Latest content added for UNT Digital Library Partner: UNT Librarieshttps://digital.library.unt.edu/explore/partners/UNT/browse/?fq=untl_decade:2010-2019&start=10&fq=str_degree_department:Department+of+Behavior+Analysis2019-06-09T21:09:49-05:00UNT LibrariesThis is a custom feed for browsing UNT Digital Library Partner: UNT LibrariesA Further Evaluation of Individual and Synthesized Contingencies within Functional Analysis Methods2019-06-09T21:09:49-05:00https://digital.library.unt.edu/ark:/67531/metadc1505235/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1505235/"><img alt="A Further Evaluation of Individual and Synthesized Contingencies within Functional Analysis Methods" title="A Further Evaluation of Individual and Synthesized Contingencies within Functional Analysis Methods" src="https://digital.library.unt.edu/ark:/67531/metadc1505235/small/"/></a></p><p>A functional analysis (FA) is the most commonly used assessment methodology for identifying maintaining variables influencing problem behavior. However, if an FA does not produce clear differentiation, researchers and practitioners often then modify procedures to include additional individualized variables. The interview-informed synthesized contingency analysis (IISCA) provides a marked departure from FA methodology and aims to include individualized factors at the initiation of the assessment in order to more rapidly produce differentiation and clear results. We sought to further evaluate and compare the outcomes of two different functional analysis methods: the single-contingency functional analysis (FA) and the interview-informed synthesized contingency analysis (IISCA) to determine the function of problem behavior and evaluate the subsequent function-based treatment determined from the functional analysis results with two children diagnosed with autism spectrum disorder (ASD). Both participants engaged in problem behavior maintained by single-contingencies of reinforcement identified within the single-contingency FA and emphasized by the effectiveness of each single-contingency function-based treatment.</p>Looking for Quantitative and Qualitative Measures of Teaching Interactions: A Preliminary Analysis2019-06-09T21:09:49-05:00https://digital.library.unt.edu/ark:/67531/metadc1505214/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1505214/"><img alt="Looking for Quantitative and Qualitative Measures of Teaching Interactions: A Preliminary Analysis" title="Looking for Quantitative and Qualitative Measures of Teaching Interactions: A Preliminary Analysis" src="https://digital.library.unt.edu/ark:/67531/metadc1505214/small/"/></a></p><p>Indicators of quality early intensive behavioral intervention (EIBI) include comprehensive interventions, adequately trained staff, high rates of effective instruction delivery, happy interactions between children and their teachers, and socially valid outcomes. When these are in place, high quality EIBI is more likely to increase progress that children with autism make during treatment. When not in place, progress is not as likely, as rapid, or as meaningful. To date, there is limited research regarding the correlation between these indicators of high-quality EIBI and the degree to which their effects are meaningful to direct consumers. The purpose of this methodological study was to compare direct, quantitative measures of teaching interactions (child initiations, teacher initiations, child affect, teacher affect) with qualitative measures (stakeholder ratings of teacher effectiveness, amount of opportunities for interaction and interest in the child) of teaching interactions to determine what sets the occasion for expert stakeholders to describe a teaching interaction as effective, quality therapy.</p>Establishing Appropriate Toileting Behavior in an Adult Female with Developmental Disabilities and Severe Self-Injurious Behavior2019-06-09T21:09:49-05:00https://digital.library.unt.edu/ark:/67531/metadc1505230/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1505230/"><img alt="Establishing Appropriate Toileting Behavior in an Adult Female with Developmental Disabilities and Severe Self-Injurious Behavior" title="Establishing Appropriate Toileting Behavior in an Adult Female with Developmental Disabilities and Severe Self-Injurious Behavior" src="https://digital.library.unt.edu/ark:/67531/metadc1505230/small/"/></a></p><p>The participant was a 52 year-old woman, diagnosed with a profound intellectual disability, who engaged in high rates of severe self-injurious behaviors (SIB) predominantly in the forms of head banging and head hitting. A series of analyses and interventions was implemented to establish appropriate toileting behavior in the natural environment. Treatment consisted of conjugate reinforcement for optimal toilet positioning with the absence of SIB, episodic positive reinforcement of eliminating in the toilet, and programed generalization across environments and staff. Results showed the maintenance of optimal toilet positioning, decrease in SIB (under 1 instance per min), and appropriate eliminating in 96.3% of all available sessions. Direct support staff were trained to implement the program with 100% fidelity.</p>The Effects of Common and Uncommon Elements on the Emergence of Simple Discriminations2019-06-09T21:09:49-05:00https://digital.library.unt.edu/ark:/67531/metadc1505220/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1505220/"><img alt="The Effects of Common and Uncommon Elements on the Emergence of Simple Discriminations" title="The Effects of Common and Uncommon Elements on the Emergence of Simple Discriminations" src="https://digital.library.unt.edu/ark:/67531/metadc1505220/small/"/></a></p><p>A computerized program was designed to test whether arranging a common element in two, otherwise independent, 2-term correlations (stimulus-stimulus and response-stimulus) would result in emergent simple discriminative-stimulus properties for the antecedent stimulus relative to an arrangement with no common elements programmed. Data from 8 adult participants in this experiment indicate that common element arrangements led to relatively high rates of responding in the presence of the putative discriminative stimulus and relatively low rates or no responding in the presence of the putative s-delta during testing in extinction. Conversely, the uncommon element arrangements produced no clear discriminative control. The current data reflect a comparison of arrangements across subjects. These data support Sidman's (2000) suggestion that common elements among contingencies are sufficient to produce stimulus classes and cause class mergers. The data also have implications for thinking about the mechanism by which and the conditions under which discriminative control develops. Finally, these data have the potential to inform the programming and implementation of reinforcement contingencies in applied settings.</p>Assessing Program-Readiness for Dental/Medical Tolerance2019-06-09T21:09:49-05:00https://digital.library.unt.edu/ark:/67531/metadc1505149/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1505149/"><img alt="Assessing Program-Readiness for Dental/Medical Tolerance" title="Assessing Program-Readiness for Dental/Medical Tolerance" src="https://digital.library.unt.edu/ark:/67531/metadc1505149/small/"/></a></p><p>Many clients with developmental and/or intellectual disabilities (ID/DD) do not tolerate routine medical or dental procedures and may require intrusive interventions, including restraint of various types (i.e. chemical, mechanical, physical, etc.) during appointments. Graduated exposure, or stimulus fading, along with reinforcement for compliance, have been shown to increase cooperation and tolerance in some clients; however, many do not respond to these types of interventions. Nine participants diagnosed with ID/DD recieved compliance/tolerance training for routine medical or dental procedures. Results of these interventions were evaluated in the context of several potential indices of readiness, such as medical diagnoses, level of disability, and presence of challenging behavior, among others. Several of the variables appeared to be correlated with program responsiveness; however, a larger sample will be necessary to draw definitive conclusions. Client characteristics and past assessments (anecdotals, preference assessments, terminal probes, and survey data) were evaluated. The analytical framework developed for this analysis may be useful to future researchers and clinicians as a model for assessing readiness for tolerance training programs.</p>How You Correct Matters2019-06-09T21:09:49-05:00https://digital.library.unt.edu/ark:/67531/metadc1505195/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1505195/"><img alt="How You Correct Matters" title="How You Correct Matters" src="https://digital.library.unt.edu/ark:/67531/metadc1505195/small/"/></a></p><p>Feedback is used in a variety of contexts to train staff and to teach individuals new skills. Despite its popularity, there is no consensus on how to deliver it. Different measures have been used to evaluate the effectiveness of feedback, such as accuracy of responses and the sequencing of feedback delivery. The purpose of this study was to compare two feedback procedures and to explore new ways to measure the effectiveness of feedback. Four undergraduate students were exposed to two conditions: feedback before + skip the opportunity to respond and feedback after an incorrect answer. Results showed that the number of correct answers and teaching time were similar in both conditions. However, session duration was lower in the feedback before + skip condition when compared to the feedback after condition. Finally, reported emotions correlated with participants' correct responding. This study demonstrates that it is more beneficial and efficient to teach learners how to engage in a correct performance, rather than to correct responses.