bluuebunny/crossref_metadata_2025_split huggingface dataset:
Person‐treatment interactions across nonaversive response‐deceleration procedures for self‐injury: A case study of effects and side effects
Authors: Paisey Timothy J. H. , Whitney Robert B. , Moore Jack 
Published: June 2007

AbstractThree nominally nonaversive response‐deceleration treatment packages, “gentle teaching,” differential reinforcement of incompatible behavior plus interruption, and graduated guidance, were administered to two profoundly retarded men who exhibited topographically similar self‐injurious head‐hitting maintained under contrasting contingencies identified by functional analysis. Following No Demand and Instructional Demand baseline sessions, the three intervention packages were balanced across 18, 30‐minute analog training sessions and three trainers in each subject's prevocational setting, using a simple panel‐pressing task as the training objective. There were significant differences between the three packages in rates of target response suppression, effects on collateral behaviors, acquisition of panel pressing, and immediate post‐treatment carry‐over, both within and between subjects. It is concluded that both functional analysis and within‐subject treatment comparison may assist in identification of the least restrictive alternative in applied service settings, and that topographic similarity of self‐injury between subjects may not necessarily indicate selection of similar treatment packages.
A sustained analysis of the behaviors of schooling
Authors: Greer R. Douglas , McCorkle Nan , Williams Gladys 
Published: June 2007

AbstractEducationally significant behaviors of students, teachers, and supervisors were directly assessed daily for a fiscal year in a residential school in which the results of behavior analysis research are applied to all levels of schooling. The variables assessed included those found to be concomitantly related to effective schooling as determined by the educational research literature, and functionally related to effective teaching as determined by the literature of behavior analysis. Weekly summaries of the following variables were analyzed for each of two daily shifts of teachers and supervisors: (a) number of trials presented and correct number of trials, (b) number of instructional sessions conducted, (c) number of learning objectives achieved, (d) percentage correct in each of three curricular areas, (e) weekly teacher observation scores, and (f) the total and rate per hour of supervisors' task accomplishments. There were strong positive correlations between: (a) instructional sessions and learning objectives, (b) teachers use of behavioral techniques in weekly observations by supervisors and students' achievement, (c) number of supervisor tasks completed and number of instructional sessions conducted by teachers, (d) number of teacher observations by supervisors and teachers' performance during observations, and (e) number of student objectives attained and number of tasks completed by supervisors. The assessment is the most comprehensive and sustained analysis of the daily behaviors of schooling. The relationships found between students and teacher behaviors replicate the effects of numerous experiments but do so in a total school setting. The relationships found between supervisor and student behavior have not been demonstrated in prior research. There is a need for similar school wide assessments in other types of schools to determine the generality of the relationships obtained in the present article.
Conversational skills for autistic adolescents: An autistic peer as prompter
Authors: Krantz Patricia J. , Land Steven E. Rams , McClannahan Lynn E. 
Published: June 2007

AbstractIn this study, an autistic youth served as peer prompter for three other autistic adolescents. The peer prompter encouraged the other boys to talk about sports, a topic frequently discussed by typical teenagers. A multiple‐baseline design across participants was used to assess the effectiveness of the peer‐prompting procedure. During baseline, the youth rarely talked about sports, although all three had previously completed a sports‐appreciation class and had displayed large pre‐to‐post gains on a paper‐and‐pencil test. During intervention, when a peer prompted sports discussions, all three youth engaged in much more sports‐related conversation. Generalization measures indicated that: (1) the youth engaged in sports discussions in groups, as well as in the dyads that characterized the training situation; (2) they talked about sports in a setting other than the training setting; (3) they discussed sports with their peers when an unfamiliar teacher was present; and (4) they continued to discuss sports when training tapes and behavioral contracts between the teacher and the peer prompter were withdrawn. Previously, it has been common to use nonhandicapped or less‐handicapped peers as tutors; this study demonstrates that an autistic youth may also effectively serve as a prompter who assists his schoolmates in acquiring conversational skills that contribute to their normalization.
Helmet restraint and visual screening as treatment for self‐injurious behavior in persons who have profound mental retardation
Authors: Blankenship Michael D. , Lamberts Frances 
Published: June 2007

AbstractEnhancement of sensory, cutaneous stimulation may be one reason for self‐injurious behavior among persons with mental retardation. For self‐injury involving head or face, a contingently applied helmet prevents access to the sensitized skin area. Such a restraint procedure, with visual occlusion superimposed on the helmet, was tested with two women who are profoundly retarded. Helmet and transparent shield reduced target responses by both women to approximately 7% of baseline rates. When the helmet's face shield was made opaque, a small, further response reduction was obtained. Stable, low rates were maintained over a 6‐month maintenance period.
A supported routines approach to active treatment for enhancing independence, competence and self‐worth
Authors: Saunders Richard R. , Spradlin Joseph E. 
Published: June 2007

