Effect of two methods of introducing foods during feeding treatment on acceptance of previously rejected items

The effects of using a single food item (e.g. bread) versus using multiple items (e.g. bread, pasta, and rice) when establishing food acceptance via an escape prevention procedure were investigated with six children who presented with food selectivity. Eating was exposed to a differential reinforcement of food acceptance treatment package but food acceptance did not improve. Criterion levels of appropriate eating (> 80% acceptance, < 20% expulsion, and < 20% disruption) were subsequently established with either nonremoval of the spoon or physical guidance for each of the participants. Three of the children were presented with only one food item during acquisition of acceptance. The other children were presented with three different food items from the same food group. It was found that acquisition of acceptance was more rapid for the single‐item group but that food acceptance was more likely to generalize to previously rejected items for the multi‐item group. The implications for clinical intervention are discussed. Copyright © 2002 John Wiley & Sons, Ltd.     

Assessing and treating vocal stereotypy in children with autism

Previous research implies that stereotypic behavior tends to be maintained by the sensory consequences produced by engaging in the response. Few investigations, however, have focused on vocal stereotypy. The current study examined the noncommunicative vocalizations of 4 children with an autism spectrum disorder. First, functional analyses were conducted in an attempt to identify the function of each child's behavior. For each of the participants, it was found that vocal stereotypy was likely not maintained by the social consequences. Following assessment, response interruption and redirection (RIRD) was implemented in an ABAB design to determine whether vocal stereotypy could be successfully redirected. RIRD involved a teacher issuing a series of vocal demands the child readily complied with during regular academic programming. Vocal demands were presented contingent on the occurrence of vocal stereotypy and were continuously presented until the child complied with three consecutively issued demands without emitting vocal stereotypy. For each child, RIRD produced levels of vocal stereotypy substantially lower than those observed in baseline. For 3 of the children, an increase in appropriate communication was also observed. The children's teachers were trained to implement RIRD. Brief follow-up probes and anecdotal information implied that the treatment had a positive impact in the natural environment.     

THE EFFECTS OF RESPONSE INTERRUPTION AND REDIRECTION AND SERTRALINE ON VOCAL STEREOTYPY

Although response interruption and redirection (RIRD) has been shown to be successful in reducing vocal stereotypy, recent reports have suggested that selective serotonin reuptake inhibitors (SSRIs) may also reduce these behaviors. The purpose of the current investigation was to examine the effects of RIRD with and without sertraline on automatically maintained vocal stereotypy of a 4‐year‐old boy with autism. Results suggested that vocal stereotypy decreased when RIRD was implemented and that sertraline did not affect the participant's vocal stereotypy.     

Resistance to disruption in a classroom setting

Substantial experimental evidence indicates that behavior reinforced on a denser schedule is more resistant to disruption than is behavior reinforced on a thinner schedule. The present experiment studied resistance to disruption in a natural educational environment. Responding during familiar activities was reinforced on a multiple variable-interval (VI) 7-s VI 30-s schedule for 6 participants with developmental disabilities. Resistance to disruption was measured by presenting a distracting item. Response rates in the disruption components were compared to within-session response rates in prior baseline components. Results were consistent with the predictions of behavioral momentum theory for 5 of 6 participants.     

Teaching Creative Writing Skills to Primary School Children in Hong Kong: Discordance Between the Views and Practices of Language Teachers

Although creativity has been valued in ancient and contemporary Chinese literature, the degree to which creativity is valued and incorporated into teaching by Chinese language teachers is not known. This information is important given that creativity has been increasingly recognized in the education literature as a component of effective writing. The purpose of this study was to compare the views of Chinese language teachers in Hong Kong about creativity and the acquisition of creative writing skills by primary school children, and their teaching practices. A total of 449 Chinese language teachers, employed at primary schools throughout Hong Kong completed a survey questionnaire. The 14‐item questionnaire focused on teachers' views of creativity, their perceptions of how to develop students' creativity, their awareness of creative writing strategies, and teaching practices related to creative writing. With respect to the definition of creativity, teachers identified imagination foremost, followed by inspiration, and original ideas. Teachers identified developing students' confidence, and providing an open atmosphere as essential means of fostering creativity. Despite the apparent value of creativity expressed by the teachers and their familiarity with methods for enhancing creativity, the majority reported using traditional methods of teaching writing. Strategies are recommended for reconciling this discrepancy, and promoting creative writing skills by primary school teachers in Hong Kong and other Chinese speaking societies.     

Sensory Integration as a Treatment for Automatically Maintained Stereotypy

According to sensory integration (SI) theory, many symptoms of autism are caused by an inability to integrate and adaptively respond to sensory input. Despite little evidence supporting SI, this form of therapy is a popular treatment for children with autism. Should these treatments work, they should be most effective for behavior maintained by sensory consequences (automatically maintained). SI activities may make these sensory consequences less reinforcing. The purpose of this study was to determine whether SI treatments could reduce automatically‐maintained stereotypy. Five individuals with autism participated. An occupational therapist prescribed sensory activities that competed with stereotypy for SI treatments. Two types of SI treatments were tested: sensory diets and brushing with deep‐pressure therapy. The effect of these treatments on stereotypy was evaluated in an ABAB design. Neither the sensory diet alone, brushing and deep pressure alone, nor both treatments combined were effective interventions for stereotypy. These results do not support the use of SI as a treatment for stereotypy. Copyright © 2015 John Wiley & Sons, Ltd.     

AN ALTERNATING TREATMENTS COMPARISON OF TWO INTENSIVE INTERVENTIONS FOR FOOD REFUSAL

We compared two treatment packages involving negative reinforcement contingencies for 3 children with chronic food refusal. One involved physically guiding the child to accept food contingent on noncompliance, whereas the other involved nonremoval of the spoon until the child accepted the presented food. Subsequent to baseline, an alternating treatments comparison was implemented in a multiple baseline design across subjects. After each child had been exposed to at least nine sessions of each treatment condition and percentage of bites accepted had increased to at least 80%, the child's caregivers selected the preferred treatment package. The results indicated that both treatments were effective in establishing food acceptance. However, physical guidance was associated with fewer corollary behaviors, shorter meal durations, and parental preference.