ethanporcaro/eric-fulltext-meta huggingface dataset:
Fixed-Time Schedule Effects in Combination with Response-Dependent Schedules
Author: Borrero, John C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Problems,Schizophrenia,Caregivers,Intervals,Reinforcement,Adults,Behavior,Predictor Variables

We evaluated the effects of fixed-interval (FI), fixed-time (FT), and conjoint (combined) FI FT reinforcement schedules on the responding of 3 adults who had been diagnosed with schizophrenia. Responding on vocational tasks decreased for 2 of 3 participants under FT alone relative to FI alone. Responding under FI FT resulted in response persistence for 2 of 3 participants. Results have implications for the maintenance of desirable behavior, as well as for situations in which FT treatment has been implemented for problem behavior and problem behavior is nevertheless reinforced by caregivers. (Contains 1 figure.)
Response Interruption and Redirection for Vocal Stereotypy in Children with Autism: A Systematic Replication
Author: Cassella, Megan Duffy
Date: 2011-00-00
Type: Journal Articles
Subjects: Topography,Autism,Behavior Modification,Children,Validity,Intervention,Generalization,Evaluation,Males

This study systematically replicated and extended previous research on response interruption and redirection (RIRD) by assessing instructed responses of a different topography than the target behavior, percentage of session spent in treatment, generalization of behavior reduction, and social validity of the intervention. Results showed that RIRD produced substantial decreases in vocal stereotypy. Limitations of this study were that behavior reduction did not generalize to novel settings or with novel instructors and that appropriate vocalizations did not improve. (Contains 1 figure.)
Evaluating the Separate and Combined Effects of Positive and Negative Reinforcement on Task Compliance
Author: Bouxsein, Kelly J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Negative Reinforcement,Positive Reinforcement,Evaluation,Compliance (Psychology),Music

Positive and negative reinforcement are effective for treating escape-maintained destructive behavior. The current study evaluated the separate and combined effects of these contingencies to increase task compliance. Results showed that a combination of positive and negative reinforcement was most effective for increasing compliance. (Contains 1 figure.)
Evaluation of Developmental Surveillance by Physicians at the Two-Month Preventive Care Visit
Author: Nyp, Sarah S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Health Promotion,Physicians,Evaluation,Infants,Child Development,Medical Education,Pediatrics,Graduate Students,Medical Students,Developmental Disabilities,Video Technology

We evaluated the effects of feedback and instruction on resident physician performance during developmental surveillance of infants at 2-month preventive care visits. Baseline data were obtained by videotaping 3 residents while they performed the physical and developmental exam components. Training consisted of individualized feedback and a brief instructional module, after which the residents were again videotaped while they performed preventive care visits. All 3 residents showed improved performance following training. (Contains 1 figure.)
Effects of Motivating Operations on Problem and Academic Behavior in Classrooms
Author: Rispoli, Mandy
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Problems,Autism,Reinforcement,Intervention,Disabilities,Functional Behavioral Assessment,Intervals,Learner Engagement

The current study examined the effects of motivating operations on problem behavior and academic engagement for 2 students with autism. Classroom sessions were preceded by periods in which the participants had access or no access to the items functionally related to their problem behavior. Results suggested that presession access may result in lower levels of problem behavior and higher levels of academic engagement during classroom instruction. (Contains 1 figure.)
Increasing Compliance with Medical Examination Requests Directed to Children with Autism: Effects of a High-Probability Request Procedure
Author: Riviere, Vinca
Date: 2011-00-00
Type: Journal Articles
Subjects: Compliance (Psychology),Medical Evaluation,Children,Autism,Behavior Modification,Males,Sequential Approach

