A review of recommendations for sequencing receptive and expressive language instruction

We review recommendations for sequencing instruction in receptive and expressive language objectives in early and intensive behavioral intervention (EIBI) programs. Several books recommend completing receptive protocols before introducing corresponding expressive protocols. However, this recommendation has little empirical support, and some evidence exists that the reverse sequence may be more efficient. Alternative recommendations include teaching receptive and expressive skills simultaneously (M. L. Sundberg & Partington, 1998) and building learning histories that lead to acquisition of receptive and expressive skills without direct instruction (Greer & Ross, 2008). Empirical support for these recommendations also is limited. Future research should assess the relative efficiency of receptive-before-expressive, expressive-before-receptive, and simultaneous training with children who have diagnoses of autism spectrum disorders. In addition, further evaluation is needed of the potential benefits of multiple-exemplar training and other variables that may influence the efficiency of receptive and expressive instruction.     

Effects of motivating operations on problem and academic behavior in classrooms

The current study examined the effects of motivating operations on problem behavior and academic engagement for 2 students with autism. Classroom sessions were preceded by periods in which the participants had access or no access to the items functionally related to their problem behavior. Results suggested that presession access may result in lower levels of problem behavior and higher levels of academic engagement during classroom instruction.     

CAN AN UNDERSTANDING OF BASIC RESEARCH FACILITATE THE EFFECTIVENESS OF PRACTITIONERS? REFLECTIONS AND PERSONAL PERSPECTIVES

I have written before about the importance of applied behavior analysis to basic researchers. That relationship is, however, reciprocal; it is also critical for practitioners to understand and even to participate in basic research. Although applied problems are rarely the same as those investigated in the laboratory, practitioners who understand their basic research background are often able to place their particular problem in a more general context and thereby deal with it successfully. Also the procedures of applied behavior analysis are often the same as those that characterize basic research; the scientist-practitioner will appreciate the relation between what he or she is doing and what basic experimenters do, and as a consequence, will be able to apply therapeutic techniques more creatively and effectively.     

Topographical and functional properties of precursors to severe problem behavior

A literature search identified 17 articles reporting data on 34 subjects who engaged in precursors to severe problem behavior, which we examined to identify topographical and functional characteristics. Unintelligible vocalization was the most common precursor to aggression (27%) and property destruction (29%), whereas self- or nondirected movement was the most common precursor to SIB (32%). Unintelligible vocalization and object-directed movement were the most common precursors to behavior maintained by social-positive reinforcement (27% each), and unintelligible vocalization was the most common precursor to behavior maintained by social-negative reinforcement (29%). Only one precursor was reported for behavior maintained by automatic reinforcement.     

Parent-implemented mand training: acquisition of framed manding in a young boy with partial hemispherectomy

This study examined the effects of parent-implemented mand training on the acquisition of framed manding in a 4-year-old boy who had undergone partial hemispherectomy. Framed manding became the predominant mand form when and only when the intervention was implemented with each preferred toy, but minimal generalization to untrained toys nevertheless occurred. A pure mand test suggested that manding was controlled by the relevant motivating operation.     

The effects of prompting and reinforcement on safe behavior of bicycle and motorcycle riders

A reversal design was used to evaluate the effects of vocal and written prompts as well as reinforcement on safe behavior (dismounting and walking bicycles or motorcycles on a sidewalk) on a university campus. Results indicated that an intervention that consisted of vocal and written prompts and reinforcement delivered by security guards was effective at increasing safe behavior exhibited by bicycle and motorcycle riders. No differences were observed between vehicle type or gender with regard to engagement in safe behavior.     

Using multiple-exemplar training to teach a generalized repertoire of sharing to children with autism

The current study examined the utility of multiple-exemplar training to teach children with autism to share. Stimuli from 3 of 4 categories were trained using a treatment package of video modeling, prompting, and reinforcement. Offers to share increased for all 3 children following the introduction of treatment, with evidence of skill maintenance. In addition, within-stimulus-category generalization of sharing was evident for all participants, although only 1 participant demonstrated across-category generalization of sharing. Offers to share occurred in a novel setting, with familiar and novel stimuli, and in the presence of novel adults and peers for all participants during posttreatment probes.     

Effects of interviewer behavior on accuracy of children's responses

Previous research has shown that certain interviewer behaviors can evoke inaccurate answers by children. In the current study, we examined the effects of approving and disapproving statements on the accuracy of 3 children's answers to questions in an interview (Experiment 1). We then evaluated 3 questioning techniques that may be used by interviewers during a forensic interview in which a child provides eyewitness testimony (Experiment 2). All participants responded with more inaccurate answers when approving statements followed inaccurate information and disapproving statements followed accurate information in Experiment 1. During Experiment 2, 1 participant responded most inaccurately when she was requestioned after providing an initial answer, whereas the remaining 2 participants responded most inaccurately when the interviewer provided cowitness information and suggestive questions.     

Development of infant crying behavior: A longitudinal case study

This study documents the development of infant crying behavior during the second half of the first year (across a key developmental transition). Two female infants were observed twice a month for 6 months when the infants were between 7 and 14 months of age. The infants exhibited crying behavior that seemed to become more sophisticated with increasing age. This marked a proactive stance in communicating with the mother on the part of the infant. Interestingly, at 11–12 months, “fake crying” was observed during a naturalistic interaction with the mother. This implied that deceptive infant behavior could be seen at quite an early stage.