</p>A Comparison of Fixed- and Variable-Ratio Token Exchange-Production Schedules with Children with Autism Spectrum Disorder2019-01-19T21:34:31-06:00https://digital.library.unt.edu/ark:/67531/metadc1404526/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1404526/"><img alt="A Comparison of Fixed- and Variable-Ratio Token Exchange-Production Schedules with Children with Autism Spectrum Disorder" title="A Comparison of Fixed- and Variable-Ratio Token Exchange-Production Schedules with Children with Autism Spectrum Disorder" src="https://digital.library.unt.edu/ark:/67531/metadc1404526/small/"/></a></p><p>The token economy is a widely used and versatile motivational system within applied behavior analysis. Moreover, token reinforcement procedures have been shown to be highly effective in the treatment of children with autism spectrum disorder (ASD). In the experimental analysis of behavior, token reinforcement contingencies are conceptualized as three interconnected schedule components: (1) the token-production schedule, (2) the exchange-production schedule, and (3) the token-exchange schedule. Basic work with nonhuman subjects has demonstrated that the exchange-production schedule is the primary driver of performance in these arrangements, and that variable-ratio exchange-production results in reduced pre-ratio pausing and greater overall rates of responding relative to fixed-ratio exchange-production schedules. However, little applied research has been conducted to assess the generality of these findings within applied settings. The purpose of this study was to determine if fixed- and variable-ratio token exchange-production schedules would exert differential effects on pre-ratio pausing and overall rates of responding for three children with ASD during a free-operant sorting task. The results showed that pre-ratio pausing and overall rates of responding were not differentially effected by the fixed- and variable-ratio exchange-production schedules. Discrepancies between the experimental work and the current study are discussed along with additional limitations.</p>Induced Water Drinking during a Discrete Trial Procedure Using a Variable-Ratio Schedule of Reinforcement with a Canine2019-01-19T21:34:31-06:00https://digital.library.unt.edu/ark:/67531/metadc1404586/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1404586/"><img alt="Induced Water Drinking during a Discrete Trial Procedure Using a Variable-Ratio Schedule of Reinforcement with a Canine" title="Induced Water Drinking during a Discrete Trial Procedure Using a Variable-Ratio Schedule of Reinforcement with a Canine" src="https://digital.library.unt.edu/ark:/67531/metadc1404586/small/"/></a></p><p>Falk's pivotal 1961 study showed that rats would drink excessive amounts of water when exposed to a time based schedule of reinforcement. Since then, schedule-induced drinking or polydipsia, has been demonstrated with several species and with a variety of different behaviors. Rats, the most commonly used animal, have been shown to drink excessive amounts of water under a variety of different time based schedules of reinforcement; exclusively during a free operant procedure. The current study shows that water drinking can be induced during a discrete trial procedure, and instead of using a time-based schedule of reinforcement, this study used a variable-ratio schedule of reinforcement. The results showed that excessive water drinking was induced under these conditions with a canine.</p>The Effects of an Instructional Package on the Emergence of Novel Intraverbals in Children with Autism2019-01-19T21:34:31-06:00https://digital.library.unt.edu/ark:/67531/metadc1404601/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1404601/"><img alt="The Effects of an Instructional Package on the Emergence of Novel Intraverbals in Children with Autism" title="The Effects of an Instructional Package on the Emergence of Novel Intraverbals in Children with Autism" src="https://digital.library.unt.edu/ark:/67531/metadc1404601/small/"/></a></p><p>We evaluated the effects of an instructional package on the emergence of novel intraverbals in children diagnosed with autism. Participants were two boys with a diagnosis of autism who had tact and listener repertoires for common objects and events, some intraverbal responses, and showed an ability to learn new intraverbal responses through direct instruction prior to participating in the study. Tact training, listener training, sorting training, and mixed training (listener and tact training) were conducted with each participant, with a probe to test for emergent intraverbals following each training step. If some emergence was seen during a probe following a training step, probes were conducted with the remaining sets to test for emergence in those sets as well. Multiple-exemplar training was conducted following the training steps if all targets within a set did not meet the criterion for emergence during probes. Results showed that for one participant, all four training steps, in addition to multiple-exemplar training, were needed to see emergence in all targets during probes for two sets, with the last two sets requiring only tact training before all targets had emerged during probes. The second participant required only tact training during three sets, with listener training required for one target in one set before all targets in all sets emerged during probes.</p>The Effects of Modeling and Coaching on Verbal Narratives of Teaching Interactions by Novice Behavior Analysts2019-01-19T21:34:31-06:00https://digital.library.unt.edu/ark:/67531/metadc1404591/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1404591/"><img alt="The Effects of Modeling and Coaching on Verbal Narratives of Teaching Interactions by Novice Behavior Analysts" title="The Effects of Modeling and Coaching on Verbal Narratives of Teaching Interactions by Novice Behavior Analysts" src="https://digital.library.unt.edu/ark:/67531/metadc1404591/small/"/></a></p><p>Research has shown that well-trained staff within early and intensive behavioral intervention (EIBI) provide more effective treatment. An important part of training is learning the vocabulary and concepts of treatment. This aids in conceptual understanding of the principles and procedures. The process of learning behavioral concepts also develops the necessary verbal repertoire needed to communicate among members of a community of practice; a group of people who have common reinforcers and are working toward a common goal. Learning to tact a series of sequential descriptions, or verbally narrate, exemplary teaching interactions should be a goal when teaching behavior analysis because it is how we, as a community, interact and establish an understanding of behavior analysis. The purpose of the current study is to train novice behavior analysts to narrate exemplary intervention sequences that are responsive, flexible, and effective teaching interactions. The effects of the training were evaluated using a multiple baseline design across training conditions, replicated across 3 participants. The results suggest that the training was effective in increasing the number of narrative statements as well as the number of narrative statements related to five critical features of a teaching interaction and the relations between those features. The results are discussed in the context of future research directions, including studies of correspondence between verbal behavior and teaching interaction performance.</p>Direct Assessment of Quality of Care in a Memory-Care Residential Setting: A Systematic Replication2019-01-19T21:34:31-06:00https://digital.library.unt.edu/ark:/67531/metadc1404514/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1404514/"><img alt="Direct Assessment of Quality of Care in a Memory-Care Residential Setting: A Systematic Replication" title="Direct Assessment of Quality of Care in a Memory-Care Residential Setting: A Systematic Replication" src="https://digital.library.unt.edu/ark:/67531/metadc1404514/small/"/></a></p><p>The quality of care of residents in nursing homes receive is an important issue facing our society, and reliable methods to assess and measure important indicators of quality of care are necessary to ensure that nursing homes are providing adequate services. Previous researchers have developed methodologies to evaluate indicators of quality of care, including environmental conditions, resident conditions, resident activities, and staff activities using momentary-time sampling procedures across a variety of settings and populations. The purpose of the present study was to replicate and extend the time-sampling methodology used in previous research in two units in a nursing home.</p>Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities2019-01-19T21:34:31-06:00https://digital.library.unt.edu/ark:/67531/metadc1404559/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1404559/"><img alt="Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities" title="Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities" src="https://digital.library.unt.edu/ark:/67531/metadc1404559/small/"/></a></p><p>A brief reading assessment and preference assessment were conducted with three participants with developmental and learning disabilities (i.e., two participants were diagnosed with Autism, the third participant was diagnosed with intellectual disability) who did not acquire fluent reading in previous individualized instruction. The results of the brief reading assessment were analyzed in an alternating treatment design and a preference assessment was conducted to determine the participants' preferred reading intervention. Following the results of the two assessments, a reading intervention that matched effectiveness with preference when possible or favored effectiveness when a match was not possible. The selected interventions (and later combined interventions) were implemented for each participant using an A-B-A-C or an A-B-A-C-D design. The results suggest that the four reading strategies are effective options for improving reading fluency. Also, a brief reading assessment can help identify an effective reading strategy. The results are discussed in the context of fluency gains, limitations, and implications for future research.