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Conine DE, Guerrero LA, Jones-Thomas E, Frampton SE, Vollmer TR, Smith-Bonahue T. Verbal Behavior Analysis of Teaching Story Recall to Children with Autism: A Replication and Extension. Anal Verbal Behav 2023; 39:118-145. [PMID: 37397137 PMCID: PMC10313610 DOI: 10.1007/s40616-023-00183-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/06/2023] [Indexed: 07/04/2023] Open
Abstract
Children with autism spectrum disorder (ASD) may struggle with verbal behavior related to recall in various contexts. However, relatively little research has evaluated methods for improving recall among this population, and even fewer from a verbal behavior perspective. One socially important set of skills that relies upon a behavioral repertoire of recall is applied reading skills, such as reading comprehension and story recall. Valentino et al. (2015) designed an intervention package to teach children with ASD to recall short stories and conceptualized the behavior as an intraverbal chain. The present study replicated and extended that study with three school-aged children with ASD using a multiple baseline design across stories. For some participants and some stories, story recall was mastered under less intensive intervention conditions than in the previous study. When it was necessary to implement the full intervention package, the effects largely replicated previous research. Improvements in recall were correlated with increases in correct answers to comprehension questions. These data have important implications for clinicians and educators providing reading and recall interventions to children with ASD. Results also have theoretical implications for verbal behavior accounts of memory and recall, and suggest several possible avenues for future research. Supplementary Information The online version contains supplementary material available at 10.1007/s40616-023-00183-2.
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Affiliation(s)
- Daniel E. Conine
- Department of Learning Sciences, Georgia State University, Atlanta, GA USA
- College of Education & Human Development, Georgia State University, P.O. Box 3980, Atlanta, GA 30302 USA
| | | | | | - Sarah E. Frampton
- Department of Psychology, University of Nebraska Omaha, Omaha, NE USA
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2
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Morris SL, Gallagher ML, Allen AE. A review of methods of assessing preference for social stimuli. J Appl Behav Anal 2023; 56:416-427. [PMID: 36922701 DOI: 10.1002/jaba.981] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2022] [Accepted: 02/16/2023] [Indexed: 03/18/2023]
Abstract
Research on preference and reinforcer assessments has historically focused on the evaluation of edible and leisure reinforcers, but the identification and use of individualized social reinforcers may be beneficial for several reasons. Recently, many studies have evaluated methods of assessing preference for social stimuli. The procedures and outcomes across these studies have varied greatly, and the current state of evidence for methods of assessing preference for social stimuli remains unclear. Thus, we conducted a review to synthesize all previous research in this area, evaluate the evidence for the utility of this general methodology, and identify factors that may influence its utility. Our results suggest that social preference assessments are likely to produce results that correspond with reinforcer assessment hierarchies. Preference assessment modality was one factor that influenced utility; video-based preference assessments had greater correspondence with reinforcer assessments than did other modalities. Directions for future research and implications for the use of social preference assessments in research and practices are discussed.
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Affiliation(s)
- Samuel L Morris
- Department of Psychology, Louisiana State University, Baton Rouge, United States
| | - Madison L Gallagher
- Department of Psychology, Southeastern Louisiana University, Hammond, United States
| | - Alva E Allen
- Department of Psychology, Southeastern Louisiana University, Hammond, United States
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3
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Zhi H, Fienup DM, Chan K, Cariveau T. A Component Analysis of Skill Acquisition Consequences with Listener Responses. JOURNAL OF BEHAVIORAL EDUCATION 2023:1-28. [PMID: 37359172 PMCID: PMC9992908 DOI: 10.1007/s10864-023-09509-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/05/2023] [Indexed: 06/28/2023]
Abstract
We conducted a component analysis of skill acquisition consequences for correct and incorrect responses. In the learn unit (LU) condition, researchers praised correct responses and implemented a correction procedure contingent on incorrect responses. In the praise-only-for-correct-responses (PC) condition, researchers delivered contingent praise for correct responses and ignored incorrect responses. In the correction-only-for-incorrect-responses (CI) condition, researchers ignored correct responses and implemented the correction procedure contingent on incorrect responses. We manipulated this independent variable across educational and abstract stimuli and measured acquisition rate, duration, and maintenance of responses. The results showed that the LU and the CI conditions were both effective in teaching listener responses and were more effective than the PC procedure. Furthermore, the LU instruction was not necessarily more efficient than the CI condition on acquisition of listener responses. The results suggested that the correction procedure may be necessary and sufficient for skill acquisition and maintenance.
