Effects of verbal reprimands on targeted and untargeted stereotypy
Results of brief functional analyses indicated that motor and vocal stereotypy persisted in the absence of social consequences for five participants diagnosed with autism spectrum disorder (ASD). Subsequently, effects of a stimulus control procedure involving contingent reprimands for each participant's higher probability (targeted) stereotypy were evaluated. Results indicated that contingent verbal reprimands (i) decreased the targeted stereotypy for all five participants, (ii) decreased the untargeted stereotypy for two of five participants, and (iii) increased the untargeted stereotypy for one of five participants. Alth...
Source: Behavioral Interventions - February 1, 2014 Category: Psychiatry & Psychology Authors: Jennifer L. Cook, John T. Rapp, Lindsey A. Gomes, Tammy J. Frazer, Tracie L. Lindblad Tags: Research Article Source Type: research
Utilization of video modeling combined with self‐monitoring to increase rates of on‐task behavior
The study investigated the effectiveness of an intervention package consisting of self‐monitoring and video modeling to increase on‐task behavior during independent seatwork time in math. Four students in either the second or third grade, identified as displaying high rates of off‐task behavior by their classroom teacher, were included in the study. Results showed immediate, large, and durable changes in on‐task behavior for each of the four participants. At baseline, on‐task behavior of the participants while working on independent math assignments was displayed in 47% of the intervals observed. During the inter...
Source: Behavioral Interventions - February 1, 2014 Category: Psychiatry & Psychology Authors: Brian King, Keith C. Radley, William R. Jenson, Elaine Clark, Robert E. O'Neill Tags: Research Article Source Type: research
Editorial
(Source: Behavioral Interventions)
Source: Behavioral Interventions - February 1, 2014 Category: Psychiatry & Psychology Authors: William H. Ahearn Tags: Editorial Source Type: research
Examining the effects of brief training on the attitudes and future use of behavioral methods by teachers
Teachers from government and independent schools anonymously completed a measure of attitudes towards applied behavior analysis (ABA) before and after participation in a short seminar on ABA. A total of 187 primary teachers provided data on professional qualifications, years of teaching, school type, number of students in the classroom, and prior knowledge of ABA. Data were also collected on the number of students with a disability the teacher had instructed. Survey results suggested that, before and after the seminar, teachers held negative attitudes towards ABA. These attitudes, however, significantly and positively shif...
Source: Behavioral Interventions - November 1, 2013 Category: Psychiatry & Psychology Authors: Kelly A. Allen, Terry V. Bowles Tags: Research Article Source Type: research
The development of false‐positive outcomes during functional analyses of problem behavior
False‐positive outcomes of functional analyses exist when exposure to the consequences in a condition strengthens a relation that did not previously exist. Two functional analyses (aggression and spitting) were conducted with a child with an intellectual disability. High rates of problem behavior occurred immediately in the attention condition of the functional analysis across response topographies, suggesting a clear functional response class. However, rates of aggression and spitting increased in the demand condition, following the initial block of sessions, indicating the possible creation of a novel contingent relati...
Source: Behavioral Interventions - November 1, 2013 Category: Psychiatry & Psychology Authors: Joshua Jessel, Nicole L. Hausman, Jonathan D. Schmidt, Lily C. Darnell, SungWoo Kahng Tags: Research Article Source Type: research
Using lag schedules to increase toy play variability for children with intellectual disabilities
Relatively few studies have evaluated procedures for increasing play skills in children with intellectual disabilities. To address this limitation, this study evaluated the extent to which lag schedules increased novel toy play responses for three children who exhibited little or no appropriate toy play. Results show that the lag 1 schedule increased toy play variability for all three participants and the lag 2 schedule produced very little additional variability for the two participants exposed to this condition. The results of a social validity assessment suggest that classroom paraprofessionals (i) perceived the partici...
Source: Behavioral Interventions - November 1, 2013 Category: Psychiatry & Psychology Authors: Rasha R. Baruni, John T. Rapp, Star L. Lipe, Marissa A. Novotny Tags: Research Article Source Type: research
The relative influence of motivating operations for positive and negative reinforcement on problem behavior during demands
Research has demonstrated the feasibility of using positive reinforcement to treat problem behavior maintained by negative reinforcement. This line of research was extended in the current study. A functional analysis (FA) was conducted that suggested problem behavior was maintained by positive and negative reinforcement. Following the FA, a demand analysis was conducted with three demand conditions: one that replicated the demand condition from the FA, one that included presession exposure to a preferred item, and another that included presession exposure to preferred items and access to those items during breaks from dema...
Source: Behavioral Interventions - November 1, 2013 Category: Psychiatry & Psychology Authors: Nathan A. Call, Joanna E. Lomas Mevers Tags: Research Article Source Type: research
Liquid to baby food fading in the treatment of food refusal
We examined the effects of an 11‐step stimulus fading procedure that involved gradually altering the concentration of liquid by adding baby food to the liquid. High levels of mouth clean were maintained in both children throughout fading, and increased mouth clean during probes of 100% baby food was obtained after conducting all 11 fading steps with one child and 6 of 11 fading steps with the second child. Negative vocalizations decreased during probes of 100% baby food after conducting the remaining fading steps with the second child. Gram intake of 100% baby food increased with both children after we completed all fadi...
