The effects of a training package (modeling, role-playing, and feedback) were evaluated using a multiple baseline across skill areas. Two trainers taught two teachers to use basic intervention skills that included components of both discrete trial teaching (DTT) and the Natural Language Paradigm (NLP). Training occurred in the context of one task. Generalization was assessed with two untrained tasks. Teachers' responses in the target task increased following training, as did appropriate responding from the child. Some generalization of the teaching skills occurred. Teachers were instructed to generalize acquired skills as a possible method to promote generalization. The results of these findings and implications for training of ABA providers are discussed.

Few studies have investigated methods for establishing neutral stimuli as conditioned reinforcers in human subjects. Conditioned reinforcers, however, can alleviate some of the problems encountered in applied behavior analytic (ABA) therapy for children with autism, such as satiation and suitability of reinforcers for specific environments. A series of reversals evaluated the effects of a conditioning procedure involving pairing a neutral stimulus, the remote control stimulus (RCT), with an identified reinforcer. Phase 1 demonstrated that the RCT was neutral. In Phase 2, alternating pairing and testing conditions were run. During testing the effects of pairing were evaluated by the effectiveness of the RCT in maintaining a response in the absence of a previously available reinforcer (extinction test) and in increasing a new response over a baseline level (learning test). Results from the extinction test suggest that under some pairing conditions the RCT can acquire properties of a reinforcer.

Although several guidelines are available for designing observational procedures in both basic and applied settings, few researchers have experimentally examined and compared different direct observation methods. Such methods may have a direct impact on practitioners' ability to effectively assess strengths and challenges, set treatment goals, adjust intervention procedures, and monitor progress. The current study compared 1 and 5 min observations to 10 min observations throughout baseline and intervention phases of a parent training program for toddlers with autism. Results showed similarities with regards to variability, level, and trend in the 5 and 10 min data samples; however, clear differences were seen in the 1 min data sample, which typically showed very low occurrences of responding and displayed steady and flat trends. The findings have implications for the development of time-efficient direct observation procedures utilized in parent training programs for children with autism.

Research has shown that parents of children with disabilities, such as autism, experience significantly higher stress levels than parents of typically developing children. It has been suggested that parent education programs, in particular naturalistic communication training, will reduce parental stress. Most of the literature in this area has relied on parental reports and has only focused on decreasing stress and has not directly addressed increasing alternate feelings, such as happiness. In different but related areas of behavior analysis, an emphasis has been placed on the importance of happiness as a quality of life indicator and that the development of multileveled assessment is sorely needed. This study was designed to analyze one set of measures within a data-based intervention program for parents of toddlers with autism. The Family Connections Project (FCP) is a parent training project designed to enhance the quality of relationships for families who have toddlers with autism. Within this project parents are taught to identify and arrange opportunities to interact with their children in ways that will increase motivation and social responsivity. This study looked at the collateral effects of this training program and investigated if FCP affected the relationship between parents and their toddlers; of particular interest …

The purpose of this study was threefold: (a) to examine the separate effects of increased accuracy on multiple-choice/rank-order written tests and coaching on the teaching performance of participants; (b) to compare generalization across tasks produced by the workshop and coaching; and (c) to assess maintenance of teaching performance. Following baseline, two adults received a lecture on discrete trial teaching procedures. A written test measured verbal performance on workshop material periodically throughout this phase. During the next phase, each adult then experienced further training via in-situ coaching. A multiple baseline design across tasks was used during the coaching phase. Results of the workshop training package revealed an inverse relationship between the strongest verbal performance and strongest teaching performance skill areas. In addition, only with the introduction of the in-situ coaching package did teacher performance improve significantly across all behaviors. Child responding remained relatively constant throughout the study, regardless of teacher performance. Some generalization of teacher behavior was observed across tasks, but was extremely variable across both workshop and coaching conditions. After the cessation of coaching, teacher performance remained stable across maintenance phases and at a 6-week follow-up.

Previous studies have demonstrated the use of momentary time-sampling methods for the objective measurement of naturally occurring events (Zarcone, Iwata, Rodgers & Vollmer, 1993; Shore, Lerman, Smith, Iwata & DeLeon, 1995). These studies have provided information about observed levels and characteristics of direct care services, supervision, resident activity and facility conditions. The present study evaluated the utility of these assessment procedures in a residential facility for developmentally delayed adults. The procedure was further evaluated for sensitivity to changes relative to an intervention designed to increase staff and client interaction. A multiple baseline design was used to assess a data collection procedure in the context of intervention in four residences on a state facility campus. Intervention included the use of scheduling, modeling and performance feedback. Results indicate an overall increase of staff and client interaction and demonstrate the utility of the assessment procedure for the evaluation of multiple, on-going activities as well as intervention effects.

The purpose of this study was to evaluate the effects of a training package consisting of response restriction and the reinforcement of self-evaluation on letter reversal errors. Participants were 3 typically developing boys between the age of 5 and 7. The results indicated that the training package was successful in correcting reversals in the absence of a model during training and on application tests. These improvements maintained during subsequent follow-up sessions and generalized across trainers. Fading was not always necessary in correcting reversals, but was effective in correcting reversals that persisted during the overlay training procedures. The advantages to implementing a systematic intervention for reducing letter reversal errors in the classroom, as well as directions for future research, are discussed.