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Affiliation(s)
- Hui Zhi
- Department of Health & Behavior Studies, Teachers College, Columbia University, 525 W. 120th Street, Box 223, New York, NY 10027 USA
| | - Daniel M. Fienup
- Department of Health & Behavior Studies, Teachers College, Columbia University, 525 W. 120th Street, Box 223, New York, NY 10027 USA
| | - Kalie Chan
- Department of Health & Behavior Studies, Teachers College, Columbia University, 525 W. 120th Street, Box 223, New York, NY 10027 USA
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Kim JY, Fienup DM, Draus CJ, Wong KK. Differential mastery criteria impact sight word acquisition and maintenance: Application to individual operants and teaching trial doses. J Appl Behav Anal 2023; 56:388-399. [PMID: 36700531 DOI: 10.1002/jaba.970] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Accepted: 11/27/2022] [Indexed: 01/27/2023]
Abstract
We compared the effects of different "mastery" criteria and doses on the acquisition and maintenance of sight words for 4 second graders with and without disabilities. First, we replicated Set Analysis and Operant Analysis conditions where participants were taught sight words in 20-trial (4 operants, 5 opportunities) sessions. Acquisition criteria were applied to a set of 4 operants or to individual operants, respectively. Second, we extended the literature by evaluating a lower dose of the Operant Analysis condition in a 12-trial session (4 operants, 3 opportunities). Thus, we compared 3 conditions-Set Analysis 5, Operant Analysis 5, and Operant Analysis 3. All participants acquired novel sight words fastest and required far fewer teaching trials to maintain each sight word under Operant Analysis 3 compared with Set Analysis 5 and Operant Analysis 5 conditions. Implications for arranging acquisition criteria and the interaction with trial-dosages are discussed.
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Affiliation(s)
- Ji Young Kim
- School of Behavioral Sciences and Education, Pennsylvania State University - Harrisburg, Middletown, PA, USA
| | - Daniel M Fienup
- Health and Behavior Studies, Teachers College, Columbia University, New York, USA
| | - Cassandra J Draus
- Health and Behavior Studies, Teachers College, Columbia University, New York, USA
| | - Kristina K Wong
- Health and Behavior Studies, Teachers College, Columbia University, New York, USA
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Gitimoghaddam M, Chichkine N, McArthur L, Sangha SS, Symington V. Applied Behavior Analysis in Children and Youth with Autism Spectrum Disorders: A Scoping Review. Perspect Behav Sci 2022; 45:521-557. [PMID: 36249174 PMCID: PMC9458805 DOI: 10.1007/s40614-022-00338-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/21/2022] [Indexed: 12/18/2022] Open
Abstract
AbstractThis manuscript provides a comprehensive overview of the impact of applied behavior analysis (ABA) on children and youth with autism spectrum disorders (ASD). Seven online databases and identified systematic reviews were searched for published, peer-reviewed, English-language studies examining the impact of ABA on health outcomes. Measured outcomes were classified into eight categories: cognitive, language, social/communication, problem behavior, adaptive behavior, emotional, autism symptoms, and quality of life (QoL) outcomes. Improvements were observed across seven of the eight outcome measures. There were no included studies that measured subject QoL. Moreover, of 770 included study records, only 32 (4%) assessed ABA impact, had a comparison to a control or other intervention, and did not rely on mastery of specific skills to mark improvement. Results reinforce the need for large-scale prospective studies that compare ABA with other non-ABA interventions and include measurements of subject QoL to provide policy makers with valuable information on the impacts of ABA and other existing and emerging interventions.