Source: Behavioral Interventions - October 9, 2013 Category: Psychiatry & Psychology Authors: Melanie H. Bachmeyer, Charles S. Gulotta, Cathleen C. Piazza Tags: Research Article Source Type: research
A comparison of two physical guidance procedures in the treatment of pediatric food refusal
Physical guidance procedures can be effective in the treatment of severe pediatric food refusal. Researchers evaluating the use of physical guidance procedures often include a procedure referred to as a jaw prompt, but other variations of physical guidance may also be effective. An additional form of physical guidance, the finger prompt, might increase food acceptance. We evaluated nonremoval of the spoon and physical guidance (jaw prompt or finger prompt) in a reversal design. Results showed treatment packages including both procedures were effective in increasing food acceptance and decreasing inappropriate mealtime beha...
Source: Behavioral Interventions - July 1, 2013 Category: Psychiatry & Psychology Authors: Carrie S. W. Borrero, G. Joseph Schlereth, Emily K. Rubio, Tessa Taylor Tags: Research Article Source Type: research
Differential response patterns to the control condition between two procedures to assess social reinforcers for children with autism
In this study, two methodologies (a single operant and a concurrent choice) were used to assess social reinforcers for children with autism. Results highlighted differences in response allocation to the control condition between procedures. Specifically, responding occurred in the control condition of the single‐operant procedure but not in the concurrent‐operant procedure. These differences highlight the need for further evaluation of procedures to assess social reinforcers. Copyright © 2013 John Wiley & Sons, Ltd. (Source: Behavioral Interventions)
Source: Behavioral Interventions - July 1, 2013 Category: Psychiatry & Psychology Authors: Anibal Gutierrez, Aaron J. Fischer, Melissa N. Hale, Jennifer S. Durocher, Michael Alessandri Tags: Research Article Source Type: research
Autism treatments in print: media's coverage of scientifically supported and alternative treatments
Professionals, celebrities, and media frequently suggest to parents the possible treatment options for their children with autism. Some treatment recommendations advocate for scientifically supported treatments whereas others suggest novel, untested interventions, or potentially ineffective or harmful treatments. The current study examined the print media's coverage of applied behavior analysis (ABA) and non‐scientifically supported autism treatments. Over the last 10 years, print media have increasingly published articles referring to autism treatments with little scientific support and a decreased coverage of ABA. Pr...
Source: Behavioral Interventions - July 1, 2013 Category: Psychiatry & Psychology Authors: Kimberly A. Schreck, Melissa Russell, Luis A. Vargas Tags: Research Article Source Type: research
Enhancing the accuracy of low‐frequency behavior data collection by direct‐care staff
Accurate data collection on low‐frequency problem behavior is imperative given the paucity of opportunities to observe, record, and assess responding. Infrequently occurring behavior also provides a challenge for staff training relative to data collection. The present study evaluated the use of task clarification and feedback to teach direct‐care staff members to take data on recorded, simulated problem behavior. Results indicated that the procedures were effective in increasing accuracy not only in the contrived scenarios but also for problem behavior in the natural environment. These data suggest that task clarificat...
Source: Behavioral Interventions - July 1, 2013 Category: Psychiatry & Psychology Authors: Melanie H. Reis, Byron Wine, Brian Brutzman Tags: Research Article Source Type: research
Teaching responses to questions to young children with down syndrome
In this study, we examined a behavior analytic intervention to teach answers to questions in two children with Down syndrome. Children acquired the target responses and generalized across settings and people. This contributes to the growing body of demonstrations of behavior analytic interventions to address the needs of children with Down syndrome. Copyright © 2013 John Wiley & Sons, Ltd. (Source: Behavioral Interventions)
Source: Behavioral Interventions - July 1, 2013 Category: Psychiatry & Psychology Authors: Sara M. Bauer, Emily A. Jones, Kathleen M. Feeley Tags: Research Article Source Type: research
Parent education intervention results in decreased challenging behavior and improved task engagement for students with disabilities during academic tasks
This study evaluated the effects of a parent education intervention on the challenging behaviors and task engagement of three school‐age children with disabilities during academic activities. Parent education consisted of (i) weekly didactic instruction; (ii) modeling; (iii) role‐play; and (iv) in vivo coaching and performance feedback. Using a non‐concurrent multiple baseline across participants with embedded individual multi‐element design, this study demonstrates that a parent education intervention results in decreases in challenging behavior and increases in task engagement. These results suggest that parent e...
Source: Behavioral Interventions - July 1, 2013 Category: Psychiatry & Psychology Authors: Jenna Lequia, Wendy Machalicek, Gregory Lyons Tags: Research Article Source Type: research
TEACHING EARLY READING SKILLS TO CHILDREN WITH AUTISM USING MimioSprout EARLY READING
A number of studies have demonstrated positive outcomes for typical learners from the internet‐based reading program, MimioSprout® Early Reading (MER). In the present study, a preliminary evaluation of MER was conducted with four children with autism who attended an applied behavior analysis educational program in a school setting. The primary aim was to investigate whether it would be feasible to use MER with children with autism and whether any adaptations to the standard teaching procedure would be needed. A secondary aim was to investigate whether completing MER would improve early reading skills. When additional di...
Source: Behavioral Interventions - May 27, 2013 Category: Psychiatry & Psychology Authors: Corinna F. Grindle, J. Carl Hughes, Maria Saville, Kathleen Huxley, Richard P. Hastings Tags: Research Article Source Type: research
