Behavior analysts' perceptions of the population specificity or comprehensiveness of autism treatments

The basic philosophy of radical behaviorism provides foundations for behavioral intervention applications in applied behavior analysis (ABA) across a variety of populations and human behaviors. However, as ABA increases in popularity for people with autism, many people perceive that ABA resembles other non‐research‐supported interventions which market themselves almost exclusively for autism. This study evaluated the extent to which behavior analysts perceived scientifically supported treatments (e.g., ABA) and non‐scientifically supported treatments as population‐specific or as comprehensively applicable across populations. Behavior analysts (N = 876) completed an online survey which indicated that approximately 3/4 of behavior analysts reported ABA as comprehensively effective for all people. Treatments without scientific support also were ranked more often or as effective as ABA for specific populations (i.e., intellectual and developmental disabilities, autism, severe behavior problems, adults, and children). Results indicated a continuing need to emphasize the education and requirements of radical behaviorism as the scientific foundations of ABA.     

Behavior analyst use of and beliefs in treatments for people with autism

With the increase in the numbers of children diagnosed with autism and scientific support solely for Applied Behavior Analysis (ABA) treatment, a proliferation of professionals have sought ABA training to provide services to this population. However, not all have been reportedly providing solely ABA services. This study surveyed Board Certified Behavior Analysts (BCBAs; N = 469) concerning their beliefs, endorsement, and use of a variety of scientifically supported and unsupported treatments for people with autism. Although not all endorsed using ABA, BCBA professionals most widely reported using ABA and ABA‐related treatments. Surprisingly, BCBAs endorsed and used all types of treatments, despite their beliefs that the treatments were difficult to implement, not cost effective, and not supported by research. Copyright © 2008 John Wiley & Sons, Ltd.     

Behavior Analysts' Use of and Beliefs in Treatments for People with Autism: A 5‐Year Follow‐up

As autism prevalence rises, parents of children with autism rely upon professionals to recommend the most effective treatment for their children. Historically, these professionals have chosen a range of treatments from empirically supported to nonempirically supported treatments. This study replicated and extended that work by surveying Board Certified Behavior Analysts to determine what treatments they promoted and used. Results showed that although most respondents used evidence‐based, behavioral procedures, many did not. Influential stimuli most likely to contribute to behavior analysts' choices of treatments were beliefs in effectiveness, ease of implementation, and persuasion by others. Self‐reported reinforcers for treatment use included perceived observed success, praise from others, and financial gain. Behavior analysts continue to use a variety of nonscientifically supported treatments, including those that have been deemed ineffective and harmful to people with autism. Future training of Board Certified Behavior Analysts must stress adherence to the ethical code for certified behavior analysts, adherence to data‐based decision‐making, and strict fealty to the scientific process in which all behavior analysts have been trained. Copyright © 2016 John Wiley & Sons, Ltd.     

A comparison of a modified sequential oral sensory approach to an applied behavior‐analytic approach in the treatment of food selectivity in children with autism spectrum disorder

Treatments of pediatric feeding disorders based on applied behavior analysis (ABA) have the most empirical support in the research literature (Volkert & Piazza, 2012); however, professionals often recommend, and caregivers often use, treatments that have limited empirical support. In the current investigation, we compared a modified sequential oral sensory approach (M‐SOS; Benson, Parke, Gannon, & Muñoz, 2013) to an ABA approach for the treatment of the food selectivity of 6 children with autism. We randomly assigned 3 children to ABA and 3 children to M‐SOS and compared the effects of treatment in a multiple baseline design across novel, healthy target foods. We used a multielement design to assess treatment generalization. Consumption of target foods increased for children who received ABA, but not for children who received M‐SOS. We subsequently implemented ABA with the children for whom M‐SOS was not effective and observed a potential treatment generalization effect during ABA when M‐SOS preceded ABA.     

INCREASING COMMUNICATIVE INTERACTIONS OF YOUNG CHILDREN WITH AUTISM USING A VOICE OUTPUT COMMUNICATION AID AND NATURALISTIC TEACHING

We evaluated the effects of a voice output communication aid (VOCA) and naturalistic teaching procedures on the communicative interactions of young children with autism. A teacher and three assistants were taught to use naturalistic teaching strategies to provide opportunities for VOCA use in the context of regularly occurring classroom routines. Naturalistic teaching procedures and VOCA use were introduced in multiple probe fashion across 4 children and two classroom routines (snack and play). As the procedures were implemented, all children showed increases in communicative interactions using VOCAs. Also, there was no apparent reductive effect of VOCA use within the naturalistic teaching paradigm on other communicative behaviors. Teachers' ratings of children's VOCA communication, as well as ratings of a person unfamiliar with the children, supported the contextual appropriateness of the VOCA. Probes likewise indicated that the children used the VOCAs for a variety of different messages including requests, yes and no responses, statements, and social comments. Results are discussed in regard to the potential benefits of a VOCA when combined with naturalistic teaching procedures. Future research needs are also discussed, focusing on more precise identification of the attributes of VOCA use for children with autism, as well as for their support personnel.     

