THE EFFECTS OF CONTINGENT AND NONCONTINGENT ATTENTION ON SELF-INJURY AND SELF-RESTRAINT

Self-restraint and self-injurious behavior (SIB) are two responses that can sometimes be members of the same functional response class (i.e., maintained by the same contingency). In such cases, a single treatment should be effective for both responses. In this investigation, we examined the effects of providing attention (the presumed reinforcer) both noncontingently and contingent upon either SIB or self-restraint. Results were consistent with our hypothesis that both responses were maintained by attention and suggested that noncontingent reinforcement was a potentially effective treatment.     

A PRELIMINARY PROCEDURE FOR PREDICTING THE POSITIVE AND NEGATIVE EFFECTS OF REINFORCEMENT-BASED PROCEDURES

In the current investigation, a modification was made to the preference assessment described by Pace, Ivancic, Edwards, Iwata, and Page (1985) to predict the effects of stimuli when used in a differential-reinforcement-of-other-behavior (DRO) schedule for 2 clients with severe self-injurious behavior (SIB) and profound mental retardation. Based on the results of the preference assessment, three types of stimuli were identified: (a) high-preference stimuli associated with high rates of SIB (HP/HS), (b) high-preference stimuli associated with relatively lower rates of SIB (HP/LS), and (c) low-preference stimuli associated with low rates of SIB (LP/LS). Consistent with the results of the preference assessment, the DRO schedule with HP/HS stimuli resulted in increased SIB, and the DRO schedule with LP/LS stimuli resulted in no changes in SIB. HP/LS stimuli were demonstrated reinforcers but did not result in a change in SIB when used in a DRO schedule. Thus, the stimulus preference assessment may be useful clinically in some situations for predicting both the beneficial and the negative side effects of stimuli in DRO procedures.     

An analysis of initial acquisition and maintenance of sight words following picture matching and copy cover, and compare teaching methods

This study compared the copy, cover, and compare method to a picture-word matching method for teaching sight word recognition. Participants were 5 kindergarten students with less than preprimer sight word vocabularies who were enrolled in a public school in the Pacific Northwest. A multielement design was used to evaluate the effects of the two interventions. Outcomes suggested that sight words taught using the copy, cover, and compare method resulted in better maintenance of word recognition when compared to the picture-matching intervention. Benefits to students and the practicality of employing the word-level teaching methods are discussed.     

Evaluation of antecedent stimulus parameters for the treatment of escape-maintained aberrant behavior

We evaluated a methodology for identifying the range of stimulus features of antecedent stimuli associated with aberrant behavior in demand contexts in natural settings. For each participant, an experimental analysis of antecedents (Phase 1) was conducted to confirm the hypothesis that task instructions occasioned increases in aberrant behavior. During Phase 2, specific stimulus features associated with the presentation of task instructions were assessed by evaluating the child's behavior across two distinct settings, therapists, and types of tasks in a sequential fashion. Aberrant behavior occurred immediately across settings and therapists, presumably because the presence of a discriminative stimulus for escape-maintained behavior (the delivery of a task instruction) occasioned aberrant behavior. However, aberrant behavior decreased initially across tasks, suggesting that familiarity with the task might be a variable. During Phase 3, an experimental (functional) analysis of consequences was conducted with 2 participants to verify that aberrant behavior was maintained by negative reinforcement. During Phase 4, a treatment package that interspersed play with task instructions was conducted to disrupt the ongoing occurrence of aberrant behavior. Immediate and durable treatment effects occurred for 2 of the 3 participants.     

ANALYSIS OF THE EFFECTS OF TASK PREFERENCES,TASK DEMANDS,AND ADULT ATTENTION ON CHILD BEHAVIOR IN OUTPATIENT AND CLASSROOM SETTINGS

Two studies were conducted with children who displayed behavior problems to evaluate the effects of task preference, task demands, and adult attention on child behavior. In Study 1, we conducted brief functional analyses in an outpatient clinic to identify variables that facilitated appropriate behavior. For 8 of 10 children, distinct patterns of performance occurred; 3 children displayed improved behavior with changes in task demands, 1 child displayed improved behavior with a preferred task, and 4 children displayed improved behavior with changes in adult attention. In most cases, the children's parents carried out the assessments with adequate procedural integrity. In Study 2, we applied similar assessment methods to a classroom setting over an extended period of time. We identified independent variables controlling appropriate, on-task, and academic behavior for 2 children on two tasks, with slightly different treatment procedures across tasks for both children. In addition, the results of brief functional analyses for both children corresponded to the extended classroom assessments.     

