Geoffrey Richard Browning

California State University, Fresno

Title - Being a Social Climber: The Effects of a Rock Climbing Intervention on the Social Interactions and Motor Skills of Individuals with Autism Spectrum Disorder 

Advisor: Dr. Marianne Jackson

Kimberly Magat

California State University, Sacramento

Title - A Comparison of Instructive Feedback and General Praise for Children with Autism Spectrum Disorder

Advisor: Dr. Megan Heinicke

Chelsee Rodriguez

California State University, Fresno

Paper: It’s Not Always a Stranger That’s the Danger: A Safe-Word Intervention for Abduction Prevention in Children with Autism Spectrum Disorders

Advisor: Marianne Jackson, PhD, BCBA-D

Grecia Mendoza

California State University, Fresno

Paper: Evaluating the Effects of High-Probability/Low-Probability Sequences on a Measure of Interrogative Suggestibility    

Advisor: Marianne Jackson, PhD, BCBA-D

Adrienne Jennings

“The Role of Intraverbal Naming on the Emergence of Generalized Equivalence Classes” - CSU Sacramento under advisement of Dr. Caio Miguel

Kelli Hill

“Using Equivalence-Based Instruction to Teach Piano Skills to Children” - CSU Sacramento under advisement of Dr. Caio Miguel

Lorraine Becerra

California State University, Northridge

An Analysis of Two Modifications to the MSWO Preference Assessment Format

The consistency of stimulus rankings across repeated multiple-stimulus-without-replacement (MSWO; DeLeon & Iwata (1996)) preference assessments may influence the predictive validity of preference outcomes. Few studies have reported on the consistency of MSWO outcomes, and those that have show somewhat weak and variable consistency across subjects. The current study evaluated the effects of two novel modifications to the MSWO format on the consistency and validity of preference rankings. Preschool children participated in MSWO assessments that were conducted using either a standard format, a weighted format, or a limited-selection format. The two novel formats were tested for their effects on both consistency and validity of preference rankings. Methodological implications of these data, as well as recommendations for future research, will be discussed.

References

DeLeon, I. G., & Iwata, B. A. (1996).  Evaluation of a  multiple-stimulus presentation format for assessing reinforcer preferences. 

Journal of Applied Behavior Analysis, 29(4), 519-533.

Lisa Stedman-Falls

California State University, Northridge

A Comparison of a Humanoid Robot to a Simulated Client in Training Research

Researchers can face methodological challenges when they evaluate staff training interventions, as trainee performance often depends on client responses. If clients respond differently within and/or across conditions, trainees may have unequal opportunities to perform the skills targeted which threatens the internal validity of the study. As a possible solution, we tested the use of a robot as a simulated client. In Experiment 1, we used multiple baseline designs across participants to train 5 undergraduate students to implement a paired-stimulus (PS) preference assessment with either a robot (3 participants) or simulated client (2 participants). Following training, all 5 participants implemented the assessment at mastery criteria and skills generalized across simulated clients. We conducted Experiment 2 using a multi-element design, in which 8 participants conducted both the PS and the multiple-stimulus without replacement preference assessments. Participants conducted one of the assessments with the robot and the other with the simulated client, and we probed for generalization across children after mastery criteria was reached for both assessments. We found that most participants performed similarly regardless of the assessment they conducted or the simulated client with whom they worked. Given our results from Experiment 1 and 2, we conclude that a robot may be an effective simulated client in training research. These findings lead to major implications about the future of staff training research and the integration of advanced technologies with behavior analysis.

Melissa Mendoza

California State University, Northridge

Can Behavioral Staff Be Trained to Implement Paired-Stimulus Preference   Assessments Using Only a Self-Instructional Package?

Researchers have focused on designing effective and time-efficient strategies to maximize   supervisors' time spent on training behavioral staff.  Graff and Karsten (2012) evaluated the effectiveness of using a written instructional package to teach 11   special education teachers to conduct, score, and interpret the results from both   the paired-stimulus and multiple-stimulus without replacement preference assessments.   The authors found that participants could implement both preference assessments with   fidelity after reading a self-instructional package and that the skills generalized to clients.   Thus, our main objective was to replicate the study conducted by  Graff and Karsten (2012) with 5 behavioral staff using a multiple baseline design, We found that 3 of the 5   participants met mastery after reading the self-instructional package. One of the participants   met mastery after we introduced a slightly modified version of the self-instructional package,   and the final participant required brief sessions of feedback and modeling to meet mastery.   We also conducted generalization probes in-field with actual clients. Results of this study   suggest that self-instructional packages can be used to teach staff to conduct paired-stimulus   preference assessments; however, some staff may need the addition of feedback and modeling to   acquire the skill.