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Affiliation(s)
- Mojgan Gitimoghaddam
- University of British Columbia Faculty of Medicine, Vancouver, British Columbia Canada
| | | | - Laura McArthur
- Club Aviva Recreation Ltd., Coquitlam, British Columbia Canada
| | - Sarabjit S Sangha
- Club Aviva Recreation Ltd., Coquitlam, British Columbia Canada
- University of Melbourne Faculty of Medicine, Dentistry and Health Sciences, Melbourne, Australia
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Weinsztok SC, Goldman KJ, DeLeon IG. Assessing Parameters of Reinforcement on Efficiency of Acquisition: A Systematic Review. Behav Anal Pract 2022; 16:76-92. [PMID: 37006423 PMCID: PMC10050296 DOI: 10.1007/s40617-022-00715-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/20/2022] [Indexed: 10/18/2022] Open
Abstract
Discrete-trial training (DTT) is a common method of instruction used in early intervention amongindividuals with autism spectrum disorder and related neurodevelopmental disorders and is an effective method of teaching different skills such as tacting, listener responding, and matching. Delivery of effective reinforcers is a key component of DTT. Although general recommendations have been made for effective reinforcement delivery in DTT, no review has synthesized the available research on the efficiency of various reinforcer parameters on efficiency of acquisition. The current systematic review assessed the efficiency of various reinforcer parameters on acquisition in DTT. Results were idiosyncratic, and a general paucity of repeated measures examining specific reinforcer parameters within and across studies was observed. In general, (1) maintaining high levels of treatment integrity, (2) delivery of tangible (i.e. leisure items) or edible reinforcers in comparison with contingent praise as a reinforcer, and (3) delivery of edible reinforcers in comparison with other topographies of reinforcement were the most successful reinforcer parameter manipulations and always resulted in more efficient skill acquisition. The results of this review provide clinicians with information regarding what reinforcer parameter manipulations may be more or less likely to support efficient acquisition. The present review also provides considerations and makes recommendations for future research.
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Bergmann S, Toussaint KA, Niland H, Sansing EM, Armshaw G, Baltazar M. Adapting Direct Services for Telehealth: A Practical Tutorial. Behav Anal Pract 2021; 14:1010-1046. [PMID: 34659652 PMCID: PMC8509939 DOI: 10.1007/s40617-020-00529-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/05/2020] [Indexed: 11/24/2022] Open
Abstract
Due to the pandemic brought on by the novel coronavirus (COVID-19), consumers of applied behavior-analytic interventions may be experiencing disrupted access to services. In response to the need for services, behavior analysts and therapists may find themselves treading unchartered waters as they use telehealth to provide direct intervention to consumers. Direct service provision via telehealth extends beyond the bounds of existing telehealth research, which primarily focuses on caregiver training and consultation. In the transition to telehealth, behavior analysts can consider how to adapt an existing evidence base of behavior-analytic strategies from a face-to-face format to intervention via a teleconferencing platform (i.e., Zoom). In this tutorial, we provide practice recommendations, task analyses, and a curated list of Zoom walk-throughs to help behavior analysts construct conceptually systematic learning opportunities in their direct telehealth services. Leveraging teleconferencing features to provide behavior-analytic intervention directly to consumers could spur future research to support these need-inspired practices and guide telehealth applications during and beyond the current pandemic. Supplementary Information The online version contains supplementary material available at 10.1007/s40617-020-00529-5.
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Affiliation(s)
- Samantha Bergmann
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
| | - Karen A. Toussaint
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
| | - Haven Niland
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
- UNT Kristin Farmer Autism Center, University of North Texas, Denton, TX USA
| | - Elizabeth M. Sansing
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
- UNT Kristin Farmer Autism Center, University of North Texas, Denton, TX USA
| | - Gabriel Armshaw
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
- UNT Kristin Farmer Autism Center, University of North Texas, Denton, TX USA
| | - Marla Baltazar
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
- UNT Kristin Farmer Autism Center, University of North Texas, Denton, TX USA
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Hanratty LA, Hanley GP. A preference analysis of reinforcer variation and choice. J Appl Behav Anal 2021; 54:1062-1074. [PMID: 33990131 DOI: 10.1002/jaba.835] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2020] [Revised: 02/22/2021] [Accepted: 02/22/2021] [Indexed: 11/11/2022]
Abstract
Reinforcement procedures are the cornerstone of behavioral interventions. Previous research has focused on manipulating parameters of reinforcement including quality, magnitude, and rate. In this study, we sought to better understand ways to implement reinforcer choice and variation, and to assess preference for these parameters. Across 10 participants with and without disabilities, we assessed preference for varied reinforcement conditions, as well as choice of reinforcers in a concurrent-chains arrangement. Most participants preferred varied reinforcement conditions and subsequently, choice of reinforcers, over a previously preferred varied reinforcement condition. Implications for reinforcement arrangement in teaching situations are discussed.