The purpose of this study was to evaluate the effectiveness of a high-probability (high-"p") request sequence as a means of increasing compliance with medical examination tasks. Participants were children who had been diagnosed with autism and who exhibited noncompliance during general medical examinations. The inclusion of the high-"p" request sequence effectively increased compliance with medical examination tasks. In addition, the procedure was efficient, could be implemented by parents and medical professionals, and did not involve aversive procedures. (Contains 1 figure.)
The Effects of Training on Caregiver Implementation of Incidental Teaching
Author: Hsieh, Hsing-Hsiu
Date: 2011-00-00
Type: Journal Articles
Subjects: Caregiver Training,Teaching Methods,Children,Autism,Behavior Modification,Instructional Effectiveness

A brief training package consisting of modeling, rehearsal, and feedback was evaluated to train caregivers to use incidental teaching to teach 3 children with autism to request an item or activity. The training package improved correct implementation of the incidental teaching procedure by caregivers. In addition, probes indicated that caregivers could apply these skills to teach the child an additional skill. (Contains 1 figure.)
Parent-Implemented Mand Training: Acquisition of Framed Manding in a Young Boy with Partial Hemispherectomy
Author: Ingvarsson, Einar T.
Date: 2011-00-00
Type: Journal Articles
Subjects: Parents as Teachers,Verbal Operant Conditioning,Young Children,Males,Neurological Impairments,Generalization,Reinforcement

This study examined the effects of parent-implemented mand training on the acquisition of framed manding in a 4-year-old boy who had undergone partial hemispherectomy. Framed manding became the predominant mand form when and only when the intervention was implemented with each preferred toy, but minimal generalization to untrained toys  nevertheless occurred. A pure mand test suggested that manding was controlled by the relevant motivating operation. (Contains 1 figure.)
Response Competition and Stimulus Preference in the Treatment of Automatically Reinforced Behavior: A Comparison
Author: Groskreutz, Mark P.
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Modification,Reinforcement,Preferences,Competition,Responses,Comparative Analysis,Preschool Children,Males,Autism,Behavior Problems

Clinicians are particularly challenged by the development of interventions for behavior maintained by automatic reinforcement because reinforcers that maintain the responses often cannot be directly observed or manipulated. Researchers have conducted either preference assessments or competing items assessments when developing effective treatments for behavior maintained by automatic reinforcement. However, interventions based on these assessments have not been directly compared. The current study evaluated procedures to make such a comparison. High-competition items resulted in greater reductions in vocal stereotypy than did high-preference items for a preschool boy with autism. (Contains 1 figure.)
The Role of Problem Solving in Complex Intraverbal Repertoires
Author: Sautter, Rachael A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Problem Solving,Preschool Children,Prompting,Classification,Responses,Modeling (Psychology),Verbal Communication

We examined whether typically developing preschoolers could learn to use a problem-solving strategy that involved self-prompting with intraverbal chains to provide multiple responses to intraverbal categorization questions. Teaching the children to use the problem-solving strategy did not produce significant increases in target responses until problem solving was modeled and prompted. Following the model and prompts, all participants showed immediate significant increases in intraverbal categorization, and all prompts were quickly eliminated. Use of audible self-prompts was evident initially for all participants, but declined over time for 3 of the 4 children. Within-session response patterns remained consistent with use of the problem-solving strategy even when self-prompts were not audible. These findings suggest that teaching and prompting a problem-solving strategy can be an effective way to produce intraverbal categorization responses. (Contains 9 figures.)
Training Preschool Children to Use Visual Imagining as a Problem-Solving Strategy for Complex Categorization Tasks
Author: Kisamore, April N.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preschool Children,Visualization,Problem Solving,Classification,Responses,Training,Reinforcement

