1
|
Parilla S, Gussin R, Moss‐Lourenco P, Fienup DM. Lag schedules to increase variability in responding in a home setting. BEHAVIORAL INTERVENTIONS 2022. [DOI: 10.1002/bin.1923] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/04/2022]
Affiliation(s)
- Stephanie Parilla
- Queens College City University of New York New York New York USA
- Bridge Kids and Manhattan Psychological Group New York New York USA
| | | | | | | |
Collapse
|
2
|
Using a Lag Schedule of Reinforcement to Increase Response Variability in Children With Autism Spectrum Disorders. Anal Verbal Behav 2021; 36:169-179. [PMID: 33381378 DOI: 10.1007/s40616-020-00129-y] [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] [Indexed: 10/23/2022] Open
Abstract
Lag reinforcement schedules have been shown in previous research to be an effective intervention for teaching verbal and nonverbal response variability to individuals with developmental disabilities. In more recent research, variability itself has been considered a reinforceable behavior in its own right (Susa & Schlinger, The Analysis of Verbal Behavior, 18, 125-130, 2012). Lag x schedules of reinforcement can be used to teach variability by using contingencies that require responses to differ from previous responses. The present study extended Susa and Schlinger's, The Analysis of Verbal Behavior, 18, 125-130, (2012) research by using 3 social questions instead of 1 in a random rotation and included probes to test for generality. A changing-criterion design was used to evaluate the results with one 11-year-old female participant diagnosed with autism. During baseline, the participant provided little variability, with rote responses. During the Lag 1 and Lag 2 phases, appropriate variable verbal responding increased with the use of echoic prompts, visual aids, and an error correction procedure. Further, the results also showed that the participant learned to vary her responses by demonstrating the ability to emit 11 novel prompted responses and 13 spontaneous responses. In addition, the participant was able to retain the skills learned in a maintenance probe conducted 4 weeks postintervention.
Collapse
|
3
|
Wiskow KM, Torrecillas J, Rocha H, DaSilva A. Evaluation of Lag Schedules and Rules on Persistent Response Variability With Preschoolers in a Group. Anal Verbal Behav 2020; 36:251-272. [PMID: 33381383 PMCID: PMC7736426 DOI: 10.1007/s40616-020-00136-z] [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] [Indexed: 11/26/2022] Open
Abstract
In the present study, experimenters evaluated the influence of lag schedules of reinforcement in combination with accurate and inaccurate (complete and incomplete) rules on the response variability of naming category items for typically developing preschoolers in a group format. Results showed that when lag schedules were introduced with 2 categories, response variability generalized to the third category. Furthermore, after participants experienced the lag schedule, variability persisted when the contingency no longer required variability. Participants continued to vary their responses unless the rule and contingency required them to repeat responses. We discuss potential clinical applications of using lag schedules in a group format and including rules during teaching, as well as directions for future research in this area.
Collapse
Affiliation(s)
- Katie M. Wiskow
- Department of Psychology and Child Development, College of Science, One University Circle, California State University, Stanislaus, Turlock, CA 95382 USA
| | - Jasmine Torrecillas
- Department of Psychology and Child Development, College of Science, One University Circle, California State University, Stanislaus, Turlock, CA 95382 USA
- Present Address: Fresno Unified School District, Fresno, CA USA
| | - Haide Rocha
- California State University, Stanislaus, CA USA
- Present Address: Kadiant, Modesto, CA USA
| | - Allison DaSilva
- California State University, Stanislaus, CA USA
- Present Address: Kadiant, Modesto, CA USA
| |
Collapse
|
4
|
Abstract
There is abundant evidence that behavioral variability is more predominant when reinforcement is contingent on it than when it is not, and the interpretation of direct reinforcement of variability suggested by Page and Neuringer, Journal of Experimental Psychology: Animal Behavior Processes, 11(3), 429-452 (1985) has been widely accepted. Even so, trying to identify the underlying mechanisms in the emergence of stochastic-like variability in a variability contingency is intricate. There are several challenges to characterizing variability as directly reinforced, most notably because reinforcement traditionally has been found to produce repetitive responding, but also because directly reinforced variability does not always relate to independent variables the same way as more commonly studied repetitive responding does. The challenging findings in variability experiments are discussed, along with alternative hypotheses on how variability contingencies may engender the high variability that they undeniably do. We suggest that the typical increase in behavioral variability that is often demonstrated when reinforcement is contingent on it may be better explained in terms of a dynamic interaction of reinforcement and extinction working on several specific responses rather than as directly reinforced.
