Functional analysis and treatment of the bizarre speech of dually diagnosed adults

Nine behavior-analytic studies, each reporting data for a single participant, have shown that bizarre speech can be maintained by social reinforcement. In the current study, we controlled for a possible referral bias in this literature by including nonreferred participants with dual diagnoses. Functional analyses identified attention functions for 2 participants and nonsocial functions for the others. Noncontingent reinforcement decreased the bizarre speech of both participants who displayed attention-maintained bizarre speech.     

VIDEO MODELING BY EXPERTS WITH VIDEO FEEDBACK TO ENHANCE GYMNASTICS SKILLS

The effects of combining video modeling by experts with video feedback were analyzed with 4 female competitive gymnasts (7 to 10 years old) in a multiple baseline design across behaviors. During the intervention, after the gymnast performed a specific gymnastics skill, she viewed a video segment showing an expert gymnast performing the same skill and then viewed a video replay of her own performance of the skill. The results showed that all gymnasts demonstrated improved performance across three gymnastics skills following exposure to the intervention.     

Teaching effective hand raising to children with autism during group instruction

We taught 3 children with autism to raise a hand or keep both hands down depending on their status (e.g., having heard a target word, possessing a specific item) using modeling, prompting, and reinforcement. All 3 children acquired accurate hand-raising skills in response to progressively more difficult discrimination tasks during group instruction. The implications for preparing children for general education settings are discussed.     

Editors' perspectives on the selection of reviewers and the quality of reviews

This article describes the outcomes of a survey of 93 editors in chief and associate editors of behavior-analytic journals. We sought information about variables that influence their judgment of the selection of reviewers, selection of review panels, and quality of reviews. When selecting reviewers, participants rated highly expertise on the topic, history of conducting good reviews, and history of writing constructive and respectful reviews. When selecting review panels, participants rated highly stratifying reviewers based on their expertise, avoiding conflicts of interest, and the matching based on the area of expertise between reviewers and authors. When evaluating the quality of a review, participants rated highly considerations related to research design, the science underlying the main idea, and accurate interpretations of the data. Participants did not rate copyediting as important. Overall, the extent to which reviewer selection was influenced by membership in underrepresented groups varied. These findings can inform the development of training programs for teaching peer-review repertoires.     

Adults blink more deeply: a comparative study of the attentional blink across different age groups

The attentional blink (AB) is thought to help the visual system parse and categorize rapidly changing information by segmenting it into temporal chunks, and is elicited using Rapid Serial Visual Presentation. It is reflected in a decrease in accuracy at detecting the second of two targets presented within 200–500 ms of the first, and its development appears to be protracted on tasks that require set‐shifting. Here, younger (M = 8.5 years) and older (M = 12.8 years) children and adults (M = 19.13 years) completed a simple AB task with no set‐shift requirement in which participants detected two letters in a stream of numbers presented at a rate of 135 ms/item. In addition to assessing the developmental course of the AB on this simple task, we also assessed temporal order errors, or swaps. The AB and its associated characteristics are present in both groups but developmental differences were noted in the depth of the AB, and the presence or absence of lag‐1 sparing. These developmental changes were explained by changes in a single parameter, inhibition, using the eTST model, which suggests that the AB is an adaptive function of the visual system.     

Training preschool children to use visual imagining as a problem-solving strategy for complex categorization tasks

It has been suggested that verbally sophisticated individuals engage in a series of precurrent behaviors (e.g., covert intraverbal behavior, grouping stimuli, visual imagining) to solve problems such as answering questions (Palmer, 1991; Skinner, 1953). We examined the effects of one problem solving strategy--visual imagining--on increasing responses to intraverbal categorization questions. Participants were 4 typically developing preschoolers between the ages of 4 and 5 years. Visual imagining training was insufficient to produce a substantial increase in target responses. It was not until the children were prompted to use the visual imagining strategy that a large and immediate increase in the number of target responses was observed. The number of prompts did not decrease until the children were given a rule describing the use of the visual imagining strategy. Within-session response patterns indicated that none of the children used visual imagining prior to being prompted to do so and that use of the strategy continued after introduction of the rule. These results were consistent for 3 of 4 children. Within-session response patterns suggested that the 4th child occasionally imagined when prompted to do so, but the gains were not maintained. The results are discussed in terms of Skinner's analysis of problem solving and the development of visual imagining.     

Cognitive Behavioral Therapy for Insomnia in Older Adults

Insomnia is associated with significant morbidity and is often a persistent problem, particularly in older adults. It is important to attend to this complaint and not assume that it will remit spontaneously. In many cases, unfortunately, insomnia remains unrecognized and untreated, often because it is presumed that insomnia is an inevitable consequence of aging. Although the sleep structure naturally changes with advancing age, these changes are not necessarily associated with complaints of poor sleep, distress, or daytime consequences, while chronic insomnia clearly is. There is increasing evidence that cognitive behavioral therapy (CBT) is effective for the management of chronic insomnia in the elderly and that it is of significant benefit for insomnia comorbid with medical and psychological conditions, also more prevalent in older age. The aim of this article is to familiarize clinicians working with older adults with the different components of CBT for insomnia and how to adapt the treatment to this population. A clinical case and session-by-session implementation of CBT for insomnia are described to illustrate information and guidelines provided in this article.     

Using the impact of event scale to evaluate distress in the context of genetic testing for breast cancer susceptibility

The data obtained with two forms of the Impact of Event Scale were compared, one referring to a BRCA1/2 test result (IES-T) and another to cancer (IES-C). The sample consisted of 272 women with a family history suggestive of a BRCA1/2 mutation who underwent genetic testing and received results: noncarrier, carrier, or inconclusive. Globally, mean scores on the IES-C form were higher than those obtained on the IES-T form. Among carriers of a BRCA1/2 mutation, mean scores on the two forms were similar and agreement was good, as measured by the intraclass correlation coefficient (.83; 95% 95% CI=.72, .91). Agreement between the forms was poor to fair among noncarriers (ICC= .38; CI= .15, .57) and women with an inconclusive result (ICC= .40; 95% CI= .26, .52). Having had cancer increased total scores but had little influence on agreement between scores on forms. These findings highlight the importance of carefully selecting the form of the Impact of Event Scale in the context of genetic testing for breast cancer susceptibility.     

Reduction of unsafe eating in a patient with esophageal stricture.

Previous research has demonstrated the efficacy of behavioral interventions in teaching self-feeding skills as well as in reducing inappropriate self-feeding behavior. The purpose of this study was to extend previous research on the use of prompting and reinforcement in reducing unsafe eating behaviors to the treatment of an adolescent with developmental disabilities and esophageal stricture. A behavioral assessment and treatment using prompting and reinforcement were shown to be effective in decreasing bite rate, decreasing bite size, and increasing the number of chews per bite.