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Kodak T, Halbur M. A Tutorial for the Design and Use of Assessment-Based Instruction in Practice. Behav Anal Pract 2021; 14:166-180. [PMID: 33732586 DOI: 10.1007/s40617-020-00497-w] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022] Open
Abstract
Assessment-based instruction can increase the efficacy and efficiency of skill acquisition by using learner data to select an intervention procedure from a comparison of potential interventions. Although there are many published examples of assessments that guide the selection of skill-acquisition procedures, there are limited resources available to practitioners to guide the development of assessments for use in practice. This article describes a sequence of steps that Board Certified Behavior Analysts can follow to design and use assessment-based instruction in practice. These steps include (a) pick a topic to evaluate, (b) identify interventions to include in the assessment, (c) identify target behavior, (d) select an experimental design, (e) select a skill and targets, (f) equate noncritical procedures across conditions, (g) design templates for data collection, (h) conduct the assessment, and (i) use assessment results to guide practice. Included in these steps are examples and materials for how to conduct components of assessment-based instruction.
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Affiliation(s)
- Tiffany Kodak
- Psychology Department, Marquette University, 525 N. 6th St., WI 53203 Milwaukee, USA
| | - Mary Halbur
- Psychology Department, Marquette University, 525 N. 6th St., WI 53203 Milwaukee, USA
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Halbur ME, Caldwell RK, Kodak T. Stimulus Control Research and Practice: Considerations of Stimulus Disparity and Salience for Discrimination Training. Behav Anal Pract 2021; 14:272-282. [PMID: 33732597 PMCID: PMC7900359 DOI: 10.1007/s40617-020-00509-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/11/2020] [Indexed: 10/22/2022] Open
Abstract
Stimulus control plays a prominent role in behavior-analytic service delivery, as many discrimination skills are necessary for daily interactions. Clarification and standardization of terminology are necessary for the advancement of research and practice on stimulus control. The purpose of the present article is to provide an overview of stimulus control and discrimination training as they relate to the disparity and salience of stimuli. An overview and examples of stimulus disparity and stimulus salience are provided, followed by recommendations for efficacious service delivery.
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Affiliation(s)
- Mary E. Halbur
- Psychology Department, Marquette University, 525 N. 6th St., Milwaukee, WI 53212 USA
| | - R. Kyle Caldwell
- Psychology Department, Marquette University, 525 N. 6th St., Milwaukee, WI 53212 USA
| | - Tiffany Kodak
- Psychology Department, Marquette University, 525 N. 6th St., Milwaukee, WI 53212 USA
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11
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Bergmann S, Turner M, Kodak T, Grow LL, Meyerhofer C, Niland HS, Edmonds K. Replicating stimulus-presentation orders in discrimination training. J Appl Behav Anal 2020; 54:793-812. [PMID: 33205475 DOI: 10.1002/jaba.797] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2019] [Revised: 10/06/2020] [Accepted: 10/07/2020] [Indexed: 11/06/2022]
Abstract
Children with autism spectrum disorder (ASD) are taught conditional discriminations often during early intervention. Auditory-visual conditional discrimination (AVCD) training requires the presentation of multiple antecedent stimuli, and the order of stimulus presentation varies in the literature. This series of studies replicated previous literature on stimulus-presentation order in AVCD training. In Experiment 1, we compared sample-first and comparisons-first arrangements in 8 comparisons with 4 participants with ASD. For 3 participants, both presentations were efficacious. For 1 participant, the sample-first order was more likely to be efficacious. In Experiment 2, we added a sample-first-with-repetition arrangement and conducted 6 comparisons with 5 participants with ASD. Across comparisons, all 3 presentations were efficacious. Considerations for teaching AVCD to children with ASD and suggestions for further evaluation and examination of efficacy and efficiency are discussed.
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Affiliation(s)
| | - Maria Turner
- Department of Special Education, University of British Columbia
| | | | | | | | - Haven S Niland
- Department of Behavior Analysis, University of North Texas
| | - Kaitlyn Edmonds
- Department of Special Education, University of British Columbia
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