Collapse
Affiliation(s)
- Siv Kristin Nergaard
- Faculty of Health, Institute for Behavioral Science, OsloMet – Oslo Metropolitan University, St. Olavs Plass, PO Box 4, 0130 Oslo, Norway
| | - Per Holth
- Faculty of Health, Institute for Behavioral Science, OsloMet – Oslo Metropolitan University, St. Olavs Plass, PO Box 4, 0130 Oslo, Norway
| |
Collapse
|
5
|
A Systematic Synthesis of Lag Schedule Research in Individuals with Autism and Other Populations. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2020. [DOI: 10.1007/s40489-020-00202-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
|
6
|
Glodowski KR, Rodriguez NM. The Effects of Scenic Picture Prompts on Variability During the Acquisition of Intraverbal Categorization for Children With Autism. Anal Verbal Behav 2020; 35:134-148. [PMID: 31976227 DOI: 10.1007/s40616-019-00120-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Researchers have demonstrated the efficacy of picture prompts on the acquisition of intraverbals (Coon & Miguel in Journal of Applied Behavior Analysis, 45, 657-666, 2012; Goldsmith, LeBlanc, & Sautter in Research in Autism Spectrum Disorders, 1, 1-13, 2007; Ingvarsson & Hollobaugh in Journal of Applied Behavior Analysis, 44, 659-664, 2011; Ingvarsson & Le in The Analysis of Verbal Behavior, 27, 75-93, 2011; Miguel, Petursdottir, & Carr in The Analysis of Verbal Behavior, 21, 27-41, 2005; Partington & Bailey in The Analysis of Verbal Behavior, 11, 9-18, 1993). However, no one (to our knowledge) has determined the effects of picture prompts on the variability of responding during intraverbal categorization. We evaluated the use of a scenic picture prompt on response variability during the acquisition of intraverbal categorization with 4 children diagnosed with autism. All children mastered the task and initially demonstrated varied responding. However, responding eventually became invariant for all children. These results demonstrate the efficacy of a scenic picture prompt for teaching children with autism intraverbal categorization and for producing initial response variability. Additional research should be conducted to determine teaching procedures that promote continued varied responding for individuals with autism.
Collapse
Affiliation(s)
- Kathryn R Glodowski
- 1University of Nebraska Medical Center's Munroe-Meyer Institute, Omaha, NE USA.,Psychology Program, Pennsylvania State-Harrisburg, Middletown, PA 17057 USA
| | - Nicole M Rodriguez
- 1University of Nebraska Medical Center's Munroe-Meyer Institute, Omaha, NE USA
| |
Collapse
|
7
|
Lee GT, Hu X, Liu Y, Zou C, Cheng X, Zhao Q, Huang J. Increasing Response Diversity to Intraverbals in Children with Autism Spectrum Disorder. J Autism Dev Disord 2020; 50:292-307. [PMID: 31621019 PMCID: PMC6946731 DOI: 10.1007/s10803-019-04250-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
The purpose of this study was to evaluate the effects of intraverbal prompts on response diversity and novelty in intraverbals posed to children with autism spectrum disorder (ASD). The intraverbal prompts involving function, feature, and class (FFC) of an item were used in the training of three questions requiring multiple responses. Two Chinese boys with ASD (aged 5-6 years) served as participants. A multiple-probe across three behaviors design was employed. The results indicated that the intraverbal prompts effectively increased the number of divergent responses to all three questions. Novel responses emerged at a low level while generalization to similar questions was not observed following the training.
