PREFERRED CURRICULAR ACTIVITIES AND REDUCED PROBLEM BEHAVIORS IN STUDENTS WITH INTELLECTUAL DISABILITIES

This research examined the relation between students' preferences for curricular activities and the occurrence of problem and desirable behaviors in 3 students with moderate intellectual disabilities. Activity preference was determined with a systematic assessment procedure. Subsequently, the influence of activity preference on student behavior was evaluated using a reversal design. Results showed that preferred activities were associated with reduced levels of problem behavior and increased levels of desirable behaviors. The findings of this investigation contribute to the applied literature on activity preference and suggest directions for future research in the areas of curriculum design, preference, and curricular modifications as a viable behavior-management strategy.     

RESPONSE INTERRUPTION AND DRL FOR THE REDUCTION OF RAPID EATING

We assessed the efficacy of several procedures for reducing the rate of eating responses during mealtime by three institutionalized mentally retarded clients. A time-based (15 s) response interruption procedure was implemented which resulted in little change in eating responses for 2 of 3 subjects. A spaced-responding DRL 15-s procedure resulted in decreases in eating responses to target levels only after a prompting procedure was added. Procedures were evaluated using a multiple baseline across subjects design with assessment of generalization to nontreated meals. A change in eating behavior during breakfast occurred only after direct training in the breakfast setting. Maintenance data were collected at 1- and 5-month follow-up periods.     

DESCRIPTIVE ANALYSIS OF EATING REGULATION IN OBESE AND NONOBESE CHILDREN

Bite rate, sip rate, and concurrent activities of six 7-yr-old children, three obese and three nonobese, were observed at lunchtime over a six-month period. A procedure for decreasing bite rate, putting eating utensils down between bites, was implemented in a multiple-baseline across-subjects design. Sip rates and concurrent activities were observed to assess behavioral covariations. In addition, bite rate and amount of food completed were computed over six food categories to analyze food preferences. Results indicated the control of bite rate across all subjects, with a significant reduction in amount of food consumed. Correlations between the response classes indicated they were at least partially independent. Differences in eating behavior of obese and nonobese subjects were observed for breadstuffs and milk drinking.     

A Comparison of Simultaneous Prompting and Constant Time Delay Procedures in Teaching State Capitals

This investigation compared the effectiveness and efficiency of constant time delay (CTD) and simultaneous prompting (SP) procedures in teaching discrete social studies facts to 4 high school students with learning and behavior disorders using an adapted alternating treatments design nested within a multiple probe design. The results indicated that both procedures were effective, with the simultaneous prompting procedure being slightly more efficient in terms of errors during instructional and maintenance phases. In addition, when interviewed about their preferences, both the instructor and participants preferred the simultaneous prompting procedure. This investigation extends current research as there are small numbers of studies comparing SP to other response prompting strategies, and to date, SP and CTD have not been compared with high school students with high-incidence disabilities. Future research issues are discussed.     

Assessing preferred work among adults with autism beginning supported jobs: identification of constant and alternating task preferences

We evaluated a multiple‐stimulus assessment for identifying work preferences among adults with autism prior to beginning supported jobs. Initially, a prework assessment focused on identifying preferences across different work tasks. Eight preference assessments involving office‐cleaning tasks were conducted with five supported workers. Results of five assessments involving three individuals indicated respective workers had a strong preference for one work task. On three assessments involving three workers and different cleaning tasks, weak preferences for given tasks were identified. Next, choices between more‐ and less‐preferred tasks were provided during the daily job routine. Workers who had a strong preference on the prework assessment consistently chose the previously assessed, more preferred task during the daily job. Workers who had a weak preference always chose the more preferred task on the first choice of the work day, and then alternated between tasks on 71% of subsequent choice opportunities. Results appear to support the utility of the prework, multiple‐stimulus assessment for predicting preferred tasks among supported workers with autism when the assessment identifies strong preferences. Results also offer some support for predicting a preference to alternate tasks when the assessment identifies weak preferences for respective work tasks. Implications of the results are discussed in terms of developing work routines within community jobs for adults with autism that are more in accordance with their work preferences than traditional job placement practices. Copyright © 2003 John Wiley & Sons, Ltd.     

Autogenic Feedback in the Treatment of Two Children with Migraine Headache

Autogenic feedback was used to treat two subjects, ages 12 to 14, suffering form migraine headache. A multiple baseline across subjects design was used to evaluate treatment outcome. Marked improvement was displayed on all three measures of headache activity for both subjects by the end of treatment and was maintained throughout the follow-up period. These results are comparable to those obtained when similar procedures are applied to chronic adult headache sufferers and suggest that continued investigation is warranted.     

