Failure of induced asymmetries to improve left-right response differentiation in the rat

Rats (and humans) appear to be able to distinguish between left and right by referring to an intrinsic asymmetry as a navigational aid; this suggests that experimentally induced asymmetries might also facilitate such a distinction. We assessed the effects of asymmetries produced by unilateral shaving, unilateral vibrissotomy, and asymmetrical cortical lesions on acquisition of a left-right response differentiation. None of the treatments improved performance relative to appropriate control treatments; the rats were evidently unable to use these induced asymmetries to form the lateral differentiation. The results are related to evidence provided in an earlier report (Noonan & Axelrod, 1989) that even some reliable intrinsic asymmetries cannot function as navigational aids.     

Synchronization of unimanual and bimanual responses with monotic and dichotic clicks

In experiments requiring subjective judgments, the apparent rate of rapidly presented dichotically alternating clicks has consistently been shown to be slower than that of clicks presented monotically. The first of the present studies asked (1) if slowing of dichotic clicks would be observed when the listener’s task was to “follow” the clicks with overt motor responses (unimanual keypresses) rather than to make psychophysical judgments, and (2) if following of dichotic clicks could be improved by providing two response channels (alternating bimanual presses). Both answers were affirmative. The second study asked (3) if the improvement obtained in the bimanual condition reflected increased perceptual capacity. The results indicated that it did not, but was attributable to an increase in response ceiling.     

Increasing Classroom Compliance: Using a High-Probability Command Sequence with Noncompliant Students

Noncompliance is one of the most problematic behaviors within the school setting. One strategy to increase compliance of noncompliant students is a high-probability command sequence (HPCS; i.e., a set of simple commands in which an individual is likely to comply immediately prior to the delivery of a command that has a lower probability of compliance). Although research has shown this technique to be effective at increasing compliance across various settings and behaviors, most studies have been limited to participants with moderate to severe developmental disabilities. The current study targeted 2 noncompliant elementary-age students within the general education setting. Two teachers were taught to integrate HPCS into ongoing classroom reading instruction and independent seatwork. For both participants, higher percentages of compliance with low-probability commands were displayed during intervention and maintenance phases compared to baseline levels. Results suggest that using an antecedent intervention based on HPCS holds promise for school personnel working with noncompliant students within the general education setting.     

APPLIED BEHAVIOR ANALYSIS: AUTISM AND BEYOND

Over the past 60 years, applied behavior analysis (ABA) has made notable contributions to the literature involving populations with developmental disabilities. Practitioners and researchers have made impressive advances in addressing challenges posed by autism spectrum disorder (ASD), in particular. The focus on autism has resulted in an improved public image of ABA and, in turn, has helped highlight the need for increased awareness surrounding ASD. A summary of relevant research contributions is provided, and although the advances in autism are impressive, individuals with ASD constitute a minority portion of the educational system. A review of the existing literature, as well as a novel literature search, supports the suggestion that ABA has narrowed its focus to issues affecting populations with ASD, while concurrently being less attentive to problems faced by society as a whole, particularly general education. Copyright © 2012 John Wiley & Sons, Ltd.     

Evaluating Open-Ended Parent Reports and Direct Preference Assessments to Identify Reinforcers for Young Children With Autism

Little research has evaluated open-ended parent reports to identify reinforcers for children with autism. This study evaluated open-ended parent reports and direct preference assessments for six young children with autism in home-based therapy. Results indicated little correspondence between parent reports and direct assessment assessments for all but one child. However, a follow-up reinforcer assessment with two children showed that the top ranked stimulus from both assessments functioned as reinforcers, with one child demonstrating higher levels of responding for the top ranked stimulus from the parent report. Results tentatively support open-ended parent reports to identify reinforcers for young children with autism.