Collapse
Affiliation(s)
- Gabrielle T. Lee
- Faculty of Education, Western University, 1137 Western Road, Room 1105, London, ON Canada
| | - Xiaoyi Hu
- Department of Special Education, Beijing Normal University, Rm 408, YingDong Building, Xin Jie Kou Wai Da Jie #19, Beijing, China
| | - Yanhong Liu
- Department of Special Education, Beijing Normal University, Rm 419, YingDong Building, Xin Jie Kou Wai Da Jie #19, Beijing, China
| | - Chouyun Zou
- Zhuxiang School, Nong Lin Road #61, FuTian District, Shenzhen, China
| | - Xia Cheng
- Faculty of Education, Education Research Center for Children with Autism, Beijing Normal University, Rm 406, YingDong Building, Xin Jie Kou Wai Da Jie #19, Beijing, China
| | - Qi Zhao
- Hai Dian Modern Art Preschool, 7th Building, Luo Zhuang Xi Li, Zhi Chun Lu, HaiDian, Beijing, China
| | - Jingjing Huang
- Hai Dian Modern Art Preschool, 7th Building, Luo Zhuang Xi Li, Zhi Chun Lu, HaiDian, Beijing, China
| |
Collapse
|
8
|
Wolfe K, Pound S, McCammon MN, Chezan LC, Drasgow E. A Systematic Review of Interventions to Promote Varied Social-Communication Behavior in Individuals With Autism Spectrum Disorder. Behav Modif 2019; 43:790-818. [PMID: 31347382 DOI: 10.1177/0145445519859803] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Individuals with autism spectrum disorder (ASD) may engage in repetitive social-communication behaviors that can limit their skill acquisition, access to reinforcement, and access to less restrictive settings. Basic and applied research indicates that variability, or the extent to which responses are topographically different from one another, is influenced by antecedent and consequence interventions. Our purpose in this study is to systematically review the literature on interventions to increase variable social-communication behaviors in individuals with ASD. We identified 32 studies through a database search and screened them using the What Works Clearinghouse (WWC) Single-Case Design Standards. Eighteen studies containing 55 cases met WWC Design Standards. We coded the descriptive characteristics and strength of evidence based on visual analysis from each of these 18 studies and calculated effect sizes using Tau-U. Our results indicate that most cases (65%) provide strong evidence of a functional relation between the interventions and varied social-communication behaviors, and the median Tau-U was .82. We discuss the implications of our results for practice and for future research on interventions designed to increase variability with this population.
Collapse
Affiliation(s)
- Katie Wolfe
- 1 University of South Carolina, Columbia, SC, USA
| | - Sara Pound
- 1 University of South Carolina, Columbia, SC, USA
| | | | | | - Erik Drasgow
- 1 University of South Carolina, Columbia, SC, USA
| |
Collapse
|
9
|
Ferguson RH, Falcomata TS, Ramirez-Cristoforo A, Vargas Londono F. An Evaluation of the Effects of Varying Magnitudes of Reinforcement on Variable Responding Exhibited by Individuals With Autism. Behav Modif 2019; 43:774-789. [PMID: 31216864 DOI: 10.1177/0145445519855615] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Interventions aimed at increasing communicative response variability hold particular importance for individuals with autism spectrum disorders (ASD). Several procedures have been demonstrated in the applied and translational literature to increase response variability. However, little is known about the relationship between reinforcer magnitude and response variability. In the basic literature, Doughty, Giorno, and Miller evaluated the effects of reinforcer magnitude on behavioral variability by manipulating reinforcer magnitude across alternating relative frequency threshold contingencies, with results suggesting that larger reinforcers induced repetitive responding. The purpose of this study was to translate Doughty et al.'s findings to evaluate the relative effects of different magnitudes of reinforcement on communicative response variability in children with ASD. A Lag 1 schedule of reinforcement was in place during each condition within an alternating treatments design. Magnitudes of reinforcement contingent on variable communicative responding were manipulated across the two conditions. Inconsistent with basic findings, the results showed higher levels of variable communicative responding associated with the larger magnitude of reinforcement. These outcomes may have potential implications for interventions aimed at increasing response variability in individuals with ASD, as well as future research in this area.
Collapse
|
10
|
Silbaugh BC, Falcomata TS. Effects of a Lag Schedule with Progressive Time Delay on Sign Mand Variability in a Boy with Autism. Behav Anal Pract 2019; 12:124-132. [PMID: 30918775 PMCID: PMC6411559 DOI: 10.1007/s40617-018-00273-x] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023] Open
Abstract
For some children with autism, mand training can produce highly repetitive manding unless the environment is arranged in a manner that promotes mand variability. Prior research demonstrated that mand training using a lag schedule and progressive time delay increased variability in vocal manding in children with autism. Whether lag schedules have similar effects on sign mand topographies is unknown. The current study evaluated the effects of mand training with a Lag 1 schedule of reinforcement and progressive time delay (TD) on topographical variability and the development of a sign mand response class hierarchy in a boy with autism. The results suggest independent use of all sign mand topographies occurred, a mand response class hierarchy was developed, and topographically variant sign manding increased under the Lag 1 + TD schedule compared to a Lag 0 schedule of reinforcement. Implications for practitioners, limitations, and directions for future research are discussed.