AbstractThe traditionally accepted approach to treatment in residential facilities for adults with mental retardation is examined in terms of its impact on the lives of the intended recipients and its interaction with emerging standards for treatment. It is noted that the primary emphasis in traditional treatment providing services to meet individual needs often results in the preponderance of service being directed toward the acquisition of skills required for later independent living, rather than the immediate facilitation of independence. We offer several reasons why a heavy emphasis on skill building is not only impractical but also inappropriate for meeting the real needs of adults with retardation. We suggest that a functional definition of independence from the individual's perspective would be to have a daily routine that is as free of outside assistance as possible and that is rewarding to the individual. We suggest that many persons with mental retardation already exhibit a sufficient array of behaviors from which appropriate personal routines could emerge. It is argued that functional assessments of the need for new skills should be conducted only from within such routines. We conclude that active treatment provided in this way will improve individual self‐worth because its focus is on producing immediate competence and independence, rather than perpetuating the ‘student’ status of adults in residential facilities. We refer to this as a ‘supported routines’ approach. The implementation of this approach within the current standards for ‘active treatment’ is discussed, as well as the individual's right to be supported in this way.
Brief report: Cool down: A procedure for decreasing aggression in adults with traumatic head injury
Authors: Crane Allen A. , Joyce Bonnie G. 
Published: June 2007

AbstractThe application of techniques for reducing verbal and physical aggression can be problematic when the procedures are applied to high functioning adults who have sustained a traumatic head injury. In this investigation, the effect of a ‘cool down’ training procedure on two adult males with brain injuries was examined using the same strategy, which was simultaneously applied to both behaviors for 1 subject and applied only to verbal aggression for a second subject. The cool down training procedure included 2 training sessions per week, plus implementation of a modified training program in the test situation. Results revealed that the cool down training program was effective in reducing both verbal and physical aggression and therefore provides an alternative treatment for adults with head injuries.
Signing environment in an institution: Teaching sign vocabulary to residents with mental retardation for communication with deaf peers
Authors: Nozaki Kazuko , Mochizuki Akira , Yairo Chizuko , Tsunoda Tamao 
Published: June 2007

AbstractTwo experiments were conducted so that deaf adults with mental retardation could develop their communication skills in an institution. Deaf and hearing residents were taught sign vocabulary using the following four procedures: sign language lessons in a large group, posters, review lessons, and distribution of a sign language book. Experiment 1 was a pilot study to assess the effect of a sign language lesson, and Experiment 2 was a systematic study to evaluate the 4 procedures using a multiple baseline design. Sign language use in natural settings was monitored for 10 months, starting with the first sign language lesson. Results showed that a sign language lesson was an effective way for most hearing residents to acquire expressive signs. Three out of 4 deaf residents learned expressive signs gradually during experiments. In natural settings, hearing residents were seen to use signs spontaneously with deaf residents in many different social contexts. Additional comprehensive assessment was conducted to confirm whether or not residents could understand one another's expressive signs. Seven out of 10 residents showed correct responses more than 80% of the time.
Brief report: Identifying potential positive reinforcers in a residential treatment center for female adolescents who are conduct disordered
Authors: Houlihan Daniel , Sachau Daniel , Vincent James 
Published: June 2007

AbstractThis study compares the ratings of potential reinforcers for two sample populations, residentially placed females who are conduct disordered (CD) and normal females. It was anticipated that the CD population would rank potential reinforcers lower than the normal population; however, the results contradict this hypothesis It was found that females who are CD consistently rated potential reinforcers higher than the normal female sample. Possible explanations for this finding are addressed and future research needs are discussed.
The collateral decrease of self‐injurious behavior with teaching communicative gestures to individuals who are mentally retarded
Authors: Duker Pieter C. , Jol Karel , Palmen Annemiek 
Published: June 2007

AbstractThe present study assessed the effect of teaching communicative gestures on the occurrence of self‐injurious behavior and other behavior disorders with 14 individuals who are severely/ profoundly mentally retarded. Results show a statistically significant decrease of about 40% in self‐injurious behavior as a collateral effect of an increased use of communicative gestures. Apart from a decrease in the occurrence of destructive behaviors, no other effects on other behavior disorders were found. Results are discussed in terms of the possible use of communicative gestures as a therapeutic supplement to standard procedures for decreasing self‐injurious behavior with individuals who are nonverbal and mentally retarded.
Effects of outcome performance feedback on maintenance of client and staff behavior in a residential setting
Authors: Arco Lucius 
Published: June 2007