References

Graff, R. B., & Karsten, A. M. (2012).  Evaluation of a  self-instruction package for conducting stimulus preference assessments.

Journal of Applied Behavior Analysis, 45(1), 69-82.

Denice Rios

California State University, Northridge

A Component Analysis of Feedback

Feedback interventions have included some or all of the following components:

• information regarding performance criteria or accuracy of previous performance,
• strategies for correct responding,
• delivery of praise or tangibles contingent on correct responding, and
• opportunities to ask questions

Given the variability in the use of feedback across studies, it is unclear which specific   components are necessary for feedback to be effective. This variability may be why researchers   have reported inconsistencies in the overall effectiveness of feedback. In this study, using a   multiple baseline design, we conducted a component analysis of feedback by exposing 5   undergraduate students to 3 different levels of feedback in an additive sequence.   The feedback intervention consisted of the following components:  

1. stating the performance criteria,
2. specifying the accuracy of previous performance, and
3. modeling plus strategies for future correct responding.

We found that the first two feedback components in the sequence were sufficient in   bringing the performance of 4 of the 5 individuals to mastery criterion. The implications   of these findings for clinical supervisors who provide performance feedback will be discussed.

Tracy Larson

University of the Pacific

Treatment Implications of a Functional Analysis Of Moderate-To-Vigorous Physical Activity In Young Children

Although the Centers for Disease Control and Prevention (CDC) recommend that children engage in 60 min of moderate-to-vigorous  physical activity (MVPA) every day of the week  (CDC, 2013),  current estimates suggest that most children do not  (Troiano et al., 2008).  Inadequate physical activity increases the risks related to a number of health problems in children  (Reilly & Kelly, 2011),  however, these risks are mitigated, at least in part, by increasing activity to levels correlated with health benefits  (Ross et al., 2000). The functional analysis methodology proposed by  Iwata, Dorsey, Slifer, Bauman, & Richman (1994) provides an efficient and effective way to identify functional  relationships, and lends itself to  investigating the variables responsible for increased levels of MVPA. In  the current study, the functional analysis methodology  was used to assess relationships between MVPA and environmental events  (i.e., Attention, Interactive Play, Alone, and Escape),  which were alternated with a control condition in a multielement design.  Results of the current study indicated that all four  participants were most active in the Interactive Play condition and the  percentage of MVPA varied across test and control conditions.  In addition, the frequency and duration of bouts of MVPA was greatest in  the Interactive Play condition for all participants.  The current study presents a methodology for identifying environmental  contingencies that support increased levels of MVPA in  young children, and holds great promise for improving our understanding  of the variables related to physical activity so that  effective interventions can be designed to improve children's health and  wellbeing.  

References

Centers for Disease Control and Prevention (2013, February 19). Childhood obesity facts. Retrieved  from http://cdc.gov/healthyyouth/obesity/facts.htm

Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994).  Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27(2), 197-209.    

Reilly, J. J., & Kelly, J. (2011).  Long-term impact of overweight and obesity in childhood and  adolescence on morbidity and premature mortality in adulthood: systematic review. 

International Journal of Obesity, 35(7), 891-898.  

Ross, R., Dagnone, D., Jones, P. J., Smith, H., Paddags, A., Hudson, R., & Janssen, I. (2000).  Reduction in obesity  and related comorbid conditions after diet-induced weight loss or exercise-induced weight loss in men.  A randomized, controlled trial. Annals of Internal Medicine, 133(2), 92-103.  

Troiano, R. P., Berrigan, D., Dodd, K. W., Mâsse, L. C., Tilert, T., & McDowell, M. (2008).  Physical  activity in the United States measured by accelerometer.

Medicine and Science in Sports and Exercise, 40(1), 181-188.  

Vissy Kobari-Wright

California State University, Sacramento

The Effects of Listener Training on Naming and Categorization by Children with Autism

Recent studies have demonstrated that the skill of sorting objects by category develops with no  direct training when objects occasion the same speaker and listener behavior (naming). The  purpose of the current study was to examine the role of listener training in the emergence of  speaker behavior and categorization. Participants included four children diagnosed with autism  (ranging from 4-5 years of age). The effects of listener training were evaluated using a nonconcurrent  multiple-baseline design across participants. Three children, who failed to categorize  or emit the speaker behavior during pretraining were able to do so during posttraining probes.  The fourth participant required the direct training of speaker behavior in order to categorize the  stimuli. These results suggest that listener training may be an efficient way to produce novel  categorization in children diagnosed with autism, as long as full naming is developed.