It has been suggested that verbally sophisticated individuals engage in a series of precurrent behaviors (e.g., covert intraverbal behavior, grouping stimuli, visual imagining) to solve problems such as answering questions (Palmer, 1991; Skinner, 1953). We examined the effects of one problem solving strategy--visual imagining--on increasing responses to intraverbal categorization questions. Participants were 4 typically developing preschoolers between the ages of 4 and 5 years. Visual imagining training was insufficient to produce a substantial increase in target responses. It was not until the children were prompted to use the visual imagining strategy that a large and immediate increase in the number of target responses was observed. The number of prompts did not decrease until the children were given a rule describing the use of the visual imagining strategy. Within-session response patterns indicated that none of the children used visual imagining prior to being prompted to do so and that use of the strategy continued after introduction of the rule. These results were consistent for 3 of 4 children. Within-session response patterns suggested that the 4th child occasionally imagined when prompted to do so, but the gains were not maintained. The results are discussed in terms of Skinner's analysis of problem solving and the development of visual imagining. (Contains 9 figures, 1 table, and 1 footnote.)
Using Multiple-Exemplar Training to Teach a Generalized Repertoire of Sharing to Children with Autism
Author: Marzullo-Kerth, Denise
Date: 2011-00-00
Type: Journal Articles
Subjects: Video Technology,Autism,Generalization,Novels,Teaching Methods,Stimuli,Role Models,Prompting,Reinforcement,Child Behavior,Maintenance,Novelty (Stimulus Dimension),Familiarity,Adults,Young Children,Prosocial Behavior,Behavior Problems,Social Development,Elementary School Students,Observation

The current study examined the utility of multiple-exemplar training to teach children with autism to share. Stimuli from 3 of 4 categories were trained using a treatment package of video modeling, prompting, and reinforcement. Offers to share increased for all 3 children following the introduction of treatment, with evidence of skill maintenance. In addition, within-stimulus-category generalization of sharing was evident for all participants, although only 1 participant demonstrated across-category generalization of sharing. Offers to share occurred in a novel setting, with familiar and novel stimuli, and in the presence of novel adults and peers for all participants during posttreatment probes. (Contains 2 figures and 2 tables.)
The Role of Negative Reinforcement in Infant Caregiving: An Experimental Simulation
Author: Thompson, Rachel H.
Date: 2011-00-00
Type: Journal Articles
Subjects: Negative Reinforcement,Infants,Infant Care,Crying,Simulation,Undergraduate Students

We observed 11 undergraduates in an experiment designed to simulate infant caregiving. In negative reinforcement conditions experienced by all participants, a targeted caregiving response (e.g., rocking a baby doll) produced escape from, and avoidance of, a recorded infant cry. Nine participants' caregiving was shown to be controlled by this negative reinforcement contingency. Nine participants experienced an extinction condition that consisted of an inescapable cry, and the previously reinforced caregiving responses of 2 of these participants were resistant to extinction. For both of these participants, the previously reinforced response was eliminated when an alternative form of caregiving was reinforced. These results highlight the role of negative reinforcement in infant caregiving and suggest the need for additional research on the effects of crying on caregivers as well as the development of effective strategies for minimizing infant crying. (Contains 4 figures.)
Infant Sign Training and Functional Analysis
Author: Normand, Matthew P.
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Stimuli,Behavior Modification,Sign Language,Infants,Reinforcement,Prompting,Functional Behavioral Assessment,Verbal Communication,Nonverbal Communication,Interpersonal Communication

We taught manual signs to typically developing infants using a reversal design and caregiver-nominated stimuli. We delivered the stimuli on a time-based schedule during baseline. During the intervention, we used progressive prompting and reinforcement, described by Thompson et al. (2004, 2007), to establish mands. Following sign training, we conducted functional analyses and verified that the signs functioned as mands. These results provide preliminary validation for the verbal behavior functional analysis methodology and further evidence of the functional independence of verbal operants. (Contains 3 figures and 1 table.)
Comparison of Progressive Prompt Delay with and without Instructive Feedback
Author: Reichow, Brian
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Autism,Young Children,Developmental Delays,Teaching Methods,Prompting,Delay of Gratification,Comparative Analysis,Pervasive Developmental Disorders,Program Effectiveness,Behavior Problems

