% during baseline to 73% directly after the campaign and to 76% 3 months later. An overall 28.6% increase in safety belt use (from 63% to 81%) was observed at seven bases, whereas no changes were found at five bases (68% on all occasions). To a large degree the effects were due to a 37.7% increase among young drivers. These results confirmed that enforcement, as well as incentives, can be effective in promoting safety belt use. However, treatment effects were not systematic, thereby complicating the interpretation of the results. Implications of these varied outcomes are discussed.
FUNCTIONAL ASSESSMENT, CURRICULAR REVISION, AND SEVERE BEHAVIOR PROBLEMS
Authors: Dunlap Glen , Kern‐Dunlap Lee , Clarke Shelley , Robbins Frank R.
Published: March 2006

An adolescent female with multiple handicaps and a long history of severely disruptive behavior participated in a functional assessment linked directly to specific revisions in her school curriculum. During Phase 1, reversal designs were used to test hypotheses pertaining to antecedent and auricular influences on problem behavior. During Phase 2, a multiple baseline across afternoon and morning time periods demonstrated that the auricular revisions were effective in eliminating severely disruptive behavior and increasing on‐task responding. Data also showed that inappropriate “psychotic” speech was reduced and appropriate social interactions were increased. Follow‐up results showed that the changes were maintained throughout the school year. Questionnaire data provided social validation of the procedures and outcomes. The findings are discussed in relation to their implications for functional assessment, individualized curricula, and positive programming for students with disabilities and serious behavior problems.
A COMPREHENSIVE EVALUATION OF REINFORCER IDENTIFICATION PROCESSES FOR PERSONS WITH PROFOUND MULTIPLE HANDICAPS
Authors: Green Carolyn W. , Reid Dennis H. , Canipe Vicki S. , Gardner Shirley M.
Published: March 2006

We evaluated comprehensively a preference assessment for identifying reinforcers for persons with profound multiple handicaps. Four experiments were conducted involving 18 individuals. Results of Experiment 1 replicated previous findings in that the assessment identified student preferences for respective stimuli, and caregiver opinion of preferences did not coincide with the systematic assessment. Results of Experiment 2 indicated highly preferred stimuli were likely to function as reinforcers in training programs, whereas stimuli not highly preferred did not function as reinforcers. Results of Experiment 3 suggested the 12 stimuli used in the assessment represented a comprehensive stimulus set for identifying preferences, although the utility of the set sometimes could be enhanced by caregiver opinion. Results of Experiment 4 indicated the assessment identified preferences likely to be maintained over time. Overall, results are discussed in terms of identifying limits and alternatives to a behavioral teaching technology when applied to persons with profound multiple handicaps.
ASSESSING STIMULUS CONTROL IN NATURAL SETTINGS: AN ANALYSIS OF STIMULI THAT ACQUIRE CONTROL DURING TRAINING
Authors: Halle James W. , Holt Bonnie
Published: March 2006

When a learner is taught a new response, the stimuli that influence its display are often unknown. The presence or absence of these stimuli alters the probability of occurrence of the response. By identifying the stimuli influencing the probability of newly acquired responses, interventionists may program for their generalization more effectively and efficiently. This investigation describes the application of an operant methodology to assess functional relationships between responses and specific stimulus variables. Four young adults with moderate mental retardation were taught to include “please” as part of requests they made in school. Four environmental stimuli, present during training, were assessed for the controlling properties they acquired. Each of the four was assessed prior to and after training by presenting it in isolation (i.e., the other three were varied). If the presence of a single stimulus associated with training did not occasion “please,” then pairs of stimuli were probed. The results revealed that single‐stimulus probing occasioned responding by only 1 learner; paired‐stimulus probing set the occasion for including “please” by 2 others. Control of the 4th learner's responding was lost before training was introduced, because he began including “please” in his requests during baseline. The implications of these results are discussed in terms of analyzing stimulus control and promoting stimulus generalization.