Teaching children with autism to engage in peer-directed mands using a picture exchange communication system

We evaluated differential reinforcement of alternative behavior (DRA) plus prompting to increase peer-directed mands for preferred items using a picture exchange communication system (PECS). Two nonvocal individuals with autism participated. Independent mands with a peer increased with the implementation of DRA plus prompting for both participants. In addition, peers engaged in brief social interactions following the majority of mands for leisure items. These results suggest that teaching children to use PECS with peers may be one way to increase manding and social interactions in individuals with limited or no vocal repertoire.     

Teaching complex verbal operants to children with autism and establishing generalization using the peak curriculum

The present study evaluated the feasibility of the PEAK Relational Training System's Generalization Module (Dixon, 2014b) to teach and establish generalization of autoclitic mands, distorted tacts, and creative path finding in three children diagnosed with autism spectrum disorder. Using a multiple‐baseline design across behaviors, each participant was provided with differential reinforcement and a least‐to‐most prompting hierarchy for correct responses to a subset of stimuli, and responses to other similar stimulus sets were probed for emergent generalization. Following training, each participant successfully acquired the directly trained behaviors and demonstrated generalization to the nonreinforced test exemplars. These data support the utility of Skinner's (1957) analysis to teach complex forms of verbal operants, and suggest that a manualized curriculum such as PEAK may have utility for promoting skill development and generalization for front line staff and caregivers of children with autism.     

Cognitive load and perspective‐taking: applying the automatic‐controlled distinction to verbal communication

The boundary conditions of perspective‐taking were explored in two experiments. Participants gave instructions on the assembly of a machine model. In Experiment I, cognitive load was manipulated, and speakers gave two instructions to different addressees with divergent knowledge. Unlike utterances produced under low load, instructions given under high load were not adapted to the addressees. Experiment II demonstrated that this load effect was partially compensated for by high accountability. Findings support a two‐stage model of utterance planning: the controlled processes of monitoring and adjustment operate on the output of a predominantly automatic stage of planning. Cognitive load impairs monitoring and adjustment, and leads to ‘standard’ utterances that are not adapted to the addressee's perspective. Copyright © 2000 John Wiley & Sons, Ltd.     

An evaluation of multiple‐schedule variations to reduce high‐rate requests in the picture exchange communication system

Using procedures similar to those of Tiger, Hanley, and Heal (2006), we compared two multiple‐schedule variations (S+/S– and S+ only) to treat high‐rate requests for edible items in the Picture Exchange Communication System (PECS). Two individuals with autism participated, after they showed persistent requests for edible items after PECS training. Stimulus control was achieved only with the multiple schedule that involved presentation of a discriminative stimulus during reinforcement components and its removal during extinction components (S+ only). Discriminated requests were maintained for the 1 participant who experienced schedule thinning.     

Impact of assertive and accusatory communication of distress and anger: A verbal component analysis

Forty undergraduate women were asked to imagine discussing an important problem in their relationship with a personally close partner and to rate likely emotional and behavioral reactions to four kinds of statements: 1) assertive communication of distress, 2) assertive communication of anger, 3) accusatory communication of distress, and 4) accusatory communication of anger. Accusatory “you” statements were rated as more aversive and evoked more negative emotional and behavioral response inclinations than did assertive “I” messages. Statements including “anger” words evoked more negative emotional and behavioral response inclinations than statements including “distress” words. Findings were related to research on cue-controlled aggression and the work of Staats, which predicts ways that verbal labels (language) exert control over emotions and behavior.     

Smoking-specific communication and children's smoking onset: an extension of the theory of planned behaviour

The aim of this study was to test whether maternal smoking-specific communication and parental smoking related to smoking cognitions (i.e. attitude, self-efficacy and social norm) derived from the Theory of Planned Behaviour in association with smoking onset during preadolescence. A total of 1478 pairs of mothers and children participated (mean age: 10.11; standard deviation = 0.78). Structural equation models in Mplus were used to examine whether smoking-specific communication influences children's smoking cognitions, which in turn, affect smoking onset. A positive association was found between pro-smoking attitudes and smoking onset. Smoking-specific communication and parental smoking were related to smoking cognitions. Specifically, frequency of communication was negatively associated with pro-smoking attitudes, social norms of mother and best friend. Quality of communication related negatively to pro-smoking attitudes and positively to self-efficacy and norms of friends. Parental smoking was positively associated with pro-smoking attitudes and norms of mother and (best) friends. Additionally, more frequent communication and higher levels of parental smoking were associated with higher smoking onset. In conclusion, smoking-specific communication and parental smoking were associated with smoking cognitions and smoking onset. Already during preadolescence, parents contribute to shaping the smoking cognitions of their children, which may be predictive of smoking later in life.     