ASSESSING FOOD PREFERENCES AMONG PERSONS WITH PROFOUND MENTAL RETARDATION: PROVIDING OPPORTUNITIES TO MAKE CHOICES

Increased attention has been directed recently to assisting persons with severe handicaps to express preferences concerning events in their lives. We evaluated a program for assessing choice-making skills to provide opportunities for persons with profound mental retardation to express food and drink preferences. In Experiment 1, the assessment procedure involving repeated, paired-item presentations resulted in active choice making and the identification of preferences for all 5 participants. Results also indicated that caregiver opinion was not predictive of participant food and drink preferences. A survey of service providers supported the importance of meal-related choices in this population. In Experiment 2, the practicality of the assessment procedure was supported by demonstrating that (a) routine caregivers could apply the procedure with appropriate supervision to provide choice opportunities, and (b) results of the procedure were predictive of participant choices when a less structured and more normal opportunity to express a preference was provided during regular mealtimes. Results are discussed in terms of extending the developing technology of preference and reinforcer identification to other important areas for persons with severe disabilities.     

EXPERIMENTAL ANALYSIS AND EXTINCTION OF SELF-INJURIOUS ESCAPE BEHAVIOR

Three studies are presented in which environmental correlates of self-injurious behavior were systematically examined and later used as the basis for treatment. In Study 1, 7 developmentally disabled subjects were exposed to a series of conditions designed to identify factors that maintain self-injurious behavior: attention contingent on self-injurious behavior (positive reinforcement), escape from or avoidance of demands contingent on self-injurious behavior (negative reinforcement), alone (automatic reinforcement), and play (control). Results of a multielement design showed that each subject's self-injurious behavior occurred more frequently in the demand condition, suggesting that the behavior served an avoidance or escape function. Six of the 7 subjects participated in Study 2. During educational sessions, “escape extinction” was applied as treatment for their self-injurious behavior in a multiple baseline across subjects design. Results showed noticeable reduction or elimination of self-injurious behavior for each subject and an increase in compliance with instructions in all subjects for whom compliance data were taken. The 7th subject, whose self-injurious behavior during Study 1 occurred in response to medical demands (i.e., physical examinations), participated in Study 3. Treatment was comprised of extinction, as in Study 2, plus reinforcement for tolerance of the examination procedure, and was evaluated in a multiple baseline across settings design. Results showed that the treatment was successful in eliminating self-injurious behavior and that its effects transferred across eight new therapists and three physicians. General implications for the design, interpretation, and uses of assessment studies are discussed.     

VISUAL SCREENING: AN ALTERNATIVE METHOD FOR REDUCING STEREOTYPIC BEHAVIORS

Visual screening, a mildly aversive response suppression procedure, was evaluated across two studies for its effectiveness in reducing topographically similar and dissimilar stereotypic behaviors of four developmentally disabled children. In the first study, a multiple baseline design across subjects and behaviors was used to assess the effectiveness of the procedure as a treatment for reducing the visual and auditory self-stimulatory responses of two 9-yr-old mentally retarded and behaviorally disturbed children. A multiple baseline design across subjects was used in the second study to evaluate the effectiveness of visual screening as a treatment for reducing stereotypic fabric pulling and self-mutilative ear bending, respectively, of two 13-yr-old mentally retarded, autisticlike adolescents. Long-term follow-up data for both studies were reported. The results suggested that visual screening was an easily administered, effective, and exceptionally durable treatment procedure for controlling a variety of stereotypic behaviors commonly associated with the developmentally disabled.     

Effects of delayed auditory feedback on acquired stuttering following head injury

This study examined the effects of Delayed Auditory Feedback (DAF) with three cases of acquired stuttering following head injury. To determine the effects of DAF on stuttering behavior a multiple baseline design across three speaking tasks was employed. All subjects reduced stuttering with application of DAF. Stuttering behavior on untreated tasks continuing in baseline was not affected by DAF. When treatment was applied to the untreated tasks, stuttering events decreased for all three subjects. Results indicate DAF has potential as a treatment procedure with cases of acquired stuttering in a way similar to cases of developmental stuttering.     

Using Group Contingent Free Time to Increase Punctuality and Preparedness of High School Special Education Students

The purpose of this investigation was to determine if a group contingent free-time procedure could increase the frequency of low achieving high school students arriving on time and prepared for class. The effects of the intervention were examined using a multiple baseline design across three groups of students. The procedure was well received by the students and little negative peer pressure was noted. Practical aspects and possible concerns are discussed.     

