FUNCTIONAL ASSESSMENT,CURRICULAR REVISION,AND SEVERE BEHAVIOR PROBLEMS

An adolescent female with multiple handicaps and a long history of severely disruptive behavior participated in a functional assessment linked directly to specific revisions in her school curriculum. During Phase 1, reversal designs were used to test hypotheses pertaining to antecedent and auricular influences on problem behavior. During Phase 2, a multiple baseline across afternoon and morning time periods demonstrated that the auricular revisions were effective in eliminating severely disruptive behavior and increasing on-task responding. Data also showed that inappropriate “psychotic” speech was reduced and appropriate social interactions were increased. Follow-up results showed that the changes were maintained throughout the school year. Questionnaire data provided social validation of the procedures and outcomes. The findings are discussed in relation to their implications for functional assessment, individualized curricula, and positive programming for students with disabilities and serious behavior problems.     

FUNCTIONAL COMMUNICATION TRAINING TO REDUCE CHALLENGING BEHAVIOR: MAINTENANCE AND APPLICATION IN NEW SETTINGS

We evaluated the initial effectiveness, maintenance, and transferability of the results of functional communication training as an intervention for the challenging behaviors exhibited by 3 students. Assessment indicated that escape from academic demands was involved in the maintenance of the challenging behaviors. Social attention was also implicated as controlling the behavior of 1 student. The intervention involved teaching alternative assistance-seeking and attention-getting phrases to the students in an effort to replace challenging behavior with these verbal equivalents. Multiple baseline data collected across the 3 students indicated that not only did the intervention substantially reduce challenging behavior but also that these results transferred across new tasks, environments, and teachers, and were generally maintained from 18 to 24 months following the introduction of functional communication training. These results are discussed in light of recent efforts to develop effective interventions for severe challenging behavior and to understand the processes underlying transfer and maintenance of intervention effects.     

COMMUNITY INTERVENTION TO DETER ILLEGAL PARKING IN SPACES RESERVED FOR THE PHYSICALLY DISABLED

Illegal use of reserved parking spaces represents a major obstacle to the independence and mobility of people with physical disabilities. Using an ABACACA reversal design, the daily rates of illegal parking in four reserved spaces were examined across three types of sign displays: (a) a vertical sign alone or in combination with (b) a message sign that announced the possibility of public surveillance or (c) a message dispenser device that announced community involvement and dispensed politely worded reminder notes. The average rate of illegal parking dropped from 51.3% during the initial vertical sign phase to 37.3% under the message sign condition, followed by an increase to 50.4% when the message was removed. Illegal parking decreased to 24.5% when the message dispensers were first used (followed by an increase to 57.0% when they were removed) and to 23.7% when the message dispenser condition was repeated. Illegal parking in the final vertical sign condition failed to return to previous levels (M = 37.3%).     

ENFORCEMENT OR INCENTIVES? PROMOTING SAFETY BELT USE AMONG MILITARY PERSONNEL IN THE NETHERLANDS

During a nationwide campaign to promote safety belt use among military personnel, a field study was conducted at 12 different military bases in the Netherlands. Amount of enforcement, type of publicity, and incentive strategies were varied among military bases. Observations of safety belt use among servicemen in their personal vehicles were conducted before the campaign, immediately following the campaign, and 3 months later. Safety belt use increased from 65% during baseline to 73% directly after the campaign and to 76% 3 months later. An overall 28.6% increase in safety belt use (from 63% to 81%) was observed at seven bases, whereas no changes were found at five bases (68% on all occasions). To a large degree the effects were due to a 37.7% increase among young drivers. These results confirmed that enforcement, as well as incentives, can be effective in promoting safety belt use. However, treatment effects were not systematic, thereby complicating the interpretation of the results. Implications of these varied outcomes are discussed.     

Relations between neonatal states and 8-month developmental outcome in preterm infants

This study investigated longitudinal relations between measures of neonatal state behavior and developmental outcome in a sample of preterm infants (N = 16). Results indicate that irritability/reactivity in the neonatal period is positively associated with Bayley scores and exploratory play at 8 months. Conversely, neonatal alertness was not associated with these developmental measures. These preliminary findings, based on a small sample, are discussed in the context of preterm function.     

