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 Department: Department of Behavior Analysis
Dance: a Training Package Utilizing Videotaped Self-observation to Teach Parents to Enhance Social Interactions with Children At-risk for a Developmental Delay

Dance: a Training Package Utilizing Videotaped Self-observation to Teach Parents to Enhance Social Interactions with Children At-risk for a Developmental Delay

Date: May 2014
Creator: Townley-Cochran, Donna
Description: Previous research has demonstrated the effectiveness of programs that include a videotaped self-observation component. The self-observation protocols, however, have not been clearly specified within programs that teach and report parentsā€™ use of general teaching strategies. The current study investigates the effects of a training package with a self-observation component to teach parents to improve teaching interactions with their children at-risk for a developmental delay using an AB design replicated across participants. Data were collected across play interactions to assess the number of parent teaching episodes, child target responses, and various parent and child relationship qualities. Relationship quality measures included parent and child affect and engagement, parent directives, parent confidence and stress, and parent and child interest. The results of this study suggest that the training package was effective in that parents engaged in higher rates of teaching, their children engaged in more desired responding, and certain aspects of the parent-child interaction were enhanced. These results are discussed in terms of the effects on the parent-child teaching interaction and implications for future use of parent self-observation techniques.
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A Descriptive Analysis of the Use and Effect of a Self-management Project in an Undergraduate Course in Behavior Analysis

A Descriptive Analysis of the Use and Effect of a Self-management Project in an Undergraduate Course in Behavior Analysis

Date: May 2013
Creator: Lamancusa, Michelle
Description: Undergraduate male and female students enrolled in an introductory behavior analysis course with minimal instruction on self-management were given modified exploratory logs to use in a self-management project. Students self-monitored behavior via the log, constructed their own interventions, and reported changes in behavior and extent of success in a write up at course end. Changes in self-reported descriptions in the logs as well as the written results of a pre and post survey of emotional responses were counted. Successful self-management project interventions were reported by most students. Correspondence between planned and actual events increased. Negative reinforcement procedures characterized most students' intervention. Correspondence between events at pre and post and actual log reports was highest at post.
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Determining the Relation Between the Moments of Acquisition of Baseline Conditional Discriminations and the Emergence of Equivalence Relations

Determining the Relation Between the Moments of Acquisition of Baseline Conditional Discriminations and the Emergence of Equivalence Relations

Date: August 2010
Creator: Swisher, Melissa J.
Description: The experiment was an attempt to gain a more precise understanding of the temporal relation between the development of analytic units and equivalence relations. Two prompting procedures were used during training to pinpoint when eight subjects learned the conditional discriminations. Near simultaneous presentation of probe and training trials allowed for examination of the temporal relation between conditional discrimination acquisition and derived performances on stimulus equivalence probes. The data show that, for seven of eight subjects, a decreased reliance on prompts was coincident with the development of equivalence-consistent choices on either all or some probe trials, which suggests that the development of analytic units is sufficient to give rise to equivalence relations among stimuli.
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Developing a Function-based Treatment for Problem Behavior Using a Structured Descriptive Assessment.

Developing a Function-based Treatment for Problem Behavior Using a Structured Descriptive Assessment.

Date: August 2007
Creator: Harris, Curtis Joe
Description: This study evaluated the utility of structured descriptive assessment (SDA) to generate a hypothesis regarding the operant function of problem behavior when the analogue functional analysis (FA) failed to evoke problem behavior for an adult with developmental disabilities. The effectiveness of interventions based on that hypothesis was evaluated in the natural environment. The SDA succeeded in producing a relatively controlled baseline of problem behavior where the FA and direct observation could not. However, the extent to which treatment procedures affected problem behavior could not be determined due to confounding variables outside the control of the experimenter. The results provide cautionary evidence highlighting both the potential utility of SDA and challenges that may be encountered when conducting SDA and evaluating treatments in natural environments.
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Do Shared S-minus Functions Among Stimuli Lead to Equivalence?

Do Shared S-minus Functions Among Stimuli Lead to Equivalence?

Date: August 2005
Creator: Kassif-Weiss, Sivan O.
Description: We examined the claim that equivalence classes contain all positive elements in a reinforcement contingency by asking whether negative stimuli in a reinforcement contingency will also form an equivalence class, based on their shared function as S-minus stimuli. In Experiment 1, 5 subjects were tested for equivalence for positive and negative stimuli. Testing of positive stimuli preceded testing of negative stimuli. Two of five subjects demonstrated equivalence for positive stimuli, and three subjects demonstrated equivalence for negative stimuli. In Experiment 2, order of testing was reversed. Four of six subjects demonstrated equivalence for positive stimuli, and none demonstrated equivalence for negative stimuli. In Experiment 3, positive and negative stimuli were tested together. Only one of five subject demonstrated equivalence for positive and negative stimuli. These data suggest that negative stimuli may enter an equivalence class, and so Sidman paradigm should be expanded. Order of testing was found as a meaningful variable.
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Does Family Quality of Life Change? Evaluation of a Group Parent-coaching Package