Collapse
Affiliation(s)
- Bryant C. Silbaugh
- Department of Interdisciplinary Learning and Teaching, College of Education and Human Development, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249 USA
| | - Terry S. Falcomata
- Department of Special Education, University of Texas at Austin, Austin, TX USA
| |
Collapse
|
11
|
Peterson SP, Rodriguez NM, Pawich TL. Effects of modeling rote versus varied responses on response variability and skill acquisition during discrete-trial instruction. J Appl Behav Anal 2018; 52:370-385. [PMID: 30525190 DOI: 10.1002/jaba.528] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2016] [Accepted: 03/03/2018] [Indexed: 11/06/2022]
Abstract
Despite its advantages, discrete-trial instruction (DTI) has been criticized for producing rote responding. Although there is little research supporting this claim, if true, this may be problematic given the propensity of children with autism to engage in restricted and repetitive behavior. One feature that is common in DTI that may contribute to rote responding is the prompting and reinforcement of one correct response per discriminative stimulus. To evaluate the potential negative effects of rote prompts on varied responding, we compared the effects of modeling rote versus varied target responses during the teaching of intraverbal categorization. We also evaluated the effects of these procedures on the efficiency of acquisition of any one correct response. For all four children, any increase in varied responding was fleeting, and for two participants, acquisition was slower in the variable-modeling condition.
Collapse
Affiliation(s)
| | | | - Tamara L Pawich
- Florida Institute of Technology and The Scott Center for Autism Treatment
| |
Collapse
|
12
|
Wiskow KM, Matter AL, Donaldson JM. An evaluation of lag schedules and prompting methods to increase variability of naming category items in children with autism spectrum disorder. Anal Verbal Behav 2018; 34:100-123. [PMID: 31976217 PMCID: PMC6702487 DOI: 10.1007/s40616-018-0102-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Abstract
A lag schedule of reinforcement is one way to increase response variability; however, previous research has been mixed with regard to the necessary parameters to increase variability. For some individuals, low schedule requirements (e.g., Lag 1) are sufficient to increase variability. For other individuals, higher lag schedules (e.g., Lag 3) or a lag schedule in combination with prompting is needed to increase variability. We evaluated the efficiency of different within-session progressive lag schedules to increase response variability with 2 children with autism. Results showed that increasing the lag criterion across sessions increased variability to levels similar to beginning with a high lag schedule for one participant. When lag schedules did not increase variability for the second participant, we compared a variety of prompting procedures. Results of the prompting evaluation showed that a tact-priming procedure was effective to increase varied responding.
Collapse
Affiliation(s)
- Katie M. Wiskow
- Department of Psychology and Child Development, College of Science, California State University, Stanislaus, One University Circle, Turlock, CA 95382 USA
| | | | | |
Collapse
|
13
|
Kong X, McEwan JS, Bizo LA, Foster MT. Generalization of learned variability across multiple dimensions in humans. Behav Processes 2018; 158:32-40. [PMID: 30391657 DOI: 10.1016/j.beproc.2018.10.020] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2018] [Revised: 10/18/2018] [Accepted: 10/29/2018] [Indexed: 11/24/2022]
Abstract
This study examined whether trained variability would generalize across dimensions of the target response. Two experiments used a computerized rectangle drawing task that required participants to click and drag a mouse cursor to create rectangles on a computer screen. In Experiment 1, one group received points when successive rectangles varied in their size, shape and location (VAR), another group were yoked to the VAR group and received points that were allocated to them using a yoking procedure (YOKE), regardless of the variability in the size, shape or location of the rectangle drawn. Variability was higher for a dimension when variability on that dimension was directly reinforced. In Experiment 2, three groups of participants received points when rectangles varied on two dimensions; each group differed in the two dimensions that required variation. Variability was again higher for the reinforced dimensions for two of the three groups. Comparison with the YOKE group showed that the variability on those dimensions where variability was not directly reinforced was affected by reinforcement for variability on the other dimensions. Specifically, the variability in Shape and Location was significantly higher when these two dimensions occurred with other dimensions where variability was reinforced (as in Experiment 2) compared to when they were not required to vary (as in the YOKE group). This suggests that, for these two groups, the reinforced variability on the other two dimensions generalized to the third dimension. Implications of this finding to our understanding of factors that promote behavioral variability are discussed.