</p>Contingency Management of Physical Rehabilitation: The Role of Feedback2019-01-19T21:34:31-06:00https://digital.library.unt.edu/ark:/67531/metadc1404528/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1404528/"><img alt="Contingency Management of Physical Rehabilitation: The Role of Feedback" title="Contingency Management of Physical Rehabilitation: The Role of Feedback" src="https://digital.library.unt.edu/ark:/67531/metadc1404528/small/"/></a></p><p>Modern advances in technology have allowed for an increase in the precision with which we are able to measure, record, and affect behavior. These developments suggest that the domains in which behavior analysis might contribute are considerably broader than previously appreciated, for instance the area of behavioral medicine. One way the field of behavior analysis can begin to address problems in behavioral medicine is with biosensor technology, like surface electromyography (sEMG). For sEMG technology to be useful in behavioral medicine, specifically recovery from total knee arthroplasty, a reference value (the maximum voluntary individual contraction-MVIC) must be established. The MVIC value allows for the comparison of data across days and may allow the programming of contingencies. However, current MVIC methods fall short. Study 1 compares MVIC values produced by a participant given the typical instruction only method with two alternative methods: instruction + feedback, and instruction + feedback in a game context. Across 10 participants both feedback conditions lead to higher MVIC values then the instruction only condition. Study 2 applies the MVIC techniques developed during Study 1 to an exercise procedure. Using an MVIC value as the criteria for feedback Study 2 compares the same three conditions, however this time assessing for the conditions under which exercise performance is optimal. Across all 9 participants the instruction + feedback in a game context lead to the participant ‘working harder' and 8 out of 9 participants exceeded the MVIC value more often during this condition then in the other two conditions.</p>Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility2019-01-19T21:34:31-06:00https://digital.library.unt.edu/ark:/67531/metadc1404625/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1404625/"><img alt="Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility" title="Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility" src="https://digital.library.unt.edu/ark:/67531/metadc1404625/small/"/></a></p><p>Behavior-specific praise has been shown to increase rate of desired behaviors for individuals with intellectual and developmental disabilities, though it is rarely used by caregivers in residential facilities for adults with disabilities. Prompting in the form of tactile stimulation has been demonstrated to increase rate of behavior-specific praise delivered by teachers and caregivers. The purpose of the current study was to increase the quantity and quality of behavior-specific praise statements that were delivered by caregivers to individuals at a large residential facility for adults with disabilities. A tactile prompting device (Gymboss Interval Timer and Stopwatch) was provided to the caregivers and set to vibrate for one second at intervals of five minutes, for a total of six intervals. Instructions were provided to the caregivers to deliver behavior-specific praise statements, for appropriate behaviors, to their assigned clients every time a vibration occurred. Examples of behavior-specific praise statements were provided to the caregivers before each session, but no feedback was delivered during the prompting phase. Results indicated that a tactile prompting device was effective at increasing rate of behavior-specific praise statements delivered by caregivers in as little as one session.</p>Development of an Observation System to Measure Narratives of Teaching Interactions2019-01-19T21:34:31-06:00https://digital.library.unt.edu/ark:/67531/metadc1404564/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1404564/"><img alt="Development of an Observation System to Measure Narratives of Teaching Interactions" title="Development of an Observation System to Measure Narratives of Teaching Interactions" src="https://digital.library.unt.edu/ark:/67531/metadc1404564/small/"/></a></p><p>Having a measurable way to analyze how staff members describe teaching interactions is important for staff training and building a community of effective and caring practice. The purpose of this project, part of a larger program, is to develop a measurement system that captures descriptions of connected events (narratives) during teaching interactions. This project involved development of a reliable measurement system that discriminates between experienced and novice narratives of teaching interactions (contingency arrangements) across multiple cases of instruction. The participants were employees of a non-profit agency serving children with autism and their families. They volunteered to participate in the study. The development of the code included the systematic selection of high quality autism intervention video clips and asking participants to view the clips and describe events, and then coding responses. The participant narratives were then categorized by themes and analyzed. The results are described in the context of usefulness and limitations of the measurement systems. A mutielement design comparing responses across stimulus conditions was used to evaluate the sensitivity of the measurement system in discriminating between novice and experienced interventionists.</p>The Development of a Three Minute Realtime Sampling Method to Measure Social Harmony during Interactions between Parents and their Toddlers with Autism2018-09-26T18:16:59-05:00https://digital.library.unt.edu/ark:/67531/metadc1248433/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1248433/"><img alt="The Development of a Three Minute Realtime Sampling Method to Measure Social Harmony during Interactions between Parents and their Toddlers with Autism" title="The Development of a Three Minute Realtime Sampling Method to Measure Social Harmony during Interactions between Parents and their Toddlers with Autism" src="https://digital.library.unt.edu/ark:/67531/metadc1248433/small/"/></a></p><p>Training parents of a child with autism to increase the frequency of their child's social behavior may improve the quality of parent-child interactions. The purpose of this methodological study was to develop a direct observation method for rapidly sampling social harmony between parents and their toddlers with autism during parent training interactions. The current study used a pre and post probe design, with benchmark comparisons to test the discriminability of the measurement protocol across two sets of data. The first set of data came from pre and post training videos from a parent training program for children with a diagnosis of autism or at risk for a diagnosis. The second set of data came from videos of typically developing toddlers and their parents. The results of the study show that the measurement system differentiated in the level of harmonious engagement between the benchmark sample and the sample including children diagnosed with autism. The results are discussed in the context of future directions and the utility of the measurement system for behavior analytic practices in parent training and other settings where rapport and complex interactional behaviors are an intervention priority.</p>Decision Making in a Miniature Market2018-09-26T18:16:59-05:00https://digital.library.unt.edu/ark:/67531/metadc1248407/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1248407/"><img alt="Decision Making in a Miniature Market" title="Decision Making in a Miniature Market" src="https://digital.library.unt.edu/ark:/67531/metadc1248407/small/"/></a></p><p>Although behavior analysts have studied the effects of motivation on preference assessments, consumer behaviorist have not. The purpose of this study was to analyze the effect of the temporary removal of a choice on the order and frequency of purchases after the candy returned. Seventy percent of the time the participant purchased the removed candy first and 60% of the time the participant purchased more than in the baseline.</p>Assessment of Caregiver Generalization of Reinforcement to the Natural Environment in a Large Residential Facility and Use of Prompting and Feedback to Improve Performance2018-09-26T18:16:59-05:00https://digital.library.unt.edu/ark:/67531/metadc1248475/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1248475/"><img alt="Assessment of Caregiver Generalization of Reinforcement to the Natural Environment in a Large Residential Facility and Use of Prompting and Feedback to Improve Performance" title="Assessment of Caregiver Generalization of Reinforcement to the Natural Environment in a Large Residential Facility and Use of Prompting and Feedback to Improve Performance" src="https://digital.library.unt.edu/ark:/67531/metadc1248475/small/"/></a></p><p>Behavioral skills training (BST) is often used to train caregivers to implement various behavior management procedures; however, additional strategies are sometimes required to promote the generalization of skills from a contrived setting to the natural environment. Generalizing skills to the natural environment requires that the caregiver's behavior transfer from control of stimuli in the contrived setting to stimuli in the natural environment, and the skill continues to be performed with high levels of accuracy. The purpose of this study was to assess the extent to which caregivers generalized the use of social reinforcement, in the form of descriptive praise, from the contrived setting to the natural environment. When caregivers failed to respond to opportunities, a progressive prompt delay was used to bring caregivers' responding under the control of relevant client behavior; feedback was used to improve the accuracy with which caregivers implemented reinforcement. Five caregivers in a large residential facility participated in the study; single-opportunity probes were used to assess caregiver's identification of opportunities and accuracy in implementing reinforcement for two defined client behaviors, compliance and appropriate attention-getting behavior. Results of the study suggest that skills failed to generalize from the contrived setting to the natural environment. However, prompting was effective in training caregivers to identify opportunities to provide reinforcement, and feedback improved implementation of reinforcement.