They Saw a Triple Lutz: Bias and Its Perception in American and Russian Newspaper Coverage of the 2002 Olympic Figure Skating Scandal1

We explored bias and its perception in newspaper reports of the 2002 Olympics figure skating controversy. American and Russian articles were examined for their perceptions of the Canadian and Russian pairs' performances, directionality of the Russian and American media and publics' biases, and media awareness of those biases. Reporters' accounts varied as a function of country of affiliation and indicated a one‐sided acknowledgment of media and public bias. The American media acknowledged a pro‐Canadian bias in their reporting; there was no self‐bias acknowledgment in the Russian press. Country of affiliation produced one‐sided coverage of this event, and even the American media's awareness of self‐biases did not ensure bias‐free reporting. These findings are discussed amid respective countries' cultural and political contexts.     

LICENSURE FOR BEHAVIOR ANALYSTS: THE PATH TO RESPONSIBLE AND COOPERATIVE ACTION

The increase in the prevalence of autism spectrum disorders in the last decade has contributed to growth in the field of applied behavior analysis (ABA). This growth has been spurred by consumer demand for access to this evidence‐based treatment for those with an autism spectrum disorder. Presently, there are at least 34 states that have laws or regulations in place that mandate insurance coverage for autism spectrum disorders. There are also 14 states that have passed licensure or a similar regulatory mechanism for identifying competent providers of ABA. The following paper documents the process of insuring consumer advocacy and protection in the states of Missouri and Wisconsin through the passage of legislation that established licensure for practitioners of ABA. The evolution of this process in both of these states will be detailed as well as a number of lessons learned that should prove to be helpful as additional states move toward licensure for practitioners of ABA. Copyright © 2014 John Wiley & Sons, Ltd.     

Parent‐selected interventions for infants at‐risk for autism spectrum disorders and their affected siblings

Infants with older siblings having Autism Spectrum Disorders (ASD) are at genetically increased risk for showing characteristics of ASD in the first 2 years of life. Parents, who already have at least one child with ASD, may closely monitor their later born children and implement interventions as soon as the children begin to show what the parents believe is aberrant behavior or development that may be early stages of ASD. To date, no study has examined the number and types of services and interventions these parents access for their at‐risk infants. Using a Service and Intervention Questionnaire developed for this study, we interviewed 23 parents involved in a larger prospective study of genetically at‐risk infants who reported developmental and/or behavior problems in their at‐risk infants. Parents reported utilizing a mean of 1.83 and 7.26 services and/or interventions for their at‐risk infants and older children with ASD, respectively. Two‐thirds of the interventions received by the infants were also given to their older affected siblings. The interventions included empirically validated approaches (e.g., early intensive behavioral intervention), professional services (speech–language therapy, occupational therapy), and non‐validated treatments (e.g., diet and vitamin therapies). Overall, 81 non‐validated and 18 validated interventions were used. On a Likert‐type rating scale, parents reported being involved and satisfied with what they generally thought were effective services. They felt more involved and satisfied with ABA, and felt it was more effective than non‐validated interventions. The findings suggest that parents with infants at‐risk for ASD and an older affected child will access a variety of autism services for both children, but the parents will implement primarily non‐validated interventions. Parent education is recommended to help parents make informed treatment decisions for their children. Copyright © 2009 John Wiley & Sons, Ltd.     

Combating prejudice and racism: new interventions from a functional analysis of racist language

Based on a conversational model of language‐use‐in‐social‐context, this article focuses on one particular form of racist and prejudiced talking that has not received enough attention—conversations in which racist statements function to maintain groups and relationships rather than seriously promote racism. Despite their casualness, such statements are still pernicious, and a range of potential interventions are proposed for this language function. These involve actively altering a community's discursive resources to include more rejoinders to racist comments. Such rejoinders must be utilized in the most appropriate way for any relationship, and this might mean polite corrections, witty repartee, strong put‐downs to silence someone making racist comments, or as counter‐jokes to racist jokes, depending upon the social context and power relations involved. Copyright © 2003 John Wiley & Sons, Ltd.     