Collapse
Affiliation(s)
- Xiuyan Kong
- School of Psychology, University of Waikato, New Zealand.
| | - James S McEwan
- School of Psychology, University of Waikato, New Zealand.
| | - Lewis A Bizo
- School of Psychology, University of Waikato, New Zealand; School of Psychology and Behavioural Science, University of New England, Australia.
| | - Mary T Foster
- School of Psychology, University of Waikato, New Zealand; School of Psychology and Behavioural Science, University of New England, Australia.
| |
Collapse
|
14
|
Silbaugh BC, Falcomata TS, Ferguson RH. Effects of a lag schedule of reinforcement with progressive time delay on topographical mand variability in children with autism. Dev Neurorehabil 2018; 21:166-177. [PMID: 28956673 DOI: 10.1080/17518423.2017.1369190] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
OBJECTIVE Evaluate the effects of a Lag 1 schedule of reinforcement and progressive time delay (TD) on topographical mand variability in children with autism. METHODS Using single-subject design methodology, a multiple baseline across behaviors with embedded reversal design was employed. During Lag 0, reinforcement was delivered contingent on any independent instances of manding. During Lag 1 + TD, prompts were faded and reinforcement was delivered contingent on independent or prompted variant mand topographies. RESULTS Higher levels of topographical mand variability were observed during Lag 1 + TD for both participants. CONCLUSIONS A Lag 1 schedule of reinforcement with progressive TD increased variability across functionally equivalent vocal mand topographies for both participants. This finding extends prior literature by providing a novel model for studying reinforced mand variability in children, and by demonstrating how practitioners could use prompts and differential reinforcement to increase topographical mand variability in children with autism.
Collapse
Affiliation(s)
- Bryant C Silbaugh
- a Department of Interdisciplinary Learning and Teaching , The University of Texas at San Antonio , San Antonio , TX , USA
| | - Terry S Falcomata
- b Department of Special Education , The University of Texas at Austin , Austin , TX , USA
| | - Raechal H Ferguson
- b Department of Special Education , The University of Texas at Austin , Austin , TX , USA
| |
Collapse
|
15
|
Lee GT, Feng H, Xu S, Jin SJ. Increasing "Object-Substitution" Symbolic Play in Young Children With Autism Spectrum Disorders. Behav Modif 2017; 43:82-114. [PMID: 29090595 DOI: 10.1177/0145445517739276] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Children with autism spectrum disorders (ASD) may not develop symbolic play skills, so such skills need to be taught specifically. We report an experiment regarding a procedure targeting "object-substitution" symbolic play skills. The "object-substitution" symbolic play behavior occurred when the child labeled a common object with the name of a substitute and used the object to perform a play action (e.g., As she put a bowl on her head, she called it a hat). A multiple probe across behaviors design was employed with five children (four boys and one girl, aged 3 to 6 years) with ASD. All children had verbal communication and demonstrated functional play and generalized imitation, but no symbolic play skills prior to the study. The instruction consisted of intraverbal training, picture prompts, and modeling of play actions. All children demonstrated object-substitution symbolic play skills after the instruction. The occurrences of response generalization were also discussed.
Collapse
Affiliation(s)
| | - Hua Feng
- 2 National Changhua University of Education, Taiwan
| | - Sheng Xu
- 1 Chongqing Normal University, China
| | - Shao-Ju Jin
- 3 Sichuan University of Arts and Science, China
| |
Collapse
|
16
|
Radley KC, Dart EH, Moore JW, Lum JDK, Pasqua J. Enhancing appropriate and variable responding in young children with autism spectrum disorder. Dev Neurorehabil 2017; 20:538-548. [PMID: 28537444 DOI: 10.1080/17518423.2017.1323973] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
OBJECTIVE The present study utilized lag schedules of reinforcement, in conjunction with training multiple exemplars and provision of prompts, to promote appropriate variability of social skills. METHODS Participants included in three children between the ages of 5 and 7 with ASD. Participants attended a social skills training program twice per week for eight weeks. A multiple probe design across target social skills was used to assess the effects of intervention. RESULTS Findings indicate that training multiple exemplars alone did not appreciably increase appropriate and variable responding, whereas the addition of lag schedules of reinforcement and prompting to training multiple exemplars resulted in appropriate and variable responding that exceeded baseline levels. CONCLUSION Use of lag schedule of reinforcement in conjunction with prompts was more effective than multiple exemplar training in isolation for increasing appropriate variability of social skills.