Few studies have systematically evaluated whether preferences can reliably be identified using brief procedures. Typically, studies have used brief procedures to select potential reinforcers for use in intervention procedures. A total of 17 food and leisure paired-choice preference assessments were administered to 10 subjects in order to evaluate the extent to which the results of a brief (i.e., single-session) assessment correspond with those from more extended procedures (i.e., 5 sessions). Eleven out of the 17 brief and extended assessments identified the same stimulus as the most preferred (highest rank). Outcomes suggest that a brief assessment can be useful when a single, potent reinforcing stimulus is desired, and an extended assessment should be conducted when a larger number of preferred stimuli is desired.

The purpose of this study was to develop and examine the effects of enhanced training and performance management methods for an autism coordinator who managed several paraprofessional therapists providing in-home behavior therapy for young children with autism. Intervention included task clarification, targeted skill development, and improved feedback from the coordinator to the therapists. Results showed that service delivery performance of in-home trainers increased and/or became more consistent after the intervention was implemented. The intervention provided the autism coordinator with an empirically validated training and feedback system that can be successfully utilized in a sporadically supervised environment.

Behavior analysts have long recognized the need for direct and reliable measurement of complex behaviors that are important to society. Recently investigators have approached one of the singular most complex behaviors: happiness. Limited research, however, has explored happiness in parent-training programs with children with autism and their families. The current study applied the definitions and data systems used in Broome's 2007 study to obtain indices of happiness within a parent training program for parents of toddlers with autism. Direct measures of smiles and laughs were collected from videotaped assessments. Results suggest that the program increased behaviors associated with happiness. Results are discussed in terms of program development and future research.

Parent-child interactions help set the foundation for a child's development. It is therefore important to investigate the relative efficiency and efficacy of procedures used to train them. One procedure that researchers continue to explore is video modeling. The current study evaluated the effect of a video model that displayed favorable parent-child interactions and a modified model with embedded instructions to determine if the introduction of either of these models would alter parent-child interactions. Both models were presented alone without supplemental guidance. Three families were involved in the study. The results showed no systematic change across families or conditions as a result of video viewing and are discussed within context of the needs of the parent, adequate stimulus control, community to support behavior change, measurement sensitivity, and influence of methodology. This study provided a great baseline for future studies to explore the necessary components to create an effective video model.

A functional definition of fluency describes performance frequency ranges that predict retention, endurance, stability, application, and adduction as outcomes of practice. This experiment assessed these outcomes after different training conditions using a within-subject design. Participants in an experimental group learned new skills in a condition with rate and accuracy criteria, then in a yoked, rate-controlled condition with the same number of prompted responses and correct trials in practice. Control group participants received training in consecutive conditions with rate and accuracy criteria. Performance of individuals in the control group demonstrated practice effects. Data obtained from participants in the experimental group showed similar performance across conditions. Considering efficiency, the condition with rate and accuracy criteria was superior.

An evaluation of the utility of assessing and treating severe problem behavior through precursor functional analysis was completed. Ongoing measurement of problem behavior in two settings in the participant's natural environment was conducted for the duration of the study. A precursor to self-injurious behavior was identified using descriptive assessment and conditional probability analyses. A precursor functional analysis was then conducted. Subsequently, a treatment, in which precursor behavior produced the maintaining variable identified in the precursor functional analysis, was implemented in the natural environment. Treatment resulted in increases in the precursor behavior and decreases in self-injury in both the treatment setting and the second setting in which observations occurred. Implications of the assessment and treatment procedures are discussed.

The current study was designed to replicate and extend previous research on the effectiveness of behavioral parent training. Specifically, the effectiveness of the Behavior Management and Parenting Services (BMAPS) curriculum in teaching parents to exhibit a set of parenting skills and respond accurately to a multiple choice examination about positive parenting techniques was evaluated. In addition, the curriculum was revised so that the relative effectiveness and acceptability of two role play formats could be assessed. The outcomes of the study showed an improvement in the participants' ability to identify correct answers on a multiple choice examination and apply the parenting skills taught in class within a role play format; results pertaining to the efficacy of each role play format were less conclusive.

The measurement of happiness has received increasing attention in behavior analytic literature. Happiness in individuals with developmental disabilities has been assessed by 1) counting a specific behavior, or 2) sampling constellations of behaviors. The purpose of this study was to examine the two approaches while observing nine child and teacher dyads at an autism treatment center. Results showed that, overall, a constellation of behaviors can yield similar patterns when compared to a specific behavior count. However, the affect of one person did not predict the affect of the other and similar instructional conditions did not predict affect either. The implications of these results and future directions are discussed.

This study evaluated the effectiveness of a workshop designed to train adults to use supportive verbal behavior during distressful situations. Participants were trained to provide descriptive, empathetic and hopeful statements using instructions, rationales, modeling, role-play, feedback, and rehearsal. A pre-post design was used to analyze the effects of the training on verbal and non-verbal behaviors of four females during simulation scenarios. Results indicate all four participants provided maximum support statements above pre-training levels during post-training simulation and written assessments.