Teachers' and mothers' assessment of children's behaviors from kindergarten to grade two: Stability and change within and across informants

Consistency between teachers' and parents' ratings of 229 children's prosocial and problem behaviors was investigated from kindergarten through grade two. Intrarater stability was also analyzed. Results indicated moderate but decreasing interrater agreement from kindergarten to grade two for boys on externalizing behaviors. Interrater agreement for the same behavior dimension for girls was moderate and stable, whereas it was low on internalizing behavior problems and prosocial behaviors, for both genders throughout the 3-year period. Moreover, difference between teachers' and parents' ratings of externalizing behaviors increased from kindergarten to grade two. Decreasing level of agreement through time appeared to be related to a reduction of teacher-rated externalizing behaviors not paralleled by a reduction in parent ratings. Analyses were also performed at the item level of the externalization scale to identify which specific behaviors were responsible for the increasing divergence in interrater agreement from kindergarten through grade two. Alternative interpretations were considered in order to account for present and past results. Implications for screening and assessment purposes were discussed.This research was supported by grants from the Social Sciences and Humanities Research Council of Canada and from Québec's Health Research Fund (FRSQ). We wish to thank the authorities and directors of the schools from the Val d'Or School Board as well as the kindergarten, first and second grade teachers, children, and parents for their collaboration. We also thank Lyse Desmarais-Gervais, Daniel Corriveau, Jean Desrosiers and Hélène Boileau for their participation in the data collection or analysis.     

The problem: American education the solution: Use behavior analytic technology

In spite of numerous demonstrations that America's youth can be effectively educated with behavior analytic teaching techniques, few of the country's children are benefiting from the technology. In addition scholarly reviews of effective teaching strategies have often omitted reference to behavior analysis. One way to look at this problem is as a two-step operation. First, it is necessary to determine procedures that work; second it is necessary to devise strategies for effective dissemination. The present issue of JOBE (Vol. 1, No. 3, Sept. 1991) contains the recommendations of six outstanding behavioral educators as to how to deal with the dissemination problem. The initial article by Pumroy and McIntire describes the activities of an organization which trains school psychologists and teachers to use behavioral procedures and advocates for the techniques with a number of audiences. Next, Engelmann suggests that the public have more control over school activities and that legal action be taken against irresponsible administrative decisions. Hall advocates for less labor-intensive procedures and the sale of curricular materials based on behavioral principles. Binder proposes that dissemination of the technology become a private endeavor that responds to consumer needs. Rosenfield describes a collaborative model of consultation that increases treatment adherence. Finally, Albers and Greer describe research that isolates a key teacher behavior that results in greater academic proficiency.     

Interval and ratio reinforcement of a complex sequential operant in pigeons

Pigeons were required to produce exactly four pecks on each of two keys in any order for reinforcement. Correct response sequences were reinforced on either fixed-interval two-minute or fixed-ratio four schedules, with each correct sequence treated as a single response. Each pigeon developed a particular dominant sequence that accounted for more than 80% of all sequences. Sequence stereotypy was relatively unaffected by the temporal properties of the fixed-interval and fixed-ratio schedules. Response time (time from the first response in each sequence to the last) was also relatively unaffected by the temporal properties of the schedules. In contrast, response latency (time from end of one sequence to the beginning of the next) was markedly affected by the schedules. Latencies were long early in the interreinforcement interval and got shorter as the interreinforcement interval progressed. These data suggest that stereotyped response sequences become functional behavioral units, resistant to disruption or alteration by reinforcement variables that ordinarily influence the temporal spacing of individual responses.     

Foraging in a simulated natural environment: There's a rat loose in the lab

Rats were required to earn their food in a large room having nine boxes placed in it, each of which contained food buried in sand. In different phases of the experiment the amount of time allowed for foraging, the amount of food available in each food patch, and the location of the different available amounts were varied. The rats exhaustively sampled all patches each session but seemed to have fairly strong preferences for certain locations over others. If position preferences were for patches containing small amounts of food, the sensitivity to amount available was increased so that when location was compensated for, a pattern of optimal foraging was evident. The importance of environmental constraints in producing optimal behavior and the relation of the observed behavior to laboratory findings are discussed.