AbstractThis study examined effects of outcome performance feedback on maintenance of client and direct care staff behavior in a group home for four clients with severe/profound intellectual disability. Following baseline observations, 8 staff were instructed to prompt and praise interclient interactions and game activity during leisure sessions. Staff training comprised written instructions, in situ modeling and rehearsal, and performance feedback. This was followed by a 17‐week maintenance period, during which staff received outcome performance feedback based on independent and self‐recorded observations. Results showed that client gains were maintained, but did not stabilize. It was concluded that process feedback should have accompanied outcome feedback until staff behavior levels suitable for durable maintenance were obtained. In addition, successful use of performance feedback as a maintenance tool is highly dependent on which outcome behaviors are selected, and whether these are eventually naturally reinforced.
Multiple reinforcement contingencies to reduce aggression, self‐injury and dysfunctional verbal behaviors in an adult who is sensory impaired
Authors: Bird Frank , Hepburn Susan , Rhodes Kevin , Moniz Diana 
Published: June 2007

AbstractDifferential reinforcement of other behavior (DRO) and differential reinforcement of low rates of responding (DRL) have been effective techniques in reducing maladaptive behaviors in therapeutic settings. Reported studies of these reinforcement‐based procedures indicate that they are usually implemented in isolation, targeting only a single behavior or class of behaviors. In this study, multiple DRO and DRL contingencies were utilized concurrently in reducing two distinct classes of behaviors with a 26 year‐old blind man with moderate retardation. One class of behaviors included socially inappropriate verbalizations, while the other included aggressive, self‐injurious and environmentally destructive behaviors. Distinct contingencies were established according to the functions of the targeted behaviors and their severity and separate schedules of reinforcement were derived from baseline frequencies. Over a period of 20 months, the differential reinforcement interventions resulted in rapid reduction of behaviors in both classes to near‐zero rates and frequencies were maintained at this low level while contingency schedules were systematically lengthened. Collateral effects are discussed including performance in functional academics and participation in community integration activities.
The modification of delusional beliefs: A single‐subject evaluation
Authors: Himadi Bill , Kaiser Andrew J. 
Published: June 2007

AbstractThe multiple‐baseline across responses design was used to assess the effectiveness of a belief‐modification treatment package to alter the intensity of three delusional beliefs of a chronically mentally ill inpatient. Results revealed reductions in belief intensity to zero levels for all three beliefs. Generalization effects were obtained for an individualized interview and psychiatric rating scale. These results were maintained through a 6‐month follow‐up period.
Evaluation of a brief work chore discipline procedure
Authors: Hohnhorst Angela D. , Roberts Mark W. 
Published: June 2007

AbstractResponse cost procedures with adolescents in residential treatment have been widely used to discipline a variety of coercive behaviors. Unfortunately, token loss systems require a comprehensive token system for implementation. Brief work chores were evaluated as a possible substitute. Adolescent negative evaluations of peers (“rude talk”) were targeted for reduction. A multiple baseline across settings design plus uncontrolled group data collected across baseline, treatment, and follow‐up phases indicated that brief work chores suppressed negative evaluations. Use and limitations of work chore discipline procedures are discussed.
Reducing the serious behavior problems of people with developmental disabilities living in the community
Authors: Kennedy Craig H. , Haring Thomas G. 
Published: June 2007

AbstractTrends and issues regarding the community‐based support of people with developmental disabilities who exhibit severe behavior problems are discussed. Living in the community provides a unique framework within which behavior change programs are developed, implemented, and monitored. Support models for people with challenging behavior need to: (a) program for diversity across people, settings, and activities; (b) plan for high levels of integration in community settings among typical community members; and (c) meet guidelines regarding restrictions in intervention typologies. Increasingly, behavior analysts are conducting analog and in vivo assessments prior to intervening in order to develop an understanding of why behavior problems are occurring. Along with the increase in assessing the functions of behavior, is a greater attention to the contexts in which interventions are applied. The rearranging of contexts, communication training, choice‐making, matching people's competence to their settings, the use of novelty, and proactive programing reflect these concerns.
Measurement and meaning: The treatment acceptability construct and comments on lundervold Et Al. (1991)
Authors: Spirrison Charles L. 
Published: June 2007

AbstractThe treatment acceptability construct is discussed in the context of Lundervold, Young, Bourland, and Jackson's (1991) attempt to assess it through use of the Geriatric Treatment Acceptability Survey (GTAS) and Attitudes toward Behavior Analysis Scale (ABAS). Consequences of employing standard descriptions of client, problem behavior, and treatment are examined, as is Lundervold et al.'s (1991) use of an ‘average individual rater‐to‐total group of raters’ alpha coefficient. It is argued that the heuristic value of treatment acceptability research is enhanced with a broad definition of treatment acceptability and when client, problem behavior, and treatment descriptions are allowed to vary.
Improving instruction for adults with developmental disabilities: Evaluation of a staff training package
Authors: Sigafoos Jeff , Roberts Donna , Couzens Donna , Caycho Liliana 
Published: June 2007