Procedural Perceptions and Support for the U.S. Supreme Court

This paper examines public support toward the U.S. Supreme Court. Although previous scholars have rightly focused on policy outcomes in explaining public attitudes toward the Court, outcome‐based theories are unable to explain why support for the Court remains high despite public disagreement with Court decisions. Some scholars argue the low visibility of the Court shields it from public scrutiny. The exposure explanation, however, is inconsistent with the empirical finding that to know the Court is to love it. This paper reconciles these differences by showing how media coverage of the Court can influence procedural perceptions and subsequent support for the Court. Expanding on recent studies examining media coverage of the Court and perceptions of fairness, this study examines how procedural perceptions mediate support for the Court. An experimental design shows that the media's portrayal of procedural information as either fair or unfair influences public evaluations of procedural fairness and subsequently support for the Court as an institution and the individual justices serving on the Court's bench.     

What's in a picture? The impact of face-ism on trait attribution

Previous research indicated a ‘face-ism’ bias in media depictions of men and women: me media tend to represent men with their faces, whereas women's depictions include larger parts of their bodies, rendering their faces less prominent. To explore the impact of facial prominence on impression formation, male and female subjects received either full-body or portrait-style photographs, made from the same negatives, of male and female stimulus persons of different likeability. Male and female subjects evaluated all stimulus persons as more competent (intelligent, assertive, ambitious, etc.) if presented with a high (portrait) rather than a low (full-body photograph) degree of facial prominence. This main effect of facial prominence was not qualified by interaction effects with any of the other variables. PIUS, the media's face-ism bias is likely to contribute to a perception of men as more competent than women. In addition, female but not male subjects also evaluated stimulus persons as more expressive and likeable under conditions of high facial prominence, reflecting a global positive effect of facial prominence.     

Effect of lie labelling on children's evaluation of selfish,polite, and altruistic lies

This study investigates how 5‐ and 6‐year‐olds' evaluations of selfish, polite, and altruistic lies change as a result of whether these false statements are explicitly labelled as lies. We are also interested in how interpretive theory of mind may correlate with such evaluations with and without a lie label. Our results showed that labelling lowered children's evaluations for the polite and altruistic lies, but not for the selfish lies. Interpretive theory of mind correlated positively with the evaluation difference between the polite and altruistic lies and that between the selfish and altruistic lies in the label, but not in the non‐label condition. Correlation between the selfish and altruistic lies and that between the polite and altruistic lies were stronger with than without labelling, after controlling for age, and verbal and non‐verbal intelligence. We conclude that lie labelling biases children towards more negative evaluations for non‐selfish lies and makes them see lies of different motives as more similar. If a lie label is applied, whether lies of different motives are still evaluated differently depends on interpretive theory of mind, which reflects the child's ability to represent and allow different interpretations of an ambiguous reality.     

More than 50% or Less than 70% Chance: Pragmatic Implications of Single‐Bound Probability Estimates

Probability estimates can be given as ranges or uncertainty intervals, where often only one of the interval bounds (lower or upper) is specified. For instance, a climate forecast can describe La Niña as having “more than 70% chance” or “less than 90% chance” of occurring. In three experiments, we studied how research participants perceived climate‐related forecasts expressed with lower‐bound (“over X% chance”) or upper‐bound (“under Y% chance”) probability statements. Results indicate that such single‐bound statements give pragmatic information in addition to the numeric probabilities they convey. First, the studies show that these statements are directional, leading the listeners' attention in opposite directions. “Over” statements guide attention towards the possible occurrence of the event and are explained by reasons for why it might happen, while “under” statements direct attention to its possible non‐occurrence and are more often explained by reasons for why the target event might not appear, corresponding to positive (it is possible) versus negative (it is uncertain) verbal probabilities. Second, boundaries were found to reveal the forecaster's beliefs and could be perceived as indicative of an increasing or a decreasing trend. Single‐bound probability estimates are therefore not neutral communications of probability level but might “leak” information about the speaker's expectations and about past and future developments of the forecast. Copyright © 2017 John Wiley & Sons, Ltd.     