Computer-based instructional programs are being used more frequently in classrooms. While these programs offer many benefits from traditional teaching methods, humans still need to program them. There is inconsistency in the literature regarding the best way to design such programs. The purpose of this study was to evaluate the effects of three training procedures in teaching individuals to type a specified three-letter response in the presence of a corresponding symbol. Results show that the training format that prompted individuals to copy the correct response before the opportunity to respond was more efficient than viewing the correct response after an error, or copying the correct response after an error. A discussion of the results as well as implications for classroom use is also provided.

Few studies have proposed or evaluated methods to teach telling time. The purpose of this study was to evaluate the effects of differential reinforcement of student responding in the form of response cards to teach three middle school students with intellectual disability to tell time. Participants worked through six training phases. Results showed that correct responding increased from pre-assessment (range of 5.71-14.29% correct) to post-assessment (range of 85-100% correct). Preliminary evidence shows promise in the application of these procedures to teach telling time to middle school students with intellectual disability.

This study evaluated the effects of public postings on energy conservation behavior at a public university, using a multiple baseline design across three settings; bathrooms break rooms, and conference rooms. The behavior of building occupants was recorded to assess the frequency at which those individuals would turn lights off upon exiting an unoccupied room. The independent variables implemented by experimenters (light-switch plate stickers and laminated signs) had little to no effects on cumulative instances of lights turned off however, the installation of motion sensor lights produced better results. Across all conditions, lights were turned off most frequently in conference rooms (65% of observations) followed by break rooms (9% of observations), and bathrooms (3% of observations).

A high rate of instructional engagement is important to maximize progress in early intensive behavioral interventions (EIBI). Teachers responsible for eliciting instructional engagement may need additional support to maintain high rates of engagement. Literature suggests that goal setting and feedback is effective in increasing performance. the purpose of this study was to evaluate whether goal setting and group feedback would increase engagement in instructional activities related to the children’s goals. Results indicate that goal setting and group feedback was successful in increasing engagement in instructional activities. the results are discussed in the context of engagement, staff performance, group contingencies and performance feedback.

Functional assessment procedures have proven effective in identifying the operant contingencies that maintain problem behavior. Typically, the evaluation of responding during functional analyses is conducted at the condition level. However, some variables affecting occurrences of behavior cannot be evaluated solely through the use of a cross-session analysis. Evaluating within-session patterns of responding may provide information about variables such as extinction bursts, discriminative stimuli, and motivating operations such as deprivation and satiation. The current study was designed to identify some typical response patterns that are generated when data are displayed across and within sessions of functional analyses, discuss some variables that may cause these trends, and evaluate the utility of within-session analyses. Results revealed that several specific patterns of responding were identified for both across- and within-session analyses, which may be useful in clarifying the function of behavior.

Online instruction is becoming increasingly common at universities; however, there is little single subject research concerning the effectiveness of the online lecture format. We investigated whether online lecture could replace in-class lecture in two sections of an undergraduate Introduction to Behavior Analysis course without detrimentally affecting student learning. Using an adapted alternating treatments design, online and in-class lecture formats were counterbalanced across the two course sections. Experimenters collected data on lecture attendance/access, percent correct on the weekly quiz, and student report on lecture format preference. The data show that, within the context of this class, students performed equally in the weekly quiz regardless of lecture format; further, that this is consistent when looking at individual student data and mean data. However, although students stated a preference for online lecture in the questionnaire, a greater percentage of students attended in-class lecture than accessed online lecture.

Animals are commonly trained to perform behaviors during routine husbandry procedures. However, some husbandry procedures have aversive consequences when the real procedure is performed. This commonly results in loss of the trained behavior. The present study assessed whether maintaining the antecedent environmental stimulus conditions between appetitive and aversive outcomes would prevent this effect and, conversely, whether adding a stimulus discrepancy would facilitate this effect. Three domestic rats served as participants in a multiple baseline across participants design with multi-element components. All three rats stopped performing a trained behavior when a discrepant stimulus reliably predicted an aversive outcome. In addition, all three rats continued to perform the same behavior when antecedent environmental stimulus conditions were consistent between aversive and appetitive outcomes. Results are discussed in terms of practical implications for behavior change agents and conceptual implications for learning theory.

Fluent component performances may be more readily available for recombination into more complex repertoires. This experiment considered the stimulus equivalence preparation as a laboratory analog for the co-adduction said to occur in generative instruction. Seven adults received minimum training on 18 conditional discriminations, components of 9 potential stimulus equivalence classes. Training was interrupted periodically with tests to determine whether fluency of original relations predicted emergence of derived relations. Fluency predicted emergence in 2 of 17 instances of emergent derived relations for 4 subjects. One subject demonstrated fluency without derived relations. Training accuracies as low as 58% preceded emergence for 3 subjects. Fluency appears to be neither necessary nor sufficient for derived relations. Fluency's role may be in retention and complex application tasks rather than acquisition of behavioral relations.