</p>The Effects of Contingency Type on Accuracy and Reaction Time2018-09-26T18:16:59-05:00https://digital.library.unt.edu/ark:/67531/metadc1248450/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1248450/"><img alt="The Effects of Contingency Type on Accuracy and Reaction Time" title="The Effects of Contingency Type on Accuracy and Reaction Time" src="https://digital.library.unt.edu/ark:/67531/metadc1248450/small/"/></a></p><p>Positive and negative reinforcement contingencies have been compared in terms of preference, but the differential effects of positive and negative reinforcement on reaction time and accuracy with other variables controlled remain unclear. Fifteen undergraduate students participated in a sound discrimination task that involved random mixed-trial presentations of positive and negative reinforcement contingencies. The participants' goal was to correctly identify whether the tone was shorter or longer than 600 milliseconds. On positive reinforcement trials, the participants received feedback and money tallies only if they identified the sound length correctly, with each correct response in the positive reinforcement trials earning the participant 10 cents. On negative reinforcement trials, the participants received feedback and money tallies only if they identified the sound length incorrectly, with incorrect trials subtracting 10 cents from the participants' total money (which began at $4.00 to equalize the weights of the positive and negative reinforcement contingencies). Accuracy analyses showed a relatively curvilinear relationship between the number of errors for each participant and the binned duration of the sound stimulus, with no differences across the positive and negative reinforcement conditions. Results also indicated weak linear negative correlations at the single subject level between comparison stimulus duration and reaction time, with similar slopes between positive and negative reinforcement trials, and strong curvilinear correlations at the group level, indicating differences between grouped and individual analyses. Overall our results appear to support abandoning the distinction between positive and negative reinforcement as two separate behavioral processes.</p>A Comparative Evaluation of Outcomes between Indirect Analyses and Functional Analytic Procedures2018-09-26T18:16:59-05:00https://digital.library.unt.edu/ark:/67531/metadc1248485/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1248485/"><img alt="A Comparative Evaluation of Outcomes between Indirect Analyses and Functional Analytic Procedures" title="A Comparative Evaluation of Outcomes between Indirect Analyses and Functional Analytic Procedures" src="https://digital.library.unt.edu/ark:/67531/metadc1248485/small/"/></a></p><p>While descriptive assessment outcomes show limited correspondence with experimental analysis outcomes, they are still often used in the treatment of problem behavior. The most effective way of treating problem behavior is by manipulating its controlling variables; however, if descriptive analyses are not depicting accurate environment-behavior relations, then treatments based off of descriptive analysis results have a higher chance of failing. The current study looks to replicate and extend the literature on utility descriptive assessments by analyzing three different data analysis methods. Three children with a diagnosis of autism were exposed to two types of experimental analyses. Following experimental analyses, descriptive assessments were completed and analyzed to determine correlations between the behavior and environmental events. The results from the three investigated data analysis methods were then compared to the outcomes of the experimental analyses.</p>A Comparison of Observation Systems for Monitoring Engagement in an Intervention Program2018-06-06T13:19:50-05:00https://digital.library.unt.edu/ark:/67531/metadc1157632/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1157632/"><img alt="A Comparison of Observation Systems for Monitoring Engagement in an Intervention Program" title="A Comparison of Observation Systems for Monitoring Engagement in an Intervention Program" src="https://digital.library.unt.edu/ark:/67531/metadc1157632/small/"/></a></p><p>The measurement of engagement, or the interaction of a person with their environment, is an integral part of assessing the quality of an intervention program for young children diagnosed with autism spectrum disorder. Researchers and practitioners can and do measure engagement in many ways on the individual and group level. The purpose of this methodological study was to compare three commonly used recording systems: individual partial interval, group momentary time sampling, and group partial interval. These recording methods were compared across three classes of engagement: social, instructional, and non-instructional in a clinical setting with children with autism. Results indicate that group measurement systems were not sensitive to individual changes in engagement when child behaviors were variable. The results are discussed in the context of behavior analytic conceptual systems and the relative utility and future research directions for behavior analytic practice and research with young children in group settings.</p>Why Dance? The Effects of a Group Dance Period on Social Attending, On-Task Behavior, Affect, Stereotypical Behavior, and Disruptive Behavior of Clients of an Autism Treatment Program2018-06-06T13:19:50-05:00https://digital.library.unt.edu/ark:/67531/metadc1157629/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1157629/"><img alt="Why Dance? The Effects of a Group Dance Period on Social Attending, On-Task Behavior, Affect, Stereotypical Behavior, and Disruptive Behavior of Clients of an Autism Treatment Program" title="Why Dance? The Effects of a Group Dance Period on Social Attending, On-Task Behavior, Affect, Stereotypical Behavior, and Disruptive Behavior of Clients of an Autism Treatment Program" src="https://digital.library.unt.edu/ark:/67531/metadc1157629/small/"/></a></p><p>Dance is an enjoyable activity that children can engage in across the lifespan. Many children with autism have limited leisure activity, such as dance, and also have challenges in terms of overall health related to physical activity. Previous research suggests that there are both immediate and prolonged benefits of exercise. The purpose of the present study was to evaluate the effects of a group dance period on on-task behavior, social attending, affect, stereotypic behavior, and disruptive behavior of three girls diagnosed with autism. The experimenter employed a reversal to evaluate the effects of a "dance party" on a range of behaviors over time. During dance activities, staff and children danced as a group and were observed before and after the dance period. During baseline there was no dance party. While no differences were found across measures, the children did have high levels of favorable affect during the dance party. The results are discussed in the context of previous literature and directions for future studies.</p>The Effects of Differential Outcomes on Audio-Visual Conditional Discriminations in Children with ASD2018-06-06T13:19:50-05:00https://digital.library.unt.edu/ark:/67531/metadc1157625/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1157625/"><img alt="The Effects of Differential Outcomes on Audio-Visual Conditional Discriminations in Children with ASD" title="The Effects of Differential Outcomes on Audio-Visual Conditional Discriminations in Children with ASD" src="https://digital.library.unt.edu/ark:/67531/metadc1157625/small/"/></a></p><p>The differential outcomes effect (DOE) refers to an observed increase in rates of acquisition of simple or conditional relations when the contingencies of reinforcement arrange for reinforcers to be uniquely correlated with a particular stimulus or response relative to conditions where the reinforcers are not uniquely correlated with either stimulus or response. This effect has been robustly documented in the literature with nonhuman subjects. This study asked whether the DOE would be observed with children with autism spectrum disorder (ASD) learning audio-visual conditional relations. Two participants learned two sets of 3 audio-visual conditional relations. For one set, the training conditions arranged for each of the three conditional relations to be uniquely correlated with a particular reinforcing stimulus (the DO condition). For the second set, the training conditions arranged for the same reinforcer to be used for all three audio-visual conditional relations (the NDO condition). Early results show that audio-visual conditional relations were acquired faster under the DO condition relative to the NDO outcomes condition (accuracy in DO condition was 30.8% higher on average than in NDO condition). These data suggest that differential outcomes should be more thoroughly investigated with children with diagnoses of ASD.</p>A Comparative Evaluation of Functional Analytic Methods2018-06-06T13:19:50-05:00https://digital.library.unt.edu/ark:/67531/metadc1157622/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1157622/"><img alt="A Comparative Evaluation of Functional Analytic Methods" title="A Comparative Evaluation of Functional Analytic Methods" src="https://digital.library.unt.edu/ark:/67531/metadc1157622/small/"/></a></p><p>The individual functional analysis (FA) is the most widely used method to identify variables that influence the occurrence of problem behavior. Researchers often modify the FA after the analysis reveals undifferentiated responding. The interview-informed synthesized contingency analysis (IISCA) is one of the most substantial variations of the FA that builds upon the FA modifications. We evaluated the use of the two different functional analytic methods, the FA and IISCA, and the subsequent function-based treatment to reduce problem behavior for three children with autism spectrum disorder (ASD). The individual FA and the IISCA demonstrated differentiated responding for all participants. The treatment based on the results from the traditional FA was effective for all children. We discuss the implications of these findings.