Collapse
Affiliation(s)
- Keith C Radley
- a Department of Psychology , University of Southern Mississippi , Hattiesburg , Mississippi , USA
| | - Evan H Dart
- a Department of Psychology , University of Southern Mississippi , Hattiesburg , Mississippi , USA
| | - James W Moore
- a Department of Psychology , University of Southern Mississippi , Hattiesburg , Mississippi , USA
| | - John D K Lum
- a Department of Psychology , University of Southern Mississippi , Hattiesburg , Mississippi , USA
| | - Jamie Pasqua
- a Department of Psychology , University of Southern Mississippi , Hattiesburg , Mississippi , USA
| |
Collapse
|
17
|
Lee GT, Chou WC, Feng H. Using intraverbal prompts to increase divergent intraverbal responses by a child with autism. BEHAVIORAL INTERVENTIONS 2017. [DOI: 10.1002/bin.1496] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Gabrielle T. Lee
- Department of Special Education; Chongqing Normal University; Chongqing China
| | - Wan-Chi Chou
- Graduate Institute of Rehabilitation and Counseling; National Changhua University of Education; Changhua Taiwan
| | - Hua Feng
- Graduate Institute of Rehabilitation and Counseling; National Changhua University of Education; Changhua Taiwan
| |
Collapse
|
18
|
Lepper TL, Devine B, Petursdottir AI. Application of a lag contingency to reduce perseveration on circumscribed interests. Dev Neurorehabil 2017; 20:313-316. [PMID: 27058176 DOI: 10.3109/17518423.2016.1152612] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVE To evaluate the effects of a lag reinforcement contingency on the conversation topics of children diagnosed with autism who perseverated on circumscribed interests (CIs). METHOD Single-case design study with two participants, age 11 and 12 years. A functional analysis employed an alternating-treatments design to assess effects of contingent attention on conversational behavior. A multiple-baseline with an embedded reversal design was employed in a subsequent lag contingency analysis, in which the conversation partner provided attention at the end of each 10 s interval if the content of the participant's conversation met the requirement of a Lag 0, Lag 1, or Lag 2 contingency. RESULTS The participants' conversational behavior was sensitive to a conversation-partner's attention as a consequence. Lag contingencies successfully altered the prevalence of CI-related and-unrelated talk. CONCLUSION Lag contingencies can shift conversation content away from CIs, but further research is needed to identify appropriate treatment goals with respect to variability and content.
Collapse
Affiliation(s)
- Tracy L Lepper
- a Department of Psychology , Texas Christian University , Fort Worth , TX , USA
| | - Bailey Devine
- a Department of Psychology , Texas Christian University , Fort Worth , TX , USA
| | | |
Collapse
|
19
|
Dracobly JD, Dozier CL, Briggs AM, Juanico JF. An analysis of procedures that affect response variability. J Appl Behav Anal 2017; 50:600-621. [PMID: 28513829 DOI: 10.1002/jaba.392] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2014] [Accepted: 04/18/2017] [Indexed: 11/08/2022]
Abstract
Response variability is sensitive to antecedent and consequent manipulations. Researchers have investigated inducement, direct production through reinforcement, and stimulus control of response variability. Recently, researchers have shown that lag reinforcement schedules reliably increase variability but may also produce higher-order stereotypy. There has been limited investigation of appropriate variability levels and alternation between repetition and variation. In a three-part study, we evaluated levels of variability across a group of children, the effects of various procedures on producing response variability and novelty, and the use of schedule-correlated stimuli for producing rapid alternation between repetition and variation. In Study 1, there was a nearly bimodal distribution of children emitting either low or high variability. In Study 2, for most children, fixed lag 4 and variable lag 4 schedules produced the highest levels of variability and novelty. In Study 3, responding was brought under control of schedule-correlated stimuli, allowing for rapid alternation between repetition and variation.