Allison Morley

University of the Pacific

Descriptive and Experimental Analyses of Variables Maintaining Moderate-to-Vigorous  Physical Activity in Preschool Children

Direct observation provides information regarding variables (i.e., context and composition)  related to moderate and vigorous physical activity (MVPA). However, in most research of this  kind, environmental variables are not manipulated and, therefore, functional relationships cannot  be determined. Recently, a functional analysis methodology was developed to assess the effect  of outdoor activity context on MVPA in preschool children (Hustyi, Normand, Larson, &  Morley, in press). Because results from Hustyi et al. differed from those reported in descriptive  assessment studies, the purpose of the current study was to compare directly the results yielded  from descriptive analyses of MVPA to those of functional analyses in the same children.  Descriptive and functional analyses were conducted on a daycare playground, with the functional  analysis conditions arranged in a multi-element experimental design. Results indicated  correspondence between the descriptive and functional analyses for both participants in the 1-to-1  peer and group compositions, however there was limited or no correspondence in the solitary  compositions. Previous research has demonstrated poor correspondence between descriptive and  functional analyses, albeit with different behavioral targets and mostly different populations  (e.g., Lerman & Iwata, 1993; Pence et al., 2009; Thompson & Iwata 2007). The current data  may suggest the importance of a functional assessment of variables evoking MVPA in children.  Results may also suggest that descriptive assessments are sufficient for such purposes, although  typically require more time to complete than do functional analyses. The data derived from such  functional assessments can be used to arrange optimal environments for evoking and maintaining  MVPA.

Mychal Machado

University of the Pacific

Picture This: Smoking Cues as Elicitors of Compensatory Responses in Smokers

The current study extends previous research on conditional compensatory responses and illicit  drugs to smoking by exposing ten adult smokers (n = 5) and nonsmokers (n = 5) to smoking and  non-smoking related imagery in an ABCBC reversal design. Pre and post slideshow carbon monoxide  (CO) levels were taken as the main measure of compensatory responding. Heart rate and blood  pressure readings also were recorded. Results demonstrated that CO measures of smokers  were lower following a visual presentation of smoking-related images as compared to a presentation  of non-smoking-related images. This drop in CO levels was not evident in

• nonsmoking participants,
• smoking participants following a non-smoking visual array, or
• a smoker-control participant.

In addition, no differential patterns of heart rate or blood pressure were observed  in any participants during any condition. These data suggest that compensatory responses  also occur in smokers and this may have important implications for our understanding of  "withdrawal" and "cravings" as conditioned physiological responses.

Alice A. Keyl

Utah State University

Effects of Methylphenidate on the Within-Session Response Rates of Rats

Changes in response rates during experimental sessions may reflect systematic decreases   in reinforcer effectiveness. One important area of interest to examine is whether therapeutic   drugs potentially enhance or decrease the effectiveness of reinforcers. The present basic   research study examined the effects of methylphenidate on within-session response patterns   of 4 rats. Subjects were administered methylphenidate (3.0 - 17.0 mg/kg) while responding   for food pellets on a random-interval 45 s schedule of reinforcement. Overall, results   suggest that methylphenidate may maintain the effectiveness of the reinforcer longer. This   result may have important clinical implications for individuals taking stimulant drugs such   as methylphenidate.

Yun-Yi Tsai

California State University, Los Angeles

Effects of Antecedent Interventions on Behaviors for Children with Autism

This study evaluated the effects of using picture activity schedules with and without   choice on task engagement behaviors of children with autism. An alternating treatment   design within a multiple baseline across subjects was used to compare the effectiveness   of two different interventions. For each child, a preference assessment was conducted   before the data collection. A momentary time sampling procedure was used to record the   on/off-task behaviors and a frequency recording method was used to record the number of   the adult prompts during independent work activities. The results show the participants   demonstrated increases in on-task behavior and decreases in the number of the adult   prompts when choice making opportunities were provided with the activity schedules.

Jennifer Soeda

California State University, Fresno

The Importance of Function in Treatment Selection for Children with Minor Behavior Problems

Although functional assessment procedures have shown considerable value within the field of applied   behavior analysis, concerns regarding time and efficacy have hindered their consistent use within   schools. This study assessed the comparative effectiveness of function-based versus nonfunction-based   interventions for high incidence, low severity behavior problems in four typically developing children.   Results via an ABAC research design indicated that interventions based upon a functional behavior   assessment were more effective and efficient at reducing off-task behaviors than an intervention   which attempted to create a new function for appropriate behavior across all participants. Social   validity measures also indicated the functional intervention to be more effective, efficient, and   easier to implement.