</p>Evaluation of a Behavior Skills Package to Teach Caregivers to Manage Disruptive Behavior during Medical and Dental Appointments2018-01-27T07:36:46-06:00https://digital.library.unt.edu/ark:/67531/metadc1062808/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1062808/"><img alt="Evaluation of a Behavior Skills Package to Teach Caregivers to Manage Disruptive Behavior during Medical and Dental Appointments" title="Evaluation of a Behavior Skills Package to Teach Caregivers to Manage Disruptive Behavior during Medical and Dental Appointments" src="https://digital.library.unt.edu/ark:/67531/metadc1062808/small/"/></a></p><p>Adults with developmental disabilities that live in large residential settings experience complications due to problem behavior when attending routine medical/dental appointments. This may result in sedation for clients for even the most routine medical/dental appointments. The purpose of this project was to develop a comprehensive staff training program that incorporated best practices to teach direct-support professionals behavior management techniques and best practices for transporting clients to and from routine medical/dental appointments. 4 direct-support professionals at a large residential care facility participated in this project. Multiple probes were conducted utilizing standard role-play exercises to evaluate caregiver acquisition of 16 specific skills related to client information, best practices for client transport, and behavior management. The results indicated that behavior skills training (BST) resulted in caregiver acquisition of all 16 skills during role-play exercises.</p>When to Say It: Establishing a Verbal Cue2018-01-27T07:36:46-06:00https://digital.library.unt.edu/ark:/67531/metadc1062811/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1062811/"><img alt="When to Say It: Establishing a Verbal Cue" title="When to Say It: Establishing a Verbal Cue" src="https://digital.library.unt.edu/ark:/67531/metadc1062811/small/"/></a></p><p>Dog trainers sometimes teach verbal cues by saying the cue as the dog is performing the desired behavior. However, there is disagreement about when to say the cue. In this study, a pet dog was trained to go to three different apparatus, the cue for each of which was given at a different time, in a multi-element design. The cue "hoop" was given just as the dog began to move to the hoop apparatus. The cue "carrier" was given as the dog was stepping into the carrier apparatus. The cue "platform" was given after the dog was sitting on the platform apparatus. To test if the dog had learned the cues, the trainer had the dog sit and gave the cue. During testing, if only the correct apparatus was present, the dog responded to all three cues. However, when all three apparatus were present, the dog only responded correctly to the "hoop" cue. This suggests that giving the cue just as the learner is beginning to perform the desired behavior is the most effective teaching method.</p>Musical Priming and Operant Selection2018-01-27T07:36:46-06:00https://digital.library.unt.edu/ark:/67531/metadc1062812/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1062812/"><img alt="Musical Priming and Operant Selection" title="Musical Priming and Operant Selection" src="https://digital.library.unt.edu/ark:/67531/metadc1062812/small/"/></a></p><p>Language is a cultural construct, and the relationship between words is taught. Priming research has long investigated the relationship between related and unrelated words. Similar research has been seen in music relationships, but most of these investigate harmonic relations despite the melodic relationship being the one listeners are mostly likely to describe. Further, these studies typically measure existing relationships and do not attempt to teach a new relationship, nothing that most adults are experienced musical listeners. This study seeks to establish a new melodic relationship (the enigmatic Scale) in addition to a familiar one (the major Scale) while measuring response time to the musical sequences. A baseline was conducted in which participants listened to a musical sequence and selected via response box if the final note is consonant (major Scale) or dissonant (enigmatic Scale). Following baseline a training section occurred in which participants heard sequences ranging from 2-7 notes and were provided feedback for correct and incorrect responses. Following completion of the training participants completed a post-test identical to baseline. Behavioral results are discussed in relation to Palmer's (2009) concept of the repertoire.</p>Teaching Observational Learning to Children with Autism: An In-vivo and Video-Model Assessment2018-01-27T07:36:46-06:00https://digital.library.unt.edu/ark:/67531/metadc1062891/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1062891/"><img alt="Teaching Observational Learning to Children with Autism: An In-vivo and Video-Model Assessment" title="Teaching Observational Learning to Children with Autism: An In-vivo and Video-Model Assessment" src="https://digital.library.unt.edu/ark:/67531/metadc1062891/small/"/></a></p><p>Observational learning (OL) occurs when an individual contacts reinforcement as a direct result of discriminating the observed consequences of other individuals' responses. Individuals with autism spectrum disorder (ASD) may have deficits in observational learning and previous research has demonstrated that teaching a series of prerequisite skills (i.e., attending, imitation, delayed imitation, and consequence discrimination) can result in observational learning. We sequentially taught these prerequisite skills for three young children with ASD across three play-based tasks. We assessed the direct and indirect effects of training by assessing OL before and after instruction across tasks and task variations (for two participants) during both in-vivo and video-model probes using a concurrent multiple-probe design. All participants acquired the prerequisite skills and demonstrated observational learning during probes of directly-trained tasks. Generalization results varied across participants. Observational learning generalized to one untrained task for one participant. For the other two participants, observational learning generalized to variations of the trained tasks but not to untrained tasks. Generalization additionally occurred during the in-vivo probes for both participants for whom we assessed this response. Implications of these findings, as well as directions for future research, are discussed.</p>Using Concurrent Schedules of Reinforcement to Decrease Behavior2018-01-27T07:36:46-06:00https://digital.library.unt.edu/ark:/67531/metadc1062900/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1062900/"><img alt="Using Concurrent Schedules of Reinforcement to Decrease Behavior" title="Using Concurrent Schedules of Reinforcement to Decrease Behavior" src="https://digital.library.unt.edu/ark:/67531/metadc1062900/small/"/></a></p><p>We manipulated delay and magnitude of reinforcers in two concurrent schedules of reinforcement to decrease a prevalent behavior while increasing another behavior already in the participant's repertoire. The first experiment manipulated delay, implementing a five second delay between the behavior and delivery of reinforcement for a behavior targeted for decrease while no delay was implemented after the behavior targeted for increase. The second experiment manipulated magnitude, providing one piece of food for the behavior targeted for decrease while two pieces of food were provided for the behavior targeted for increase. The experiments used an ABAB reversal design. Results suggest that behavior can be decreased without the use of extinction when contingencies favor the desirable behavior.</p>A Conjugate Arrangement for Measuring Commercial Viewing2017-10-09T11:44:47-05:00https://digital.library.unt.edu/ark:/67531/metadc1011852/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1011852/"><img alt="A Conjugate Arrangement for Measuring Commercial Viewing" title="A Conjugate Arrangement for Measuring Commercial Viewing" src="https://digital.library.unt.edu/ark:/67531/metadc1011852/small/"/></a></p><p>Commercial viewing was measured by a conjugate arrangement for 1 female and 3 male participants. Reinforcing qualities were evaluated according to screen variations and ratings. Subjects changed the screen clarity via knob pressing either making the screen more or less transparent, translucent or opaque based on commercial interest. Results were conducive to participant attentiveness or indifference to commercial viewing. Experimenter was able to identify the commercials that grasped and maintained the participants' viewing behavior. Conceptually this conjugate arrangement could enhance eye tracking technology to improve marketing and advertising strategies. This experiment yield results that suggest a more concrete analysis of consumer response to visual stimuli that maintains attending.</p>An Engagement Bout Analysis of the Effects of Effort2017-10-09T11:44:47-05:00https://digital.library.unt.edu/ark:/67531/metadc1011796/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1011796/"><img alt="An Engagement Bout Analysis of the Effects of Effort" title="An Engagement Bout Analysis of the Effects of Effort" src="https://digital.library.unt.edu/ark:/67531/metadc1011796/small/"/></a></p><p>Operant response rate can be viewed as bouts, periods of alternating engagement and disengagement with ongoing schedules of reinforcement. Relatively few studies have examined the role of force and effort on engagement bouts. Moreover, those examining effort have used switch closure devices to define the response. Switch closures tend to overestimate the effect of effort because increasing the force requirement excludes low-force responses that previously activated the switch. In the present study, we examined the effects of effort using a force transducer, which allows us to record criterion responses that meet the force requirement and subcriterion responses that do not. The current study was conducted using four male Sprague Dawley rats. Each rat was run through a series of four conditions, each with a different combination of variable interval schedules (VI 30s, VI 120s) and force requirements (5.6g, 32g). Log survivor analyses of bout structure showed that increased force requirements decreased the rate of bout initiations. Additionally, when log-survivor functions were computed using only criterion responses, shifts in the function were less extreme than when all measured responses were used; the