Collapse
|
20
|
Abstract
The Analysis of Verbal Behavior (TAVB) is the only journal focused on theoretical and empirical research in verbal behavior. An assessment of authorship trends can provide a critical perspective on practices in verbal behavior analysis (e.g., participation by non-US institutions, contributions by female authors). The present study examines authorship trends in all articles published in TAVB since its inception (between 1982 and 2016). All authors and their affiliations were listed and the first authors denoted as such. Authors were characterized as follows: prolificacy, new vs. frequent contributor status, number of co-authors, editor status, fellow status in a professional organization, and gender. Institutional affiliations were characterized as follows: academic vs. nonacademic institutions, prolificacy, and location (country). The review included 383 articles by 487 authors from 200 institutions. Our findings revealed areas in which TAVB is reaching maturity (e.g., author gender) and areas in which further action by contributors and editors is needed (e.g., international participation).
Collapse
Affiliation(s)
- Rodrigo Dal Ben
- Department of Psychology, Universidade Federal de São Carlos, Rodovia Washington Luis, km 235, n° 676, São Carlos, SP 13565-905 Brazil
| | - Celso Goyos
- Department of Psychology, Universidade Federal de São Carlos, Rodovia Washington Luis, km 235, n° 676, São Carlos, SP 13565-905 Brazil
| |
Collapse
|
21
|
Aguirre AA, Valentino AL, LeBlanc LA. Empirical Investigations of the Intraverbal: 2005-2015. Anal Verbal Behav 2016; 32:139-153. [PMID: 30800622 PMCID: PMC6381344 DOI: 10.1007/s40616-016-0064-4] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
Several papers have reviewed the literature based on Skinner's conceptual framework presented in his 1957 book, Verbal Behavior. These reviews have called for more research on the topic of verbal behavior generally and often for more research on particular verbal operants. For example, Sautter and LeBlanc (2006) urged the behavior-analytic community to conduct more research on the intraverbal because of the scant existing literature base at that time. In the current review, we replicate the procedures used by Sautter and LeBlanc focusing specifically on the intraverbal relation and on the literature published in the 10 years since their call for research. We summarize the publication themes, provide graphs of the trends and types of published articles, and offer ideas for future research specific to the intraverbal.
Collapse
Affiliation(s)
- Angelica A. Aguirre
- Trumpet Behavioral Health, 390 Union Blvd, Suite 300, Lakewood, CO 80228 USA
| | - Amber L. Valentino
- Trumpet Behavioral Health, 390 Union Blvd, Suite 300, Lakewood, CO 80228 USA
| | - Linda A. LeBlanc
- Trumpet Behavioral Health, 390 Union Blvd, Suite 300, Lakewood, CO 80228 USA
| |
Collapse
|
22
|
Using Instructive Feedback to Increase Response Variability During Intraverbal Training for Children with Autism Spectrum Disorder. Anal Verbal Behav 2016; 31:183-99. [PMID: 27606211 DOI: 10.1007/s40616-015-0039-x] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022] Open
Abstract
We evaluated the effects of instructive feedback on the variability of intraverbal responses for two children with autism spectrum disorder. Specifically, we used an adapted alternating treatments design to compare participants' novel responses and response combinations during an intraverbal category program across conditions with and without instructive feedback. During instructive feedback, secondary targets were presented during the consequence event of the learning trial and consisted of a therapist's model of response variability. The results showed that participants engaged in more novel response combinations during instructive feedback conditions. We discussed the clinical implications of these results as well as areas for future research.
Collapse
|
23
|
Radley KC, Dart EH, Moore JW, Battaglia AA, LaBrot ZC. Promoting Accurate Variability of Social Skills in Children With Autism Spectrum Disorder. Behav Modif 2016; 41:84-112. [DOI: 10.1177/0145445516655428] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Restricted and repetitive behavior is a central feature of autism spectrum disorder (ASD), with such behaviors often resulting in lack of reinforcement in social contexts. The present study investigated training multiple exemplars of target behaviors and the utilization of lag schedules of reinforcement in the context of social skills training to promote appropriate and varied social behavior in children with ASD. Five participants with ASD between the ages of 7 and 9 attended a twice-weekly social skills group for 8 weeks. A multiple probe design across skills was utilized to assess intervention effects. During baseline, participants demonstrated low levels of skill accuracy and low appropriate variability in responding. During continuous reinforcement with one trained exemplar, skill accuracy increased while appropriate variability remained low. Training of three exemplars of target skills resulted in minimal improvements in appropriate variability. Introduction of a Lag 2 schedule with three trained exemplars was generally associated with increased appropriate variability. Further appropriate variability was observed during Lag 4 with three trained exemplars. Limitations and implications are discussed.