EFFECT OF STRUCTURAL CUEING AND DECISION TYPE FOR IMPROVING RETENTION OF TECHNICAL TEXT

This study investigated the effects of structural cueing (color or no color) and decision level (rote or semantic) on students' verbatim retention of technical prose. Structural cueing represented the assimilation of encoding hypothesis for improving memory, and decision tasks represented the distinctiveness of encoding hypothesis for promoting deep processing. Subjects read an article on a microcomputer monitor in which either color‐coding or white‐only print was used to represent the structural importance among ideas in each paragraph and then, subsequent to each paragraph, responded to either rote memory or semantic memory decision statements. Results of a free written recall measure using a two‐factor analysis of covariance, revealed significant differences between students' retention on decision type but no differences based on color cueing. That is, students who responded to semantic level decision statements recalled more of the text than those who responded to the rote level decision statements. The results supported the distinctiveness of encoding hypothesis for learning via the microcomputer but did not support the assimilation of encoding hypothesis.     

The Valley task: Understanding intention from goal‐directed motion in typical development and autism

A novel paradigm investigates the ability to understand an agent's intended goal in children with autism (N = 25), typically developing children (N = 46), and adults (N = 16+12) by watching a non‐human agent's kinematic properties alone. Computer animations depict a circle at the bottom of a U‐shaped valley rolling up and down its slopes and getting closer to a target resting at the top of either side of the valley. The circle's persistent motion and improving attempts evoke the attribution of the intention to reach the target, regardless of whether the circle fails or attains its goal. Children with autism are as able as controls to infer an agent's intended‐goal, disregarding its failure to reach the target. In addition, the study showed that the perception of persistent motion is a sufficient but not a necessary cue for very young children and children with autisn to attribute intention to an agent, whereas adults consider the persistent motion cue as a sufficient and necessary cue to attribute intention to an agent.     

Electrophysiological evidence of heterogeneity in visual statistical learning in young children with ASD

Statistical learning is characterized by detection of regularities in one's environment without an awareness or intention to learn, and it may play a critical role in language and social behavior. Accordingly, in this study we investigated the electrophysiological correlates of visual statistical learning in young children with autism spectrum disorder (ASD) using an event‐related potential shape learning paradigm, and we examined the relation between visual statistical learning and cognitive function. Compared to typically developing (TD) controls, the ASD group as a whole showed reduced evidence of learning as defined by N1 (early visual discrimination) and P300 (attention to novelty) components. Upon further analysis, in the ASD group there was a positive correlation between N1 amplitude difference and non‐verbal IQ, and a positive correlation between P300 amplitude difference and adaptive social function. Children with ASD and a high non‐verbal IQ and high adaptive social function demonstrated a distinctive pattern of learning. This is the first study to identify electrophysiological markers of visual statistical learning in children with ASD. Through this work we have demonstrated heterogeneity in statistical learning in ASD that maps onto non‐verbal cognition and adaptive social function.     

Memory for emotional stories in high and low depressed children

Cognitive theories of depression emphasise a vicious circle linking depressed mood and biased recall towards negative information. In line with this, depressed adults show selectively enhanced recall for negative information. This recall bias is held to be mediated by increased accessibility of negative self‐referent schemas formed as a result of adverse early experiences. Given this, surprisingly few studies have examined depression‐related recall biases from a developmental perspective. Clinically depressed children have been found to show enhanced recall of negative adjectives, particularly when self‐referent, but to date there is no evidence for similar recall biases in non‐clinically depressed groups. The current study addressed this by investigating high and low non‐clinically depressed children's (aged 5–11 years) recall of emotional stories. High depressed children showed enhanced recall of negative stories, relative to positive stories, compared to the low depressed group. This did not vary with age group. We conclude that, when child‐oriented materials are used, depression‐related biases in recall towards negative information are observable even in a non‐clinical sample of children from 5 years of age.     

A cognitive‐behavioral model of anxiety disorders in children and adolescents

This study investigated a cognitive‐behavioral model of anxiety disorders in Japanese children and adolescents. Participants comprised 532 children from elementary schools and 751 adolescents from junior high schools as a community group, and 41 children and adolescents who fulfilled the criteria for childhood anxiety disorders as a clinical group. All participants completed three questionnaires about anxiety symptoms, self‐statements, and cognitive errors. While the clinical group showed more anxiety symptoms, negative self‐statements, and cognitive errors than the community group, there was no significant difference in positive self‐statements. Multigroup structural equation modeling found the presence of cognitive links for the community and clinical groups. Specifically, cognitive errors generated negative self‐statements, exacerbating a higher‐order factor (childhood anxiety) affecting six anxiety symptoms corresponding to the diagnostic criteria of psychological disorders. Mediated relationships were supported in only the community sample. Clinical implications for prevention and treatment of anxiety disorders in children and adolescents are discussed.