latter finding suggests exclusion of "subcriterion" responses in prior work has overestimated the effects of force on bout structure</p>Increasing Problem Solving in a Special Education Class by Teaching Talk Aloud Problem Solving (TAPS)2017-10-09T11:44:47-05:00https://digital.library.unt.edu/ark:/67531/metadc1011828/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1011828/"><img alt="Increasing Problem Solving in a Special Education Class by Teaching Talk Aloud Problem Solving (TAPS)" title="Increasing Problem Solving in a Special Education Class by Teaching Talk Aloud Problem Solving (TAPS)" src="https://digital.library.unt.edu/ark:/67531/metadc1011828/small/"/></a></p><p>Although there is extensive research demonstrating the benefits of teaching problem solving repertoires to typically developing individuals, there is little research on the effectiveness of these kinds of procedures with individuals with special needs. In this study, a group of special education students in a public school were taught problem solving skills using a curriculum called Talk Aloud Problem Solving (TAPS), which was developed by Robbins (2014). TAPS teaches students five problem solving skills and five active listening skills. This study utilized a multiple baseline design to examine whether training in TAPS would change the way that students solve problems and increase their accuracy when solving problems. In addition, a reversal design was used for each participant, consisting of the presence and the removal of the active listener during different stages of the study. After TAPS training and guided practice sessions, all students demonstrated new problem solving repertoires and their accuracy improved. For some students, having an audience (an active listener) was necessary to maintain their behavior. Further research is needed to determine how to teach students to be their own active listener.</p>Teaching Behavior Professionals to Use the Interview-Informed Synthesized Contingency Analysis (IISCA): A Preliminary Investigation2017-10-09T11:44:47-05:00https://digital.library.unt.edu/ark:/67531/metadc1011807/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1011807/"><img alt="Teaching Behavior Professionals to Use the Interview-Informed Synthesized Contingency Analysis (IISCA): A Preliminary Investigation" title="Teaching Behavior Professionals to Use the Interview-Informed Synthesized Contingency Analysis (IISCA): A Preliminary Investigation" src="https://digital.library.unt.edu/ark:/67531/metadc1011807/small/"/></a></p><p>We assessed the implementation accuracy and fidelity of two board certified behavior analysts (BCBAs) using the open-ended interview from Hanley. Participants interviewed a confederate using the open-ended interview, and were then asked to use information gathered from the interview to create operational definitions of target behaviors as well as test and control condition procedures for a subsequent matched test-control functional analysis as is characteristic of the interview-informed synthesized contingency analysis (IISCA) strategy. Brief behavioral skills training (BST) was then implemented with all participants to increase the accuracy of constructing both target behavior definitions and functional analysis procedures. Preliminary results show moderate rates of accuracy of target behavior definitions and functional analysis procedures prior to BST, and high rates of accuracy following BST. The results also suggest high implementation fidelity on the open-ended interview may not be necessary to achieve high accuracy when constructing target behavior definitions and functional analysis procedures.</p>Development and Validation of Measures of Generalization of a Behavior Management Package2017-10-09T11:44:47-05:00https://digital.library.unt.edu/ark:/67531/metadc1011845/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1011845/"><img alt="Development and Validation of Measures of Generalization of a Behavior Management Package" title="Development and Validation of Measures of Generalization of a Behavior Management Package" src="https://digital.library.unt.edu/ark:/67531/metadc1011845/small/"/></a></p><p>In order for the benefits of a behavior management skills training program to reach clients, caregivers must use the behavior management skills in the natural environment. The current study took place at a large residential facility for adults with disabilities, in which caregivers had received prior training in which they demonstrated behavior management skills and maintained those skills in contrived role plays. The current study represents a preliminary analysis of generalization of these skills in the natural environment; thus, a measurement system for when caregivers should demonstrate the tools was developed. The specific purpose of this study was to develop and evaluate a program to establish stimulus control over observers' measurement of appropriate behaviors. Researchers systematically developed and validated a measurement system of "good behaviors" that could be used across clients. The process of development and refinement of the measurement system is described. When the system was finalized, three observers' accuracy in using the system was assessed by comparing measured values to that of the code writer. Following feedback on individual instances of behavior, all observers scored the three target behaviors accurately. Ecological validity was assessed by surveying professionals at the facility and ecological validity results suggested a valid measurement system was developed.</p>A Decision-Making Model for Safe and Effective Use of Functional Analysis Procedures2017-10-09T11:44:47-05:00https://digital.library.unt.edu/ark:/67531/metadc1011856/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1011856/"><img alt="A Decision-Making Model for Safe and Effective Use of Functional Analysis Procedures" title="A Decision-Making Model for Safe and Effective Use of Functional Analysis Procedures" src="https://digital.library.unt.edu/ark:/67531/metadc1011856/small/"/></a></p><p>While functional analysis provides the standard methodology for the assessment of problem behavior, procedures still pose potential risk when assessing severe problem behavior. Previous studies have examined several strategies to improve the efficiency of and reduce risks related to the functional analysis process. The purpose of the present series of studies was to replicate and extend previous research on the assessment and treatment of severe problem behavior for one participant diagnosed with an intellectual disability. By incorporating strategies within a systematic decision-making framework, functional analysis procedures were implemented to conduct the assessment of precursors, determine maintaining contingencies for severe problem behavior, and evaluate the effects of a treatment based on the results of a functional analysis.</p>A Preliminary Evaluation of an Indirect Assessment of Sensitivity to Aversive Stimulation2017-10-09T11:44:47-05:00https://digital.library.unt.edu/ark:/67531/metadc1011771/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1011771/"><img alt="A Preliminary Evaluation of an Indirect Assessment of Sensitivity to Aversive Stimulation" title="A Preliminary Evaluation of an Indirect Assessment of Sensitivity to Aversive Stimulation" src="https://digital.library.unt.edu/ark:/67531/metadc1011771/small/"/></a></p><p>Aversive tasks and activities are commonly encountered in the everyday routines of most individuals. For individuals with intellectual disabilities, a means to assess individual sensitivities to aversive stimulation could allow caregivers to avoid unnecessary contact with aversive events, teach appropriate ways to avoid or escape aversive situations, and condition tolerance to unavoidable aversive tasks and activities. The current study, conducted at a large, state-operated residential facility for adults with intellectual disabilities, used an anecdotal assessment, the Sensitivities to Aversive Stimulation Survey (SASS), to evaluate the relative aversiveness of an array of commonly encountered tasks and activities for each participant. Five caregivers complete the 25-question assessment, using Likert-type scales to rate individual participants' affect, compliance or tolerance, and severity of problem behavior related to each item. The mean scores of the raters were used to estimate the aversiveness of each task, condition, or activity. The outcomes from the SASS were then compared with outcomes of an experimental analysis in which participants could emit responses to escape situations that were ranked either high or low using the SASS. Relative aversiveness was evaluated by comparing the percentage of trials with escape behavior and duration of exposure for each stimulus. Preliminary results indicate that the SASS may be useful in identifying aversive tasks and stimuli.</p>A Comparative Evaluation of Matrix Training Arrangements2017-07-12T03:17:08-05:00https://digital.library.unt.edu/ark:/67531/metadc984242/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc984242/"><img alt="A Comparative Evaluation of Matrix Training Arrangements" title="A Comparative Evaluation of Matrix Training Arrangements" src="https://digital.library.unt.edu/ark:/67531/metadc984242/small/"/></a></p><p>A common goal of instructional techniques is to teach skills effectively and efficiently. Matrix training techniques are both effective and efficient as they allow for the emergence of untrained responding to novel stimulus arrangements, a phenomenon known as recombinative generalization. However, it is unclear which type of matrix arrangement best promotes recombinative generalization. The current study compared two common matrix training approaches, an overlapping (OV) design and a non-overlapping (NOV) design, with respect to arranging relations targeted for training. We conducted a replication evaluation of a Wilshire and Toussaint study, and taught two typically-developing preschoolers compound object-action labels in Spanish and used either an OV or NOV matrix training design. Results from both studies demonstrated the participant trained with an OV design produced recombinative generalization and participants trained with a NOV design produced significantly low levels of emergence or none at all. These results suggest that an OV matrix design facilitates recombinative generalization more effectively than a NOV design. Implications for instructional arrangements are discussed.