We examined the effectiveness and efficiency of 2 instructional arrangements using progressive prompt delay (PPD) with 3 young children with autism and 1 child with developmental delays. Specifically, we compared PPD with instructive feedback (IF) to PPD without IF in an adapted alternating treatment design. The results suggested that (a) children with autism and developmental delays can learn when PPD is used with IF, (b) IF can be an effective method of instruction for young children with autism and developmental delays, and (c) the combination of PPD and IF can increase the efficiency of instruction. Data collected 8 to 9 weeks after instruction ended showed that participants maintained mastery of 58% to 92% of the acquired behaviors. We discuss these results within the constraints and limitations of the data and recommend areas for future research. (Contains 4 figures and 1 table.)
Further Analysis of Picture Interference when Teaching Word Recognition to Children with Autism
Author: Dittlinger, Laura Harper
Date: 2011-00-00
Type: Journal Articles
Subjects: Autism,Prior Learning,Word Recognition,Teaching Skills,Prompting,Pictorial Stimuli,Visual Discrimination,Association (Psychology)

Previous research indicates that pairing pictures with associated words when teaching sight-word reading may hinder acquisition (e.g., Didden, Prinsen, & Sigafoos, 2000; Singh & Solman, 1990; Solman & Singh, 1992). The purpose of the current study was to determine whether this phenomenon was due to a previously learned association between the spoken word and picture (i.e., blocking) or due to the mere presence of a picture as an extrastimulus prompt (i.e., overshadowing). Three participants were taught to recognize words that were presented alone or paired with pictures that the participants either could or could not identify prior to training. All participants learned the words more quickly when they were presented alone rather than with pictures, regardless of their prior learning history with respect to pictures representing the words. This finding is consistent with the phenomenon of overshadowing. Nonetheless, consistent with blocking, all participants also acquired the words presented alone more quickly if they could not identify the associated pictures prior to training. Together, these findings have important implications for using prompts when teaching skills to individuals with developmental disabilities. (Contains 2 figures and 1 table.)
Increasing Response Variability of Mand Frames with Script Training and Extinction
Author: Betz, Alison M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preschool Children,Autism,Verbal Operant Conditioning,Child Behavior,Learning Processes,Responses,Behavior Modification

Children with autism often demonstrate less variable behavior than their typically developing peers and those with other cognitive disabilities. A possible reason for lack of response variability emitted by children with autism is that they do not have a variety of response forms in their repertoire. Multiple-exemplar training through the use of scripts is one strategy that has been used to build verbal repertoires of children with autism. Extinction also has been shown to increase response variability. Given the effectiveness of script training in increasing verbal repertoires and the effectiveness of extinction for increasing response variability, the authors attempted to evaluate the effectiveness of these procedures, in isolation and in combination, on the response variability of young children with autism as they requested preferred items during snack time. Results demonstrated that extinction following script training was effective for increasing variability for 2 of the 3 participants. (Contains 1 figure.)
Replications and Extensions in Arousal Assessment for Sex Offenders with Developmental Disabilities
Author: Reyes, Jorge R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Developmental Disabilities,Arousal Patterns,Crime,Males,Adults,Children,Visual Stimuli,Responses,Sexuality,Institutionalized Persons,Residential Programs,Age Differences

Three adult male sex offenders with developmental disabilities participated in phallometric assessments that involved repeated measures of arousal when exposed to various stimuli. Arousal assessment outcomes were similar to those obtained by Reyes et al. (2006). Additional data-analysis methods provided further information about sexual preferences, thus replicating and extending previous research. The results provide preliminary data for establishing a preference gradient by age. Implications for the use of repeated measures and preference gradients in arousal assessments are discussed. (Contains 1 figure.)
Using Noncontingent Reinforcement to Increase Compliance with Wearing Prescription Prostheses
Author: Richling, Sarah M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Compliance (Psychology),Reinforcement,Assistive Technology,Behavior Modification,Behavior Change,Children,Males