Monica T. Francisco

University of the Pacific  

Using Progressive Ratio Schedules as a Means of Evaluating Absolute and Relative   Reinforcer Value

We conducted paired-stimulus preference assessments with three children to determine high- and   low-preferred edibles, which were associated with arbitrary tasks. Responding was evaluated in   reinforcer and progressive ratio (PR) assessments, under concurrent and single operant   schedules. Results showed that for two of three participants, low-preferred stimuli functioned as   reinforcers when evaluated independently of high-preferred stimuli and under gradually   increasing response requirements. Results suggest that when use of high-preferred stimuli is   unfeasible, delivery of relatively less-preferred stimuli may maintain appropriate behavior, even   as response effort is increased. In addition, results of the PR evaluation are suggestive of   stimulus value.

JeNell Patricia Flanagan

California State University, Sacramento

Paper: The Examination of Modeling Positive and Negative Reinforcement Effects on Food Selectivity

Advisor: Dr. Becky Penrod

Nicholas L. Vitale

California State University, Fresno

Paper: Dishabituation of Operant Responding in Preschool Aged Children 

Advisor: Dr. Marianne Jackson 

Catherine Copsey

California State University, Sacramento

Paper: Using Behavior Skills Training to Teach Fall Prevention Skills Following Acquired Brain Injury 

Advisor: Megan Heinicke, PhD, BCBA-D

Amanda Chastain

California State University, Sacramento

Paper: The Role of Class-Consistent versus Class-Inconsistent Verbal Statements on the Establishment of Equivalence Classes

Advisor: Caio Miguel, PhD, BCBA-D

Careen Meyer

“The Effects of Listener Training on the Emergence of Analogical Reasoning” - CSU Sacramento under advisement of Dr. Caio Miguel

Emily Darcey 

“An Evaluation of Matrix Training to Teach College Students Piano Notes and Rhythms” - CSU Sacramento under advisement of Dr. Caio Miguel

Charisse Lantaya

California State University, Sacramento

An Evaluation of Successive Matching-to-Sample in the Development of Emergent Stimulus Relations

Traditionally, behavior analysts have studied stimulus equivalence using a matching-to-sample (MTS) preparation. While researchers have demonstrated the utility of MTS to produce conditional discriminations or equivalence classes, MTS requires several prerequisite skills for a learner to accurately respond to a MTS trial. Without these prerequisites, MTS may produce faulty stimulus control. Animal research has shown that alternatives to MTS such as compound stimulus discrimination and successive matching-to-sample has been sufficient to produce relational responding. Thus, the purpose of the current study is to evaluate the effectiveness of successive matching-to-sample (S-MTS) as an alternative method for the establishment of stimulus relations with adults. S-MTS trials consist of the presentation of a single sample stimulus followed by one comparison stimulus on a fixed location on the screen. Dependent on the relation of the sample stimulus and comparison stimulus, the participant either responds (i.e., go) or does not respond (i.e., no-go) to the comparison stimulus. Following training of baseline relations (AB/BC), participants will receive tests to evaluate the effects of S-MTS on the emergence of untrained relations (i.e., BA/CB and AC/CA). This study has direct implications for participants for whom traditional three-array matching-to-sample procedures may be challenging.

Anthony Oliver

University of the Pacific

Evaluation and Correspondence of Informant Assessments and Functional Analyses Completed by Practitioners

One of the defining aspects of current clinical practice is functional behavior assessment (FBA), which refers to a set of assessment strategies in which the practitioner or researcher collects information about the function of a given behavior so as to inform subsequent intervention strategies (Cooper, Heron, & Heward, 2007). Previous studies comparing the outcomes of informant assessments and experimental analyses have reported relatively moderate levels of agreement (Hall, 2005;  Iwata, DeLeon, & Roscoe, 2013;  Smith, Smith, Dracobly, & Pace, 2012). One of the interesting aspects of these studies is that relatively high levels of agreement are obtained using untrained individuals to complete the informant assessments.  To date there have been no studies examining correspondence using trained behavior analysis practitioners.  Therefore, the purpose of the proposed study is to compare the correspondence between commonly administered informant assessments between trained behavior analysis practitioners and the outcome of an experimental analysis.  Experiment 1 will include 10 behavior analyst practitioner dyads who will be administered commonly used informant assessments and the correspondence between practitioners and informants will be assessed.  Experiment 2 will involve a subset of five dyads from Experiment 1 and the outcomes of their informant assessments will be compared to the outcome of a functional analysis conducted according to the methods described by Iwata, Dorsey, Slifer, Bauman, and Richman (1994).