Collapse
Affiliation(s)
| | - Evan H. Dart
- The University of Southern Mississippi, Hattiesburg, USA
| | - James W. Moore
- The University of Southern Mississippi, Hattiesburg, USA
| | | | | |
Collapse
|
24
|
Silbaugh BC, Wingate HV, Falcomata TS. Effects of Lag Schedules and Response Blocking on Variant Food Consumption by a Girl with Autism. BEHAVIORAL INTERVENTIONS 2016. [DOI: 10.1002/bin.1453] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Bryant C. Silbaugh
- Department of Special Education; University of Texas at Austin; Austin TX 78712 USA
| | - Hollie V. Wingate
- Department of Special Education; University of Texas at Austin; Austin TX 78712 USA
| | - Terry S. Falcomata
- Department of Special Education; University of Texas at Austin; Austin TX 78712 USA
| |
Collapse
|
25
|
Wiskow KM, Donaldson JM. Evaluation of a lag schedule of reinforcement in a group contingency to promote varied naming of categories items with children. J Appl Behav Anal 2016; 49:472-84. [DOI: 10.1002/jaba.307] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2015] [Accepted: 12/04/2015] [Indexed: 11/07/2022]
|
26
|
Contreras BP, Betz AM. Using lag schedules to strengthen the intraverbal repertoires of children with autism. J Appl Behav Anal 2015; 49:3-16. [DOI: 10.1002/jaba.271] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2014] [Accepted: 07/24/2015] [Indexed: 11/11/2022]
Affiliation(s)
| | - Alison M. Betz
- FLORIDA INSTITUTE OF TECHNOLOGY AND THE SCOTT CENTER FOR AUTISM TREATMENT
| |
Collapse
|
27
|
Rodriguez NM, Thompson RH. Behavioral variability and autism spectrum disorder. J Appl Behav Anal 2014; 48:167-87. [DOI: 10.1002/jaba.164] [Citation(s) in RCA: 43] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2013] [Accepted: 05/30/2014] [Indexed: 11/09/2022]
|
28
|
Baruni RR, Rapp JT, Lipe SL, Novotny MA. USING LAG SCHEDULES TO INCREASE TOY PLAY VARIABILITY FOR CHILDREN WITH INTELLECTUAL DISABILITIES. BEHAVIORAL INTERVENTIONS 2014. [DOI: 10.1002/bin.1377] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Rasha R. Baruni
- St. Cloud State University; 720 4th Avenue South St Cloud MN 56301 USA
| | - John T. Rapp
- Department of Psychology; Auburn University; 226 Thach Auburn AL 36849-5214 USA
| | - Star L. Lipe
- St. Cloud State University; 720 4th Avenue South St Cloud MN 56301 USA
| | | |
Collapse
|
29
|
Heldt J, Schlinger HD. Increased variability in tacting under a lag 3 schedule of reinforcement. Anal Verbal Behav 2012; 28:131-6. [PMID: 22754111 PMCID: PMC3363403 DOI: 10.1007/bf03393114] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Abstract
Research has shown that variability may be an operant dimension of behavior. One method of reinforcing response variability is to use a lag schedule of reinforcement (Page & Neuringer, 1985). Several studies have shown that a Lag 1 schedule is effective in increasing variable responding with human participants (e.g., Esch, Esch, & Love, 2009; Lee, McComas, & Jawor, 2002). In these arrangements, however, the return to baseline responding during reversal phases suggests that the resulting behavior change may not be maintained following intervention. The purpose of the present study was to investigate the effects of a Lag 3 schedule on increasing and maintaining variability of tacts in 2 children diagnosed with developmental disabilities. Results demonstrated increased variability in tacting for both participants and maintenance in variable responding after a 3-week follow-up.
Collapse
Affiliation(s)
- Juliane Heldt
- The Chicago School of Professional Psychology, Los Angeles
| | | |
Collapse
|
30
|
Schlinger HD. Editorial. THE BEHAVIOR ANALYST 2012; 35:149-51. [PMID: 23450911 PMCID: PMC3501418 DOI: 10.1007/bf03392274] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|