Statistical programs utilizing dynamic allocation of memory on the CDC 6400

Statistical routines written for general use often require large data storage arrays. A program using three n x n arrays, for instance, would require 30,000 words of memory for 100 variables. Usually the number of variables in any analysis is less than the maximum number of variables dimensioned in the program. This generally results in a number of unused data storage locations and a waste of computer resources. It would be advantageous to allocate storage for data arrays at execution time rather than at compile time, thereby minimizing storage requirements and turn around time for each program run. A series of multivariate analysis programs described by Cooley and Lohnes (1971) have been rewritten incorporating a subroutine, CORE, which dynamically allocates memory in blank common during execution according to parameters specified on the first cards preceding the data deck. In multiple problem runs, CORE is capable of either reducing or increasing field length, depending upon the number of variables included in the analysis. As an example, the CORREL program in the Cooley and Lohnes package requires a field length of 43000, words to execute on the CDC 6400 under SCOPE 3.3 without the CORE routine. As few as 16000, words are needed with the CORE routine.     

Functional analysis of aberrant behavior through measurement of separate response topographies

Functional analysis results for multiple topographies of aberrant behavior were graphed in an aggregate fashion and then separately for 48 clients. The results indicated that multiple topographies of behavior may be maintained by different contingencies. These results indicate that graphing functional analysis data in an aggregate fashion and then separately may improve the accuracy of their interpretation.     

Behavioral training for teachers in special education: the Gonzaga University program

The Gonzaga University's behaviorally based Department of Special Education offers an undergraduate major in special education for the completion of a Bachelor of Education degree, as well as a Master of Education in Special Education. The basic behavioral, data‐based model, philosophy, and courses are outlined at both the undergraduate and graduate levels. Outcome data gathered from the program's consumers indicated high levels of student and employer satisfaction with the program, the faculty, and the curricular content. The manner in which the program is viewed as compatible with state and national accrediting bodies is discussed. Copyright © 1999 John Wiley & Sons, Ltd.     

Timing and the control of variation

Two rat experiments shed light on how variation in behavior is regulated. Experiment 1 used the peak procedure. On most trials, the 1st bar press more than 40 s after signal onset ended the signal and produced food. Other trials lasted much longer and ended without food. On those trials, the variability of bar-press duration increased greatly after the 1st response more than 40 s after signal onset. In Experiment 2, which asked whether the increase was due to the omission of expected reward or the decrease in reward expectation, reward expectation had a strong effect on response duration, whereas omission of expected reward had little effect. In both experiments, response rate and response duration changed independently, suggesting that they reflect different parts of the underlying mechanism. In Experiment 1, response durations implied that timing of the signal was more accurate than the rate-vs.-time function might suggest. Experiment 2 suggested that lowering reward expectation increases variation in response form.     

THE IMPACT OF FUNCTIONAL ANALYSIS METHODOLOGY ON OUTPATIENT CLINIC SERVICES

The impact of the article by Iwata, Dorsey, Slifer, Bauman, and Richman (1982) on research in severe behavior disorders has been impressive. Equally impressive, however, but not as fully recognized, has been the impact of this methodology on the routine professional activities of those who employ functional analysis methods in their daily work. As one example of this impact, we describe the evolution of assessment procedures based on “brief functional analysis” methodology in our outpatient clinics. Less apparent have been the collateral effects that occur from using these procedures. Interactions with clients and colleagues have changed in ways that result in increased positive reinforcement. In this article, we briefly discuss the positive impact functional analysis has had on one specific work behavior—outpatient clinic assessment—and describe some of the generalized effects we have experienced in related aspects of our daily professional activities.