Mírame los Ojos: Los desordenes del espectro autista: Autismo y PDD-NOS (Spanish Edition)

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He has been active in the international support and development of behavior analysis in many countries. Since he has been involved in the assessment and improvement of engineering education, in particular, engineering physics. I argue that behavior analysts, particularly in their common treatment of reinforcement, are guilty of limited vision and in many ways still tied to traditional motivational concepts—where the light is better.

This is illustrated by recent discussion of putative distinctions or none between positive and negative reinforcement as well as naive perspectives on so-called conditioned reinforcement. Most behavior, in fact, is controlled by consequences having little, if any, relation to motivational variables. In this treatment, I provide a definition of motivation and discuss some of the common variables said to control probabilities of action. I then discuss the strange implications of the positive vs.

Finally I review the place of feedback functions in the analysis of behavior. Behavior analysis needs to search beyond its current horizons where there may be even more light—certainly more enlightenment. Symposium 4 CE Offered: Many high-functioning children with autism possess near normal cognitive and language abilities but lack the skills necessary for successful social interactions.

This symposium begins by briefly reviewing the empirically-based literature on teaching social skills to high-functioning children with autism and discussing the importance of designing social skills interventions that consider the specific needs and abilities of these children. Then three studies examining interventions designed to teach high-functioning children with autism specific skills necessary to participate in social exchanges with peers.

The first study used video modeling to teach high-functioning children with autism reciprocal conversation through humorous exchanges. The second study utilized advances in technology to teach children with high-functioning autism persistence in social initiations for play bids. The findings will be discussed in terms of their contribution to the literature and implications for future research. Many high-functioning children with autism are of normal intelligence and language abilities but fail to develop age-appropriate social skills.

These deficient social skills have negative implications for their social, emotional, and classroom development. The social deficiencies of high-functioning children with autism are of particular issue because of their inclusion with typically developing peers who are more aware of these deficits. Although there is an extensive body of literature addressing the effectiveness of social skills intervention programs for children with autism in general, much less research examines social skills interventions designed specifically for high-functioning children with autism.

The current presentation draws upon recent literature to discuss the importance of identifying the specific needs and abilities of this segment of the autism population. Charlop Claremont McKenna College. Common social skills interventions that focus on simple initiations and responses are well-researched and relatively easy to teach, but offer limited learning opportunities.

Little research is available on this subject. Joke-telling is a promising form of conversational dialogue that keeps the attention of a typical peer, is naturally reinforcing to both conversational partners, and increases the likeability of the person telling the joke. Humorous exchanges also enhance physical, cognitive, language and psychosocial skill attainment and promote experience-sharing relationships Franzini, ; Robinson, This study investigated the effects of teaching child-initiated social skills in the form of joke-telling using video modeling on social behavior and appropriate speech for children with autism.

Preliminary results indicate that the intervention successfully taught children to engage in joke-telling with peers. Further results will discuss generalization and ecologically valid social skill to children with autism. Social interventions that incorporate technology are the new wave of the future for children with autism because they take advantage of the inherent visual strengths of these children, are motivating, and are socially acceptable among neurotypical peers. Interventions that incorporate technology are also becoming progressively more popular because they are economical, portable, and require minimal instruction to operate.

In the present study, a portable video modeling technology PVMI was used to teach persistence in social initiations when making bids to others to play. Two hypotheses were tested. First, it was hypothesized that children with autism would effectively learn persistence in social initiations with typical peers by using a portable video modeling technology. Second, persistence in social initiations was hypothesized to generalize and be maintained across people, settings, and skills. Results indicated that high-functioning children with autism could learn persistence in social initiations through the PVMI.

All three children also continued to engage in the target behavior 1 month after the PVMI and generalized the target behavior to at least one untrained setting. Potential implications are discussed in terms of the future of portable video modeling interventions for children with autism. Children diagnosed with autism tend to have much difficulty engaging in age-appropriate play with peers.

During baseline, the participating children demonstrated low levels of group play. Treatment was composed of two phases. In athletic skills training, the children participated in sessions designed to teach them a sequence of progressively advanced athletic skills required to play the targeted games. During rules training, the children were instructed on and prompted to follow the rules of the targeted games.