</p>A Constructional Approach to Establishing and Maintaining Calm Canine Behavior2017-07-12T03:17:08-05:00https://digital.library.unt.edu/ark:/67531/metadc984128/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc984128/"><img alt="A Constructional Approach to Establishing and Maintaining Calm Canine Behavior" title="A Constructional Approach to Establishing and Maintaining Calm Canine Behavior" src="https://digital.library.unt.edu/ark:/67531/metadc984128/small/"/></a></p><p>Very few behavior-change programs with canines produce effects that persist beyond the training condition. The present study is an experimental demonstration of a constructional program that established calm patterns of behavior as alternatives to hyperactive ones. Three dogs that exhibited hyperactive patterns were chosen as subjects. Seven conditions common to canine-caretaker relationships were used to determine which factors resulted in the hyperactive patterns. Then, sitting and lying down were taught as beginning points using touch as a reinforcer. The final behavior, maintained by naturally occurring reinforcers, was established errorlessly. The study used a control-analysis strategy of behavior change with a changing-criterion design. The intervention resulted in an immediate reduction in hyperactivity and an increase in sitting and lying down for all dogs.</p>Improving Staff Tutoring in a Special Education Classroom Through Active Listening Skills2017-07-12T03:17:08-05:00https://digital.library.unt.edu/ark:/67531/metadc984164/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc984164/"><img alt="Improving Staff Tutoring in a Special Education Classroom Through Active Listening Skills" title="Improving Staff Tutoring in a Special Education Classroom Through Active Listening Skills" src="https://digital.library.unt.edu/ark:/67531/metadc984164/small/"/></a></p><p>According to the U.S. Department of Education, in 2015, Texas special education programs were rated among the lowest in the nation. School districts in the state have a substantial need for effective and efficient staff training. In this study, researchers implemented TAPS: A Talk Aloud Problem Solving Approach Packet to teach active listener qualities to staff members in a life skills special education classroom. A multiple baseline across staff members was used to evaluate the effects of the TAPS training on the presence and absence of the staff members' active listener qualities during a pre-test, a post-test, and probes. The staff members that underwent TAPS training acquired all of the active listener qualities as a function of the TAPS training, and the effects of the training maintained during probe sessions. Additionally, TAPS training appeared to improve staff members' scores on the Whimbey Analytical Skills Inventory (WASI) Test and anecdotally improved the quality of staff and student tutoring interactions. Several areas of potential research and improvement are discussed.</p>Reinforcing Variability Produces Stereotypic Behavior2017-07-12T03:17:08-05:00https://digital.library.unt.edu/ark:/67531/metadc984163/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc984163/"><img alt="Reinforcing Variability Produces Stereotypic Behavior" title="Reinforcing Variability Produces Stereotypic Behavior" src="https://digital.library.unt.edu/ark:/67531/metadc984163/small/"/></a></p><p>Behaving in novel ways is essential to the development of the types of complex performances described by the term creativity, problem solving, and perseverance. Some research suggests that response variability is an operant and a critical component of novel behavior. However, other account of novel behavior may be more parsimonious. Topographical variability has rarely been examined, nor has operant variability with organisms with baselines featuring stereotypic responding. This study examined the effects of a variability-specifying contingency on the cumulative novel responses of undergraduate students. Using the PORTL apparatus, participants interacted with a ball with a single hand. When the variability-specifying contingency was in effect, novel topographies were reinforced. When a reinforce every response condition was implemented, the participants did not emit any novel responses. When variability-specifying contingencies were in effect, novel responses were rarely followed by subsequent novel responses. They were mostly followed by repeated emission of the same topography, or by other previously emitted topographies. Novel responding did not persist long, although the variability-specifying contingency remained in effect and the potential for novel responding was great. The variability-specifying contingency often resulted in stereotypic response chains. Each of these findings call into the question the assertion that variability is an operant and suggests other possible explanations for the observed novelty.</p>An Evaluation of Correspondence between Preference and Performance under a Progressive Ration Schedule with College Students2017-02-19T19:42:09-06:00https://digital.library.unt.edu/ark:/67531/metadc955095/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc955095/"><img alt="An Evaluation of Correspondence between Preference and Performance under a Progressive Ration Schedule with College Students" title="An Evaluation of Correspondence between Preference and Performance under a Progressive Ration Schedule with College Students" src="https://digital.library.unt.edu/ark:/67531/metadc955095/small/"/></a></p><p>Preference assessments are used in clinical settings to identify stimuli with reinforcing potential. The progressive-ratio schedule has shown to be useful in clinical assessments in identifying stimuli with stronger reinforcer efficacy that corresponds to formalized assessments.The current study utilized a progressive-ratio schedule to compare videos of high and low preference assessed by verbal reports of preference with college students. Results indicated breakpoints were higher for high preferred videos than low preferred videos for three out of five participants, but preference was not indicative of performance.</p>Teaching Water Safety Skills to Children with Autism Using Behavioral Skills Training2017-02-19T19:42:09-06:00https://digital.library.unt.edu/ark:/67531/metadc955103/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc955103/"><img alt="Teaching Water Safety Skills to Children with Autism Using Behavioral Skills Training" title="Teaching Water Safety Skills to Children with Autism Using Behavioral Skills Training" src="https://digital.library.unt.edu/ark:/67531/metadc955103/small/"/></a></p><p>Behavioral skills training (BST) and in situ training (IST) have been evaluated as methods to teach different safety skills to individuals with developmental disabilities. Research on BST has examined topics such as gun safety, abduction prevention, poison avoidance, and sexual abuse prevention. A large safety issue that is missing from the literature is drowning prevention and water safety skills. Drowning is one of the most prevalent issues facing facing children with Autism Spectrum Disorder (ASD), particularly those who elope from their homes or caregivers. The current study aimed the effectiveness of using BST+IST to teach three water safety skills to three children with ASD. The intial form of intervention was BST with total task presentation of the skill, using verbal instruction, modeling, rehearsal, and feedback. If this intervention did not result in an increase in performance, the skill was broken down into individual component presentation, in which each component of the skill was taught using the same procedures. Results from the current study showed that BST+IST was effective in teaching all skills to all participants.</p>When to correct errors when teaching a new task to children with autism2017-02-19T19:42:09-06:00https://digital.library.unt.edu/ark:/67531/metadc955059/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc955059/"><img alt="When to correct errors when teaching a new task to children with autism" title="When to correct errors when teaching a new task to children with autism" src="https://digital.library.unt.edu/ark:/67531/metadc955059/small/"/></a></p><p>The purpose of this experiment was to investigate Tosti's proposal about the timing of feedback. The study examined whether it is better to correct immediately after the error occurs or whether it is better to wait until immediately before the next opportunity to respond. In addition, it aimed to determine whether corrections delivered at different times produced different learner affects. Four children with autism were taught to label two sets of pictures under the two different conditions. Results showed that the timing of the feedback yields similar results in regards to number of correct responses and total trial count. However, in regards to time spent in teaching and learner affect, correcting errors before the next opportunity to respond showed to be the more efficient procedure and produced more favorable affect.</p>Evaluation of Agreement among Respondents to Anecdotal Assessments and Correspondence between Anecdotal and Experimental Analysis Outcomes2017-02-19T19:42:09-06:00https://digital.library.unt.edu/ark:/67531/metadc955036/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc955036/"><img alt="Evaluation of Agreement among Respondents to Anecdotal Assessments and Correspondence between Anecdotal and Experimental Analysis Outcomes" title="Evaluation of Agreement among Respondents to Anecdotal Assessments and Correspondence between Anecdotal and Experimental Analysis Outcomes" src="https://digital.library.unt.edu/ark:/67531/metadc955036/small/"/></a></p><p>Study 1 evaluated agreement among five respondents using the Functional Analysis Screening Tool (FAST), the Motivation Assessment Scale (MAS) and Questions About Behavioral Function (QABF). Respondents provided ratings for 20 target behaviors exhibited by 10 individuals. At least 4/5 raters agreed on the primary maintaining variable in 80% of cases with the FAST, 70% of cases with the MAS, and 55% of cases with the QABF. Study 2 evaluated correspondence between results of anecdotal assessments and experimental functional analysis for 10 target behaviors selected from Study 1. Correspondence between the experimental functional analyses was 60% with the FAST and the MAS, 50% with the QABF.