AbstractImprovements in adaptive behavior among adults with developmental disabilities often depends on the quality of instruction delivered by direct‐care staff. The present study evaluated the effectiveness of a multifaceted package for improving the quality of instructional interactions among three staff/adult dyads. Instructional interactions were first analyzed to identify areas for improvement. A multifaceted intervention package consisting of inservice training, participative management, and on‐going feedback was then implemented in a multiple‐baseline design across dyads. The package trained staff to increase their use of time delay and reinforcement strategies and these changes were associated with greater independence in a sandwich making task among two of the three participating adults. The results suggest direct observation of existing instructional interactions may provide valuable information when training staff to implement effective habilitative programs for adults with developmental disabilities.
A rapid and simple high‐performance liquid chromatography method for the determination of human plasma levofloxacin concentration and its application to bioequivalence studies
Authors: Zhou Zhi‐Ling , Yang Min , Yu Xi‐Yong , Peng Huai‐Yan , Shan Zhi‐Xin , Chen Shu‐Zhen , Lin Qiu‐Xiong , Liu Xiao‐Ying , Chen Tie‐Feng , Zhou Shu‐Feng , Lin Shu‐Guang 
Published: June 2007

AbstractA high‐performance liquid chromatography method with fluorescence detection (HPLC‐FLD) for the determination of levofloxacin in human plasma is described. Neutralized with phosphate buffer (pH 7.0), the sample (0.1 mL) was extracted with dichlormethane (1 mL). After voltex‐mixing and centrifuged at 3000g for 6 min at 4°C, the upper aqueous layer was aspirated using a micro vacuum pump and the organic layer was directly transferred to a clean test tube without pipetting. The organic solvent was evaporated and the residues were reconstituted with the mobile phase. Levofloxacin and terazosin (internal standard, IS) were chromatographically separated on a C18 column with a mobile phase containing phosphate buffer (pH 3.0, 10 mm), acetonitrile and triethylamine (76:24:0.076, v/v/v) at a flow rate of 1 mL/min. The analytes were detected using fluorescence detection at an excitation and emission wavelength of 295 and 440 nm, respectively. The linear range of the calibration curves was 0.0521–5.213 µg/mL for levofloxacin with a lower limit of quantitation (0.0521 µg/mL). The retention times of levofloxacin and terazosin were 2.5 and 3.1 min, respectively. Within‐ and between‐run precision was less than 12 and 11%, respectively. Accuracy ranged from −6.3 to 4.5%. The recovery ranged from 86 to 89% at the concentrations of 0.0521, 0.5213 and 5.213 µg/mL. The present HPLC‐FLD method is sensitive, efficient and reliable. The method described herein has been successfully used for the pharmacokinetic and bioequivalence studies of a levofloxacin formulation product after oral administration to healthy Chinese volunteers. Copyright © 2007 John Wiley & Sons, Ltd.
Corporate responsibility activities and economic performance: a theory of why and how they are connected
Authors: Lankoski Leena 
Published: June 2007

AbstractWhether a firm undertakes corporate responsibility (CR) activities for strategic or altruistic reasons, it is important to understand the relationship between such activities and economic performance. CR activities may be distinguished based on which combination of three possible outputs – learning, reputation and CR outcomes – they produce. This distinction matters not only for the ultimate environmental and social sustainability but also for the relationship between CR activities and economic performance. Taking advantage of this distinction, an integrative synthesis of knowledge of the relationship between CR activities and economic performance can be developed that presents the relationship in terms of a dynamic, case‐specific, inverted U‐shaped efficiency frontier and the vertical distance from this frontier. Copyright © 2007 John Wiley & Sons, Ltd and ERP Environment.
Managing risk under the children act 1989: Diversion in child care?
Authors: Masson Judith 
Published: June 2007

AbstractThe idea of diversion has dominated the theory and practice of juvenile justice for some time. Developments in child care practice in the 1980s mirror those which produced diversion. Diversion provides an alternative conceptual framework within which the changes to child care law introduced by the Children Act 1989 can be analysed, particularly the interrelation of s.1(5), the so‐called non‐intervention principle, and Part III, which establishes the duty of local authorities to provide services for children in need. These provisions and current child care practices may be seen to promote four distinct forms of diversion: (1) diversion from court; (2) diversion from care or residential provision; (3) diversion from procedures; and (4) diversion from social work. Examining the law and practice in terms of diversion focuses on the potential gains and losses resulting from the Children Act's emphasis on partnership, planning and bureaucracy without presuming that losses will be compensated for by the provision of services. It also suggests the need to consider child care in terms of net widening and tariff raising.