References

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007).  Applied behavior analysis(2nd ed.).  Upper Saddle River, NJ: Pearson Education.

Hall, S. S. (2005). Comparing descriptive, experimental, and informant-based assessments of problem behaviors.

Research in Developmental Disabilities, 26, 514-526.

Iwata, B. A., DeLeon, I. G., & Roscoe, E. M. (2013). Reliability and validity of the functional analysis screening tool.

Journal of Applied Behavior Analysis, 46, 271-284.

Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 197-209. (Reprinted from Analysis and Intervention in Developmental Disabilities, 2, 3-20, 1982)

Smith, C. M., Smith, R. G., Dracobly, J. D., & Pace, A. P. (2012). Multiple-respondent anecdotal assessments:  An analysis of interrater agreement and correspondence with analogue assessment outcomes. Journal of Applied Behavior Analysis, 45, 779-795.

Candice Hansard

California State University, Northridge

Video Modeling to Train Individuals

The number of children in need of behavior analytic services far exceeds the number of behavior analysts  who can train and supervise staff to implement assessments and behavior change plans with fidelity.  As such, it is of paramount importance to find ways to maximize a supervisor's time in field.  Graff and Karsten (2012) were the first to find that a self-instructional package was sufficient  for novel staff to correctly conduct a multiple-stimulus without replacement (MSWO) and paired-stimulus  (PS) preference assessment. Shapiro, Mendoza, and Kazemi (2013) replicated this study and found that 28% of  participants still required feedback and in vivo modeling. To maximize supervisor time, I propose to use  a video that includes instruction and modeling to teach undergraduates how to conduct a preference assessment.  I will train five undergraduate students to reach the mastery criteria of 90% or above across two consecutive  trials. All participants will view a video that includes instruction and modeling and will be asked to conduct  a PS preference assessment with a simulated client.

References

Graff, R. B., & Karsten, A. M. (2012).  Evaluation of a  self-instruction package for conducting stimulus preference assessments. Journal of Applied Behavior Analysis, 45(1), 69-82.

Shapiro, M., Mendoza, M., & Kazemi, E. (2013).  Maximizing supervisors' efficiency: The use of enhanced written  instructions to teach undergraduates to implement a stimulus preference assessment.  Unpublished manuscript, Department of Psychology, California State University, Northridge.

Marnie Shapiro

California State University, Northridge

Maximizing Supervisors' Efficiency: The Use of Enhanced Written Instructions   to Teach Undergraduates to Implement a Stimulus Preference Assessment

Training of staff to implement preference assessments is of paramount importance  because the efficacy of behavior change programs depends upon staffs' ability to  identify stimuli that may function as reinforcers for individual consumers  (Paramore & Higbee, 2005).  Therefore researchers have developed effective and efficient supervisor-facilitated  training strategies that incorporate a combination of verbal or written instructions,  modeling, rehearsal, and/or feedback to teach staff to implement preference assessments with procedural fidelity  (Roscoe & Fisher, 2008).  However, due to time constraints and staff to supervisor ratios, recent research efforts  have focused on developing training packages that maximize a supervisor's efficiency in field.  Graff & Karsten (2012) were the first researchers to test the efficacy of a self-instructional package  (i.e., enhanced written instructions) that did not require feedback by a supervisor  in order for staff to meet the mastery criterion. The authors noted that although the  use of a self-instructional package resulted in successful outcomes, it is difficult to  determine if their enhanced written instructions would be as effective if the authors  had not first exposed participants to the methods sections of Fisher et al. (1992) and  DeLeon & Iwata (1996) at baseline. Thus, the purpose of my study is to replicate the methods used by  Graff & Karsten (2012) and to extend and correct for the authors' self-disclosed limitation. At baseline,  I will randomly assign participants to one of two baseline conditions. In the  replication condition, three participants will receive  Graff & Karsten's (2012) modified version of the methods section from  Fisher et al. (1992).  In the extension condition, I will simulate a baseline condition to approximate a real life setting  (Iwata et al., 2000).  Namely, the remaining three participants will receive instructions on a piece of paper  that specify that they need to determine a consumer's preference. I hypothesize that  participants will reach the mastery criterion independent of the type of instructions  given at baseline. Results from this study may contribute to a body of scientific  knowledge which can improve training and supervision procedures used in applied behavior analysis. 