Teaching chained skills in a non-school setting using a divided half instructional format

This investigation evaluated the use of dyadic instructional arrangements in teaching chained skills to four students with moderate mental retardation. Each instructional dyad consisted of two students. Each of the three cooking skills was divided into two equal parts, and each student in a dyad received direct instruction on one part of the task analysis during each instructional session. During the following session, the two parts were reversed and a student received instruction on the second part. A constant time delay procedure was used to teach the targeted skills in an off-campus setting. A multiple probe design across skills and replicated across students evaluated the effectiveness of the instructional procedure and teaching arrangement. Results indicate that each of the four students learned the three cooking skills. Implications for future research are discussed.     

CROSS-CULTURAL DIFFERENCES IN DIRECTIONALITY*

The assumption that the directions of writing single letters and series of letters in a given language affect the directional preferences for reproducing single and multiple stimuli, respectively, was tested on three groups of subjects with different reading and writing habits; English readers, Hebrew readers, and Arabic readers. The subjects were presented with single stimuli and with series of stimuli for reproduction, and the horizontal directions of their responses were recorded. Confirming the hypothesis, the data pointed to the complexities of the effects of reading and writing habits on directional preferences among readers of different languages.     

Embedded evaluation of preferences sampled from person-centered plans for people with profound multiple disabilities

We investigated a brief, embedded assessment for evaluating preferences sampled from person-centered plans. After developing person-centered plans for individuals with multiple disabilities, systematic assessments were conducted with preferences sampled from the plans. An assessment of sampled preferences was then embedded within the participants' daily routines. The two assessments identified similar preferences based on participant approach responses. Both assessments also indicated inconsistencies with reported preferences in the person-centered plans. Overall, results suggested the embedded assessment may be an alternative means of evaluating some preferences reported through person-centered planning.     

Management of hyperactive children through correspondence training procedures: A preliminary study

This study examined the clinical effects of correspondence training procedures in the management of three hyperactive boys between the ages of seven and 10 years. Two subjects were intervened with the “reinforcement of corresponding reports” procedure: reports about the inhibition of hyperactivity (inattention and overactivity) were reinforced only if they corresponded with the actual inhibition of hyperactivity. The “reinforcement set up contingent upon promises” procedure was used with the third subject: the reinforcer was set up (or displayed) contingent on the patient's promises about the inhibition of hyperactivity in the immediate future, and delivered contingent upon fulfillment of the promise (actual inhibition of hyperactivity). These interventions were programmed in a multipie baseline design across two subjects and a multiple baseline design across two behaviors. A changing-criterion design was also used with all subjects: the nonoccurrence of hyperactivity had to be observed across a pre-established criterion level for the actual delivery of the reinforcer. Consistently higher levels of correspondence occurred during treatment, relative to baseline observations. The results also demonstrated the generalization and maintenance of treatment effects. The use of correspondence training as a potential alternative in the development of hyperactive children's self-control is discussed.     

A COMPREHENSIVE EVALUATION OF REINFORCER IDENTIFICATION PROCESSES FOR PERSONS WITH PROFOUND MULTIPLE HANDICAPS

We evaluated comprehensively a preference assessment for identifying reinforcers for persons with profound multiple handicaps. Four experiments were conducted involving 18 individuals. Results of Experiment 1 replicated previous findings in that the assessment identified student preferences for respective stimuli, and caregiver opinion of preferences did not coincide with the systematic assessment. Results of Experiment 2 indicated highly preferred stimuli were likely to function as reinforcers in training programs, whereas stimuli not highly preferred did not function as reinforcers. Results of Experiment 3 suggested the 12 stimuli used in the assessment represented a comprehensive stimulus set for identifying preferences, although the utility of the set sometimes could be enhanced by caregiver opinion. Results of Experiment 4 indicated the assessment identified preferences likely to be maintained over time. Overall, results are discussed in terms of identifying limits and alternatives to a behavioral teaching technology when applied to persons with profound multiple handicaps.     

Using simultaneous presentation to increase vegetable consumption in a mildly selective child with autism

A multiple baseline design was used to evaluate the effects of adding condiments on the consumption of previously rejected foods (vegetables). Adding condiments produced increased food acceptance across three food items. Data are discussed in relation to conditioned food preferences and establishing operations.     

An evaluation of behavioral treatments for Tourette syndrome.

The present study evaluated the effectiveness of self-monitoring, relaxation training and habit reversal in the treatment of 6 Tourette Syndrome (TS) subjects with multiple motor and vocal tics. A counterbalanced design was employed and tic frequencies were measured in the clinic setting using videotapes taken through a one-way mirror. Tics were reduced by an average of 55% with habit reversal, 44% with self-monitoring, and 32% with relaxation training and each behavioral procedure was the most effective treatment for at least one subject. All three treatment approaches may have some utility in the behavioral treatment of TS.