Behavioral Variability in the Play of Children With Autism and Their Typically Developing Peers

Invariable or repetitive behavior is a defining feature of autism and can limit a child's exposure to varying consequences and subsequent learning opportunities. We compared the variability in play material selection between 30 children with autism and 30 typically developing children, aged 2‐8 years, across three different activities: selecting paper outfits to dress dolls, selecting beads to place on a string, and choosing marker colors for coloring shapes. Selections of materials could be varied or identical to previous selections within the session. Although there was some overlap between the two groups, children with autism were more likely to respond invariably than typically developing children. Two‐year‐old children in both groups tended to display invariable play material selection, but variability increased across increasing age groups for typical children and remained relatively stable across increasing age groups for children with autism. Implications regarding the divergence in variable behavior across children with autism and typically developing children as a function of age are discussed. Copyright © 2015 John Wiley & Sons, Ltd.     

On the role of stimulus preference assessment in the evaluation of contingent access to stimuli associated with stereotypy during behavioral acquisition

Previous authors have reported successful behavioral acquisition in children diagnosed with autism using contingent access to stereotypic responding as reinforcement. Other studies have demonstrated robust reinforcement effects when consequences were selected using stimulus preference assessments. We conducted two stimulus preference assessments with a six-year-old female diagnosed with autism. Her acquisition of a non-vocal imitation response was then evaluated during two reinforcement conditions: contingent access to (i) a stimulus associated with stereotypic object manipulation and (ii) a stimulus unassociated with such stereotypy. Both stimuli were identified from the stimulus preference assessments. Nearly identical response patterns were observed in both conditions; correct responses to verbal prompts greatly increased while correct responses to gestural and physical prompts decreased to near-zero levels. These preliminary findings are discussed in the context of improving stimulus selection in this area. © 1998 John Wiley & Sons, Ltd.     

Functional analysis of hair manipulation: a replication and extension

In a multi‐phase investigation, we assessed the problematic hair manipulation of a four‐year‐old male diagnosed with autism. In phase 1, a functional analysis of hair manipulation resulted in high levels of responding during a no‐interaction condition, while near‐zero levels were observed in other conditions. In phase 2, hair manipulation was reduced to near‐zero levels during a condition in which Billy wore gloves on his hands to attenuate digital‐tactile stimulation. In phase 3, a stimulus preference assessment indicated that object manipulation competed with hair manipulation, and that wearing gloves did not alter the amount of time that Billy manipulated preferred objects. The results are discussed in the context of interventions that achieve their effects via reinforcer substitutability or competition. Copyright © 2000 John Wiley & Sons, Ltd.     

An evaluation of synchronous reinforcement for increasing on-task behavior in preschool children

A synchronous-reinforcement schedule is a type of schedule of covariation in which the onset and offset of the reinforcer covaries with the onset and offset of behavior. This study was a proof-of-concept demonstration of the efficacy of synchronous reinforcement for on-task behavior (completing a preacademic skill) and an evaluation of preschoolers' preference for this schedule in comparison to a more traditional schedule of reinforcement. Specifically, we compared the effects of a synchronous-reinforcement schedule to one in which continuous access to stimuli was delivered at the end of the session and yoked to the duration of on-task behavior that occurred during the session (accumulated reinforcement). Results showed the synchronous-reinforcement schedule was more effective for increasing on-task behavior and preferred by most participants.     

USING FIXED‐TIME SCHEDULES TO MAINTAIN BEHAVIOR: A PRELIMINARY INVESTIGATION

The purpose of this study was to evaluate the potential of fixed‐time (FT) schedules to maintain behavior. Two children who had been diagnosed with autism were taught a functional task. Subsequently, three different FT schedules (i.e., yoked, thin, dense) were compared to determine their capacity to maintain task responding. Results suggested that FT schedules may be used to maintain previously acquired behavior.     

THIS IS MY BABY: FOSTER PARENTS' FEELINGS OF COMMITMENT AND DISPLAYS OF DELIGHT

This study examined the association between foster parents' commitment to their young foster children and the delight they showed in their interactions with children. Seventy foster parent-child dyads were included as participants. The dyads were videotaped during a play interaction when children were between 9 and 28 months, with delight coded on the basis of foster parents' responses to children. Caregivers were interviewed with the "This Is My Baby" Interview (B. Bates & M. Dozier, 1998), with commitment coded as the extent to which parents expressed interest in enduring relationships with their foster children and the extent to which they thought of them as their own. Regression analyses revealed that commitment was a significant predictor of foster parent delight. Foster parents who were more highly committed to their foster children showed greater delight in their children than did foster parents who were less highly committed. These results suggest an important way in which caregiver commitment is transmitted to foster children.     

A COMPARISON OF TWO PAIRING PROCEDURES TO ESTABLISH PRAISE AS A REINFORCER

Some individuals with intellectual disabilities do not respond to praise as a reinforcer, which may limit their ability to learn. We evaluated 2 procedures (stimulus pairing and response—stimulus pairing), both of which involved pairing previously neutral praise statements with preferred edible items, to determine their usefulness in establishing praise as a reinforcer. Results of Study 1 indicated that stimulus pairing was not effective in conditioning praise as a reinforcer for 3 of 4 subjects; results were inconclusive for the 4th subject. Results of Study 2 indicated that response—stimulus pairing was effective in conditioning praise as a reinforcer for 4 of 8 subjects. After conditioning, praise also increased the occurrence of additional target responses for these 4 subjects.     

You Look Mahvelous: An Examination of Gender and Appearance Comments in the 1999–2000 Prime-Time Season

The purpose of this study was to examine the number and type of appearance comments made and received between female and male characters and whether the employment of women writers mitigated verbal interactions about appearance in the 1999–2000 prime-time season. The results show that although male and female characters comment equally on other characters' appearance, female characters are twice as likely to be the recipients of those comments. The gender of the receiver also influences the type of appearance comment made. Male characters are more likely to insult males than females and to compliment females than males. In contrast, female characters insult and compliment female and male characters with equal frequency. Overall, the employment of women writers is related to a significant increase in the overall number of appearance comments made and a significant decrease in the number of insults.     

An Analysis of Group-Oriented Contingencies and Associated Side Effects in Preschool Children

Group-oriented contingencies are arranged to target the behavior of a group of people simultaneously. Overall, group-oriented contingencies have been shown to be effective in both decreasing problem behavior and increasing appropriate behavior. However, results are mixed regarding which type(s) of group-oriented contingency is most effective for changing behavior. In addition, although there are anecdotal reports of positive and negative side effects when using group-oriented contingencies, little research has involved direct measurement of these potential side effects. The purposes of the current study were to (a) compare the effects of three types of group-oriented contingencies for increasing on-task behavior and decreasing problem behavior, (b) determine whether implementing a group-oriented contingency for one behavior resulted in changes in a non-targeted behavior, and (c) determine how often and under what conditions side effects occurred within group-oriented contingencies conditions for two groups of preschool children. The results of the study were mixed. The results suggested that group-oriented contingencies were effective in decreasing problem behavior and increasing on-task behavior, but varied across groups as to which contingencies were the most effective at changing both behaviors. Secondary data suggested that side effects were associated with group-oriented contingencies, as well as the occurrence of problem behavior and reinforcer delivery.