References

DeLeon, I. G., & Iwata, B. A. (1996).  Evaluation of a  multiple-stimulus presentation format for assessing reinforcer preferences.  Journal of Applied Behavior Analysis, 29(4), 519-533.  

Fisher, W., Piazza, C. C., Bowman, L. G., Hagopian, L. P., Owens, J. C., & Slevin, I. (1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities.  Journal of Applied Behavior Analysis, 25(2), 491-498.  

Graff, R. B., & Karsten, A. M. (2012).  Evaluation of a  self-instruction package for conducting stimulus preference assessments. Journal of Applied Behavior Analysis, 45(1), 69-82.  

Iwata, B. A., Wallace, M. D., Kahng, S., Lindberg, J. S., Roscoe, E. M., Conners, J., Hanley, J., Thompson G. P., Thompson, R. H., & Worsdell, A. S. (2000). Skill acquisition in the  implementation of functional analysis methodology. Journal of Applied Behavior Analysis, 33(2), 181-194.    

Paramore, N. W., & Higbee, T. S. (2005).  An evaluation of a  brief multiple-stimulus preference assessment with adolescents with emotional-behavioral  disorders in an educational setting.  Journal of Applied Behavior Analysis, 38(3), 399-403.  

Roscoe, E. M., & Fisher, W. W. (2008).  Evaluation of  an efficient method for training staff to implement stimulus preference assessments.  Journal of Applied Behavior Analysis, 41(2), 249-254.  

Jonathan Fernand

California State University, Sacramento

The Effect of Choice Between Non-preferred Foods   on the Food Consumption of Individuals with Food SelectivityT

Given the previous research on the advantageous effects of providing choices on noncompliance  to demands and escape-maintained behavior  (Powell & Nelson, 1997;  Romaniuk et al., 2002)  as well as the limited research on providing choices within a feeding context  (Cooper et al., 1995),  the purpose of the current study is to evaluate the effect of providing a choice between non-preferred  edible items on the food consumption and problematic mealtime behaviors of individuals with food selectivity.  Further, this study aims to assess the importance of the preference for items within a choice  array when used as a treatment for food selectivity as well as evaluate, if necessary, the  role of choice as an antecedent manipulation in mediating the negative side effects induced  by escape extinction (i.e., nonremoval of the spoon procedure). Results of this study will help  to develop future research regarding the implementation of antecedent interventions as an  alternative to consequence-based interventions for the treatment of food selectivity.  Future studies will be able to use the current research as a preliminary foundation in  examining alterations to choice components on the food consumption of individuals with  feeding disorders. Finally, the outcome of this experiment may impact how clinicians  utilize choice components when treating food-related problem behavior.

References

Cooper, L. J., Wacker, D. P., McComas, J. J.,  Brown, K., Peck, S. M., Richman, D., Drew, J., Frischmeyer, P., & Millard, T. (1995).  Use of component  analyses to identify active variables in treatment packages for children with feeding disorders. Journal of Applied Behavior Analysis, 28(2), 139-153.  

Powell, S., & Nelson, B. (1997).  Effects of  choosing academic assignments on a student with attention deficit hyperactivity disorder.  Journal of Applied Behavior Analysis, 30(1), 181-183.  

Romaniuk, C., Miltenberger, R., Conyers, C., Jenner, N.,  Jurgens, M., & Ringenberg, C. (2002).  The influence of  activity choice on problem behaviors maintained by escape extinction.  Journal of Applied Behavior Analysis, 35(4), 349-362.  

Bryon Miller

University of the Pacific

Behavioral Assessment of Physical Activity in Young Children

The prevalence of people who are classified as overweight and obese in the United States  is currently at epidemic proportions, with an adult and child combined overweight and  obesity prevalence at 68% and 32%, respectively  (Flegal, Carroll, Ogden, & Curtin, 2010).  Physical activity is a class of observable behavior and therefore amenable to the  seven dimensions of behavioral analysis as outlined by  Baer, Wolf, and Risley  (1968,  1987).  The current study will replicate and extend  Larson, Hustyi, Normand, and Morley (2011)  by evaluating an antecedent based functional analysis for physical activity in  both solitary and group contexts. Additionally, a concurrent chains procedure  will be used to assess activity preference in order to identify possible counter  therapeutic activity preferences  (Hanley, Tiger, Ingvarsson, & Cammilleri, 2009).  Results of the current study will further validate the functional assessment  methodology, through the replication of Larson et al. (2011).  Additionally, the current study will attempt to generalize the findings of   Hanley et al. (2009) to outdoor activities commonly available in primary education institutions.  The results obtained from this study will further extend research on function-based  assessments of physical activity, and will be used to inform subsequent interventions  to increase physical activity.  