Using the picture exchange communication system (PECS) with children with autism: assessment of PECS acquisition,speech, social-communicative behavior,and problem behavior

The picture exchange communication system (PECS) is an augmentative communication system frequently used with children with autism (Bondy & Frost, 1994; Siegel, 2000; Yamall, 2000). Despite its common clinical use, no well-controlled empirical investigations have been conducted to test the effectiveness of PECS. Using a multiple baseline design, the present study examined the acquisition of PECS with 3 children with autism. In addition, the study examined the effects of PECS training on the emergence of speech in play and academic settings. Ancillary measures of social-communicative behaviors and problem behaviors were recorded. Results indicated that all 3 children met the learning criterion for PECS and showed concomitant increases in verbal speech. Ancillary gains were associated with increases in social-communicative behaviors and decreases in problem behaviors. The results are discussed in terms of the provision of empirical support for PECS as well as the concomitant positive side effects of its use.     

Response-reinforcer contingency and spatially defined operants: testing an invariance property of phi

A chamber containing 72 response keys defining the circumference of a circle 1 m in diameter was used to examine the relation between differentiation of response location and a measure of response-reinforcer contingency known as the phi coefficient. A different target key was specified in each successive phase, and response location was differentiated with respect to the target. Criterional and noncriterional responses (i.e., responses "near" and "far" from the target) were defined using targeted percentile schedules to control the overall probability of each response class. By manipulating criterional (and, hence, noncriterional) response probability and the reinforcement probabilities conditional on each, a mathematical invariance property peculiar to phi in contingency analysis was examined. Specifically, diagonally interchanging cell frequencies in a 2 x 2 table relating criterional/noncriterional responses to reinforcement/nonreinforcement leaves phi unchanged. Hence, the degree of response differentiation predicted by phi remains unchanged under the four permutations implied by the various diagonal interchanges. This predicted invariance was examined under values of phi equal to .33, .58, and .82. Increasing phi generally increased the stereotypy of response location. Three of the permutations generated almost interchangeable performance at different phi values. The remaining permutation, however, generated functions relating response concentration to phi with slopes shallower than those obtained under the other permutations. This resulted from relatively higher levels of differentiation, compared to the other permutations, at low phi values. These data strongly suggest boundary conditions on the ability of phi to reflect completely the local processes that are indexed by phi at a molar level.     

Ways of reacting to communication failure in relation to the development of the child's understanding about verbal communication

Tested the hypothesis that explicit identification of message ambiguity as a reason for failure in referential communication could help young children to gain understanding about the need for unique reference in communicative acts, in both experimental and natural settings. In the experiment each of 47 children aged 5-2 to 6-5 selected and then described clothes for a doll so that the experimenter could choose matching items. Ambiguous instructions from the children were consistently responded to with one of three reactions by the experimenter: (1) she guessed an item, (2) she asked ‘Which one?’ waited and chose or (3) she made explicit why she could not make a unique choice on the basis of the child's message. Both before and after this manipulation children were assessed for their understanding that messages can be ambiguous and can cause communication failure. Children accorded the third treatment improved most both in understanding and in reducing the ambiguity of their messages. A similar assessment of understanding was made of 36 6-year-old children of whom recordings of interaction in the home had been made over several previous years. Children whose mothers had made explicit their lack of understanding of their child's utterances were more advanced than those whose mothers had not.     

Experimental analysis and treatment of multiply controlled problem behavior: a systematic replication and extension

We evaluated interventions designed to reduce multiply controlled problem behavior exhibited by a young boy with developmental disabilities, using a multiple baseline design. Each intervention was designed to address a specific social function of problem behavior. Results showed that the separate interventions were useful in reducing problem behavior, and terminal schedules were reached by way of schedule thinning (attention condition) and delays to reinforcement (tangible and escape conditions).     

Consequence analysis: Its effects on verbal statements about an environmental project

Typically, citizens lack relevant information concerning possible consequences of proposed environmental projects. Despite federal requirements for citizen participation in decisions about proposed roadway projects, no systematic procedures exist for educating citizens as to the possible consequences of such projects. The effects of a consequence analysis procedure on community residents' verbal statements about the favorability of a proposed roadway project were assessed. The consequence analysis procedure involved asking residents to rate the desirability and magnitude of each of 48 possible consequences of the proposed roadway project. Following the intervention, overall ratings of favorability of the project changed for nine of ten residents. Community residents' ratings of the quality of participants' justifications of their position on the roadway issue provided evidence of generalization to this collateral behavior.     

Understanding boundary extension: Normalization and extension errors in picture memory among adults and boys with and without Asperger's syndrome

Boundary extension is the tendency for people to “remember” information that fell outside a picture's boundaries. We used a novel test of boundary extension to provide absolute estimates of the magnitude of extension errors and of the degree to which people are influenced by the way a picture is presented at the time of testing. Participants were shown photographs on a computer and subsequently allowed to adjust their magnification to match the size they remembered. The test produced reliable boundary extension of around 11% in adults and large influences of initial test size. In a second experiment we tested boys diagnosed with Asperger's syndrome and matched controls. Both groups demonstrated boundary extension comparable to that observed in adults but greater effects of initial test size. High performance IQ in Asperger's was linked with high levels of boundary extension, while for the matched control group the opposite pattern was obtained.