We evaluated the effects of noncontingent reinforcement (NCR) on compliance with wearing foot orthotics and a hearing aid with 2 individuals. Results showed that NCR increased the participants' compliance with wearing prescription prostheses to 100% after just a few 5-min sessions, and the behavior change was maintained during lengthier sessions. The results are discussed in terms of the potential value-altering effects of NCR. (Contains 1 figure.)
Establishing Compliance with Liquid Medication Administration in a Child with Autism
Author: Schiff, Averil
Date: 2011-00-00
Type: Journal Articles
Subjects: Compliance (Psychology),Autism,Drug Therapy,Behavior Modification,Positive Reinforcement,Young Children,Males,Mothers

Children with autism often display difficulty with swallowing pills and liquid medications. In the current study, stimulus fading and positive reinforcement established compliance with liquid medication administration in a young boy with autism. The boy's mother eventually administered liquid medication on her own. (Contains 1 figure.)
Sequential Treatment of a Feeding Problem Using a Pacifier and Flipped Spoon
Author: Rivas, Kristi D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Sequential Approach,Eating Disorders,Chronic Illness,Crying,Behavior Problems,Behavior Modification,Infants,Males

Parents may be reluctant to treat the feeding disorder of a chronically ill child who exhibits distressed behavior during feeding. In this study, we identified a child with chronic medical problems and a feeding disorder who cried during feedings. We introduced treatment components sequentially to address parental concerns about crying. First, we used a pacifier to reduce crying, and then we used a flipped spoon to increase mouth clean. The results showed that a sequential approach to treatment can be effective for children with complex medical and behavioral problems. (Contains 1 figure.)
The Impact of Checklist-Based Training on Teachers' Use of the Zone Defense Schedule
Author: Casey, Amy M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Check Lists,Observation,Preschool Teachers,Preschool Children,Early Childhood Education,Team Teaching,Inclusion,Mainstreaming,Student Behavior,Behavior Modification,Intervention,Disabilities,Teachers,Teacher Aides,Behavior Problems

We assessed the impact of checklist-based training on teaching teams' use of the zone defense schedule. Three teaching teams (lead teacher plus 2 assistant teachers) in an inclusive early childhood program participated. A multiple baseline design across teams was used to determine whether accurate implementation of the zone defense schedule increased when checklist-based training was provided. All teaching teams reached the preestablished criterion, implementing a minimum of 80% of checklist items accurately for 3 consecutive observations. (Contains 1 figure.)
Assessing the Social Acceptability of the Functional Analysis of Problem Behavior
Author: Langthorne, Paul
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Problems,Social Desirability,Social Attitudes,Questionnaires,Parent Attitudes,Teacher Attitudes,Item Analysis,Participant Satisfaction,Functional Behavioral Assessment,Intervention

Although the clinical utility of the functional analysis is well established, its social acceptability has received minimal attention. The current study assessed the social acceptability of functional analysis procedures among 10 parents and 3 teachers of children who had recently received functional analyses. Participants completed a 9-item questionnaire, and results suggested that functional analysis procedures were socially acceptable. (Contains 1 table.)
Promoting Student Learning by Having College Students Participate in an Online Environment
Author: Lo, Celia C.
Date: 2011-04-00
Type: Journal Articles
Subjects: Video Technology,Assignments,College Students,Graduation Requirements,Behavioral Sciences,Computer Mediated Communication,Internet,Instructional Effectiveness,Computer Assisted Testing,Blended Learning,General Education,Sociology,Predictor Variables,Course Evaluation,Student Attitudes

Using data collected in spring 2009 from students at a southern research university enrolled in either of 2 sections of a general education course that fulfilled a social/behavioral sciences graduation requirement, the present study examined whether participating in online assignments enhanced students' satisfaction with those assignments and with their learning. Online assignments included chapter exams, video questions, and survey questions; they were due weekly. Additional online assignments were 2 threaded discussions over the semester. The study used subjective and objective measures of student learning. Overall results confirmed that having students participate in online assignments can promote student satisfaction and foster critical thinking and deep learning. Practice implications are briefly discussed. (Contains 3 tables.)