References

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968).  Some current dimensions of  applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91-97.  

Baer, D. M., Wolf, M. M., & Risley, T. R. (1987).  Some still-current  dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 20(4), 313-327.  

Flegal, K. M., Carroll, M. D., Ogden, C. L., & Curtin, L. R. (2010).  Prevalence and  trends in obesity among US adults, 1999-2008.  Journal of the American Medical Association, 303(3), 235-241.    

Hanley, G. P., Tiger, J. H., Ingvarsson, E. T., & Cammilleri, A. P. (2009).  Influencing preschoolers'  free-play activity preferences: An evaluation of satiation and embedded reinforcement. Journal of Applied Behavior Analysis, 42(1), 33-41.  

Larson, T. A., Hustyi, K. M., Morley, A. J., & Normand, M. P. (2011).  The effect of outdoor activity context and group composition on physical activity in preschool children.  Manuscript in preparation.  

Sean Blumberg

University of the Pacific

The Effect of Parent Modeling on the Rate of Food Consumption in Children

The purpose of the current study is to experimentally assess the effect of modeling by a parent on a  child's food consumption rate during snack time.  The current research seeks to expand upon a series  of prior studies assessing modeling effects on drinking behavior in adults  (Caudill & Marlatt, 1975;  DeRicco, 1978;   DeRicco & Garlington, 1977),  eating behavior in adults  (Rosenthal & Marx, 1979;   Rosenthal & McSweeney, 1979),  and a several non-experimental studies assessing modeling influences on the eating behavior of children  (Birch, 1980;  Hendy, 2002;  Salvy, Coelho, Kieffer, & Epstein, 2007;  Salvy, Kieffer, & Epstein, 2008).  No previous study has experimentally demonstrated a modeling effect for food consumption with children.  The current study will adopt several features from prior research and use of a within-subject ABCBC  reversal design with baseline, accelerated, and decelerated consumption modeling conditions.  

References

Birch, L. L. (1980).  Effects of peer models' food choices and eating behaviors on preschoolers' food preferences.  Child Development, 51(2), 489-496.    

Caudill, B. D., & Marlatt, G. A. (1975).  Modeling influences in social drinking: An experimental analogue.  Journal of Consulting and Clinical Psychology, 43(3), 405-415.  

DeRicco, D. A., (1978).  Effects of peer majority on drinking rate.  Addictive Behaviors, 3(1), 29-34.    

DeRicco, D. A., & Garlington W. K. (1977).  The effect of modeling and disclosure of experimenter's intent on drinking rate of college students.  Addictive Behaviors, 2(2-3), 135-139.  

Hendy, H. M. (2002).  Effectiveness of trained peer models to encourage food acceptance in preschool children.  Appetite, 39(3), 217-225.  

Rosenthal, B., & Marx, R. D. (1979).  Modeling influences on the eating behavior of successful and unsuccessful dieters and untreated normal weight individuals. Addictive Behaviors, 4(3), 215-221.    

Rosenthal, B., & McSweeney, F. K. (1979).  Modeling influences on eating behavior.  Addictive Behaviors, 4(3), 205-214.    

Salvy, S. J., Coelho, J. S., Kieffer, E., & Epstein, L. H. (2007).  Effects of social contexts on overweight and normal-weight children's food intake.  Physiology & Behavior, 92(5), 840-846.  

Salvy, S. J., Kieffer, E., & Epstein, L. H. (2008).  Effects of social context on overweight and normal-weight children's food selection.  Eating Behaviors, 9(2), 190-196.  

Lesley A. Macpherson

California State University, Sacramento

A Comparison of Response Interruption and Redirection on Vocal and Motor Stereotypy