</p>Acceptability of Behavioral Interventions for Autism2017-02-19T19:42:09-06:00https://digital.library.unt.edu/ark:/67531/metadc955055/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc955055/"><img alt="Acceptability of Behavioral Interventions for Autism" title="Acceptability of Behavioral Interventions for Autism" src="https://digital.library.unt.edu/ark:/67531/metadc955055/small/"/></a></p><p>Caregivers' evaluation of evidence-based behavioral interventions may differ dependent upon the type of language used to describe the intervention. We administered a survey to 24 parents of children with autism to assess social validity measures of behavioral interventions described in one of three communication styles: technical, conversational, and conversational with intended outcome. Participants were presented with a description of two behavior-reduction and two behavior-acquisition interventions. Overall, interventions described in conversational with intended outcome style received the highest social validity ratings, while interventions described in the technical style received the lowest ratings. Moreover, behavior-acquisition interventions were rated significantly higher than behavior-reduction interventions when described in either conversational or conversational with intended outcome style. The current study supports the requirements of the Behavior Analyst Certification Board's Compliance Code that behavior analysts should inform the client/consumer of the treatment/interventions in an understandable language. Findings are also discussed in terms of verbal communities.</p>Creating a Verbal Community for Describing Emotional Responses within a Contingency Lens: The Effects of a Brief Training Workshop2017-02-19T19:42:09-06:00https://digital.library.unt.edu/ark:/67531/metadc955041/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc955041/"><img alt="Creating a Verbal Community for Describing Emotional Responses within a Contingency Lens: The Effects of a Brief Training Workshop" title="Creating a Verbal Community for Describing Emotional Responses within a Contingency Lens: The Effects of a Brief Training Workshop" src="https://digital.library.unt.edu/ark:/67531/metadc955041/small/"/></a></p><p>Observing emotional responses is recognized as a valuable clinical skill in a variety of professions, including applied behavior analysis. Emotional responses can flag possible contingencies thereby guiding a behavior analyst to better select valid measures, goals, and procedures. Additionally, emotional responses can be goals in and of themselves. The purpose of the present study was to evaluate the effects of a workshop on the observation and description of emotional responses by behavior analysts-in-training. The procedures included instructions, modeling, practice, discussion and feedback. The workshop included a blend of trainer presentation and interteaching strategies. The effects of the workshop were evaluated using a single-subject A-B design with multiple probe measures across four students. During probe assessments participants watched short video clips of family interactions and wrote a descriptive narrative in response to several questions. This created a permanent record for quantitative evaluation and analysis. The study resulted in an increase in the number of descriptions of emotional responses among all participants. The participants also increased responses tying the emotional response to external environmental events more often in the post-workshop assessment than the pre-workshop assessment. Results are discussed within the context of training applied behavior analysts, the analysis of verbal behavior, and the role of emotions in clinical practice.</p>An Evaluation of Interactive Computer Training to Teach Discrete Trial and Naturalistic Instruction to Novice Therapists2017-02-19T19:42:09-06:00https://digital.library.unt.edu/ark:/67531/metadc955018/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc955018/"><img alt="An Evaluation of Interactive Computer Training to Teach Discrete Trial and Naturalistic Instruction to Novice Therapists" title="An Evaluation of Interactive Computer Training to Teach Discrete Trial and Naturalistic Instruction to Novice Therapists" src="https://digital.library.unt.edu/ark:/67531/metadc955018/small/"/></a></p><p>Effective and efficient training strategies are needed to provide training to novel therapists whom provide early intensive behavioral intervention (EIBI) services to young children with autism. We evaluated the effects of interactive computer-based training (ICT) on novice therapists' implementation of two, common EIBI instructional techniques: discrete-trial instruction (DTI) and naturalistic instruction. Results demonstrated that ICT improved trainees' instructional fidelity during role-plays with a confederate for DTI instruction and also with a child with autism for both DTI and naturalistic instruction. As a result, the requirement for supervisor feedback on performance was minimized. In addition, results suggest that child language improved as a result of improved therapist performance.</p>Increasing Number of Toys: A Case Study of Response Generalization across Novel Toys2017-02-19T19:42:09-06:00https://digital.library.unt.edu/ark:/67531/metadc955028/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc955028/"><img alt="Increasing Number of Toys: A Case Study of Response Generalization across Novel Toys" title="Increasing Number of Toys: A Case Study of Response Generalization across Novel Toys" src="https://digital.library.unt.edu/ark:/67531/metadc955028/small/"/></a></p><p>Children diagnosed with autism are often described as having limited or restricted activities that serve as reinforcers as compared to neurotypical peers. Many theories suggest that one of the many ways children develop is through participation in play. This results in children coming into contact with new environmental stimuli. The procedures used to enhance play skills for children diagnosed with autism typically involve training novel responses with novel stimuli (e.g., toys). This is often done using naturalistic procedures. Because multiple procedures are used, it is unclear what procedure or combination of procedures causes the increases in play repertoires. This study investigated an important component of the treatment package know as reciprocal imitation training. Specifically, the study examined whether increased opportunities, contingent imitation without the requirement to imitate, or contingent imitation with the requirement to imitate would increase the number of toys a child diagnosed with autism would play with. The results showed dramatic increases in the number of toys the child independently chose to play with and an increase in the spontaneous use of different response topographies across novel stimuli only when the student was required to imitate a model. The results are discussed in terms of mediated generalization, the use of common responses, stimulus class formation and stimulus class expansion.</p>An Evaluation of the Effects of Effort on Resistance to Change2017-02-19T19:42:09-06:00https://digital.library.unt.edu/ark:/67531/metadc955092/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc955092/"><img alt="An Evaluation of the Effects of Effort on Resistance to Change" title="An Evaluation of the Effects of Effort on Resistance to Change" src="https://digital.library.unt.edu/ark:/67531/metadc955092/small/"/></a></p><p>Behavioral momentum theory (BMT) has become a prominent method of studying the effects of reinforcement on operant behavior. BMT represents a departure from the Skinnerian tradition in that it identifies the strength of responding with its resistance to change. Like in many other operant research paradigms, however, responses are considered to be momentary phenomena and so little attention has been paid to non-rate dimensions of responding. The current study takes up the question of whether or not the degree of effort defining a discriminated operant class has any meaningful effect on its resistance to change. Using a force transducer, rats responded on a two-component multiple VI 60-s VI 60-s schedule where each component was correlated with a different force requirement. Resistance to change was tested through prefeeding and extinction. Proportional declines in response rate were equal across components during all disruption tests. Differentiated response classes remained intact throughout. The negative result suggests several future research directions.</p>Can Observing Behavior Predict Performance in Conditional Discriminations?2017-02-19T19:42:09-06:00https://digital.library.unt.edu/ark:/67531/metadc955035/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc955035/"><img alt="Can Observing Behavior Predict Performance in Conditional Discriminations?" title="Can Observing Behavior Predict Performance in Conditional Discriminations?" src="https://digital.library.unt.edu/ark:/67531/metadc955035/small/"/></a></p><p>Prompts are implemented often in training procedures, to include conditional discriminations, and this can lead to prompt dependency. The current study extends a prior study that suggested that the effectiveness of supplementary visual stimuli displaying the sample and comparison was dependent on the timing in relation to the selection task, presented as a prompt or feedback, in a match-to-sample procedure. The current research examines if the differences in that effectiveness were due to differences in observing behavior in those two conditions. Measures of observing behavior were determined by making access to the individual visual stimuli contingent on clicking on the visual stimulus and keeping the cursor located on the stimulus. Participants viewed the sample comparison much less than the comparison stimulus in both the prompt and feedback conditions. Latency to select the comparison stimulus was much shorter for the prompt condition suggesting that the participants might have interacted differently with the selection task in the two conditions.</p>