Does Family Quality of Life Change? Evaluation of a Group Parent-coaching Package

Date: December 2012
Creator: Wiles, Amber Marie
Description: Improving family quality of life is an important goal when working with families of children with autism. Researchers have attempted to measure changes by developing indices of quality such as affect, stress, and confidence. The purpose of this study was to examine the effects of a group parent-coaching program on measures aimed at addressing quality: a) parent confidence, stress and affect ratings; b) child affect ratings; c) the frequency of coordinated joint attention (CJA); and d) parent report of satisfaction and efficacy. Over the course of four weeks, the coaching program involved group presentations, discussions, video sharing, and problem solving, and individual in-vivo coaching sessions regarding specific child skill development. Results from the five parent-child dyads suggested increases in areas associated with quality of life. Results are discussed in the context of quality themes and mixed methods research.
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Does Stimulus Complexity Affect Acquisition of Conditional Discriminations and the Emergence of Derived Relations?

Does Stimulus Complexity Affect Acquisition of Conditional Discriminations and the Emergence of Derived Relations?

Date: December 2009
Creator: Martin, Tiffani L.
Description: Despite the central importance of conditional discriminations to the derivation of equivalence relations, there is little research relating the dynamics of conditional discrimination learning to the derivation of equivalence relations. Prior research has shown that conditional discriminations with simple sample and comparison stimuli are acquired faster than conditional discriminations with complex sample and comparison stimuli. This study attempted to replicate these earlier results and extend them by attempting to relate conditional discrimination learning to equivalence relations. Each of four adult humans learned four, four-choice conditional discriminations (simple-simple, simple-complex, complex-simple, and complex-complex) and were tested to see if equivalence relations had developed. The results confirm earlier findings showing acquisition to be facilitated with simple stimuli and retarded with complex stimuli. There was no difference in outcomes on equivalence tests, however. The results are in implicit agreement with Sidman's theory of stimulus equivalence.
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Easter Seals North Texas Autism Treatment Program Evaluation: Child Progress

Easter Seals North Texas Autism Treatment Program Evaluation: Child Progress

Date: May 2010
Creator: Brunson, Lashanna Yvette
Description: This study reports and evaluates child outcome measures at a non-profit autism treatment program providing applied behavior analysis (ABA) based services to children age 3 to 8. To accomplish this, a review was conducted of available outcome data for a 1 year period. Several categories of outcome measures have been reported in the autism treatment literature (post-intervention educational placement, cognitive status, developmental and achievement status and/or progress, autism symptom reduction, and diagnostic reclassification). This study found that the program relied on 2 sources of data to evaluate child outcome: Hawaii Early Learning ProfileĀ® and program goal mastery. Children are making progress as indicated by these measures. The findings are discussed in relation to broader outcome recommendations.
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Effect of a Stimulus Shaping Procedure on Fluent Letter Sound Acquisition.

Effect of a Stimulus Shaping Procedure on Fluent Letter Sound Acquisition.

Date: August 2009
Creator: Maxwell, Larisa Ann
Description: Numerous studies have evaluated and confirmed many benefits of errorless learning and fluency-based procedures. The purpose of this study was to evaluate the benefits of combining an errorless learning procedure, stimulus shaping, and fluency-based procedures to teach see/say letter sound discriminations to three preschool children. Participants were taught 6 letter sounds using a hear/point stimulus shaping procedure followed by a see/say fluency-based procedure. A second letter set was taught using only the fluency-based procedure. Results showed that combining the procedures reduced the amount of teaching time by up to 40% and the percent of errors by up to 50%. This preliminary evidence shows exceptional promise in application of this combination of procedures to teach letter sounds to preschool children.
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The Effect of Decreasing Defect Probabilities on Quality Control Inspection

The Effect of Decreasing Defect Probabilities on Quality Control Inspection

Date: May 1998
Creator: Segal, Jo Ann
Description: This study was a follow up to P. C. Dams' (1996) unpublished University of North Texas masters thesis, The effect of defect probability during training on inspection accuracy in a quality control simulation. Graphics of computer circuit boards were presented in dyads with an error free sample on the left and a comparison on the right. Comparisons had either a rotation or transposition defect, or were error free. Subjects had 10-s to accept or reject the comparison as identical to the sample. They were trained using two different stimulus fading procedures (using descending defect probabilities) and immediate feedback. Defect probabilities for the Tens were 0.60, 0.50, 0.40, and 0.30 and for the Twenties were 1.00, 0.80, 0.60, and 0.40. The last 4 pretraining and posttraining sessions were compared and the posttraining performance of the Twenties, as compared to the Tens, demonstrated greater improvement over pretraining performance. No firm conclusions could be drawn as to the effectiveness of either training procedure. The significance of the current investigation and suggestions for future research are discussed.
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