Stereotypy has been defined as repetitive vocal or motor behaviors that are noncontextual with  invariant topographies  (LaGrow & Repp, 1984). Stereotypy can be exhibited by both typically  and nontypically developing individuals; however, stereotypy exhibited by individuals with  developmental disabilities has been found to be detrimental in a variety of areas. Consequently, a  large body of literature has examined interventions to reduce levels of stereotypic behaviors. For  example, both reinforcement and a variety of punishment procedures have been implemented to  redirect and block stereotypic behaviors. Specifically,  Ahearn, Clark, MacDonald, and Chung (2007) implemented a treatment package consisting of response interruption and redirection  (RIRD) and reinforcement for appropriate vocalizations, as a method to successfully reduce  vocal stereotypy in children with autism. Moreover, concomitant increases in appropriate  vocalizations were also reported. Nevertheless, only two studies have utilized this treatment  package as a method for stereotypy reduction. Results of these studies have suggested that the  topography of the demands to interrupt and redirect must match the topography of stereotypy to  successfully reduce. Therefore, the current investigation will replicate Ahearn et al. and extend  his findings to individuals who engage in either vocal or motor stereotypy. Specifically, both  vocal and motor RIRD procedures will be compared to determine whether the topography of  demands must match the topography of the stereotypic behavior. Likewise, concomitant  increases in appropriate behaviors will also be reported. Results from these comparisons will  reveal the necessity of providing topographically similar demands as incompatible responses and  whether they produce behavioral contrast.

References

Ahearn, W. H., Clark, K. M., MacDonald, R. P. F., & Chung, B. (2007).  Assessing and treating vocal stereotypy in children with autism. Journal of Applied Behavior Analysis, 40(2), 263-275.  

LaGrow, S. J., & Repp, A. C. (1984).  Stereotypic responding: A review of intervention research. American Journal of Mental Deficiency, 88(6), 595-609.  

Marla D. Saltzman

The Chicago School of Professional Psychology, Los Angeles

An Evaluation of Multiple Exemplar Training on the Emergence of Reverse Foreign-Language  Intraverbals and Listener Responding

The intraverbal is defined as a verbal response under the control of an antecedent verbal stimulus, with no point to point correspondence with that stimulus   (Skinner, 1957/2002)  In many  intraverbal relations, the stimulus and response may be reversed, resulting in two relations; an  original intraverbal (e.g., responding, "mesa," given the verbal stimulus, "table") and a reversal  (e.g., responding, "table," given the verbal stimulus, "mesa"). Though some educators may expect  to see emergence of reverse intraverbals following original intraverbal training, results of the few  studies in this area suggest that a history of multiple exemplar training (MET) with both original  and reverse intraverbals may be required for the emergence of such relations. The purpose of the  present investigation is to examine the effects of two types of foreign-language intraverbal  training on the emergence reverse intraverbals and foreign-language listener responding.  Participants will be six typically developing, English-speaking preschool aged children with little  history with the French language. In the original intraverbal training condition, children will be  taught to emit French names of objects given their spoken English names. In the multiple  exemplar training condition, children will be taught both English-French and corresponding  French-English intraverbal relations. A multiple baseline design across participants will be used to  examine the effects of original and multiple exemplar intraverbal training on the emergence of  reverse (French-English) intraverbals and French listener responding. It is hoped that the findings  and implications of this investigation will be of use, not only to those concerned with second  language instruction, but to general and special educators of students of all ages concerned with  establishing bidirectional intraverbal relations.

References

Skinner, B. F. (2002).  Verbal behavior.  Cambridge, MA: B. F. Skinner Foundation. (Original work published 1957)

Jared Coon

California State University, Sacramento

The Role of Increased Exposure to and Reinforcement History with Transfer of Stimulus Control Procedures to Teach Intraverbal Behavior

The intraverbal was described by   Skinner (1957/2002) as an elementary verbal operant controlled by verbal discriminative stimuli and has no point-to-point correspondence with the preceding verbal stimulus. Methods used to directly train intraverbal behavior have used tact, echoic, and textual prompts to successfully transfer control to the desired antecedent verbal stimulus. However, only a few studies have compared the effectiveness of differing stimulus prompts to teach intraverbal responses. The results of these studies have been mixed suggesting the possibility that previous exposure to specific prompt types may play a role in determining which prompt type will be most effective in facilitating transfer of control to teach intraverbal responses. The current research will investigate the effects of controlled overexposure and longer reinforcement history associated with an initially less effective prompt type (i.e. tact vs. echoic) using a single-subject multielement design. Results from an initial comparison of tact and echoic prompts to teach two sets of intraverbal responses will reveal which prompting method is more efficient. In a second phase, the prompt type shown to be less expeditious will then be used to train additional sets of intraverbal responses. Finally, both prompt methods will again be utilized to teach novel sets of intraverbal responses and number of trails to criterion measured. Results of this final training session will reveal whether the overtraining condition would alter the efficacy of each prompting procedure method to teach intraverbal responses.

References

Skinner, B. F. (2002).  Verbal behavior.  Cambridge, MA: B. F. Skinner Foundation. (Original work published 1957)