All of the children successfully mastered the athletic skills targeted for each game. Mastering the targeted athletic skills and rules training effectively increased the group play of children diagnosed with autism. Further, higher levels of group play were accompanied by increased speech. Although the children continued to demonstrate increased group play 10 to 12 weeks post intervention, the increased group play did not generalize to school recesses with neurotypical peers.

Symposium 5 CE Offered: Many children with autism do not share and spontaneously seek enjoyment, interests, or achievements with other people. This skills, typically referred to as joint attention, are often seen in children of typical development at approximately nine months of age. Joint attention skills play a fundamental role in language and social development. Although, many studies have assessed joint attention skills, only a few researchers have investigated teaching procedures.

In the current study, a concurrent multiple baseline design with a multiple probe across four participants with autism was used to evaluate the use of prompting, reinforcement, and script fading procedures on the acquisition of a generalized repertoire of joint attention skills. Forty-eight stimuli from four different experimenter-defined categories were used to increase generalization of joint attention skills from trained stimuli to novel stimuli. Bids for joint attention systematically increased in the presence of both training and novel stimuli and settings for all four participants.

Reeve Caldwell College , Kevin J. Reeve Caldwell College , Kenneth F. Brothers Somerset Hills Learning Institute. Interventions that teach spontaneous language are crucial for the social development of children with autism. Script fading procedures have been shown to be effective for teaching children with autism to initiate and participate in social interactions without verbal prompts from adults. Previous script and script fading research was not effective in teaching a generalized repertoire of verbal interactions with stimuli in the natural environment.

In this study, four boys with autism were taught to initiate a conversation in the presence of a toy through the use of a script and script fading procedure with multiple exemplar training. Six training categories of toys were also used to increase the likelihood of generalization of verbal interactions across novel toys. A multiple-baseline with a multiple probe across-subjects design was used to assess the successes of this procedure to increase spontaneous, novel language.

Script and script fading procedures along with multiple-exemplar training were demonstrated to be a successful technique for teaching individuals with autism to initiate and sustain verbal interactions under the control of stimuli present in the environment, as opposed to teacher-controlled stimuli. Additional research pertaining to the specific implementation of these procedures e. An alternating-treatments design with initial baseline was used to compare the effect of two locations of auditory scripts relative to target discriminative stimuli on acquisition and maintenance of verbal initiations of interactions.

Button-activated recording devices used to play scripts were placed either on target stimuli or held out of view directly behind the participants. After devices were faded, performance was more robust for two participants in the device-visible condition, for another participant more robust in the device-not-visible condition, and no difference was observed for the remaining participant.

The results indicate that fading an auditory script played out of view of a child may be equally as effective for establishing stimulus control by target items as fading an auditory script initially attached to items. Many evidences of successful treatments for children with autism have been demonstrated based on the Applied Behavior Analysis ABA methodology. More cases, however, are necessary in order to increase the impact in society. We present the evolution of a child with autism during one year of intervention in several verbal operants.

Other study showed how to increase the mand repertoire in a natural setting. Other study demonstrated how the number of pure spontaneous tacts can be increased with a simple intervention by the teachers. The final study showed how the complex verbal behaviors involved in Visual Perspective Tacking can be induced in a child with autism though careful procedures. The three procedures shown in the last three presentations demonstrate that traditional ABA treatments can be improved by using the last findings from the experimental analysis of verbal behavior. The purpose of this study was to increase the lunch-time mand repertoire of three classrooms of children in a special needs school.

The special needs school is located in a large metropolitan area and it serves children from three to 14 years of age. We selected three classrooms with six students, six teachers and one head teacher. The students in all three classroom had demonstrated the ability to emit some mands and tacts. We used a multiple baseline experimental design to evaluate the effectiveness of the procedure.

The procedure consisted of teaching the instructors to provide conditions where establishing operations were created artificially during lunch time to elicit mands in the children e. The dependent variable was the total number of mands emitted in each classroom. The results indicated that the procedure was effective at increasing a Mand repertoire in all children. There were maintenance effects in the behavior of both instructors and children.

The present investigation is an overview on the development of verbal behaviour of a three-and-a-half-year-old girl with autism, Sara, during 5 months of intervention, in three language skills: The results show the progress in the three programs starting with word selections by discrimination, which appears to be the base to other spontaneous speech to emerge. So far Sara is able to select 96 objects by hearing its name, can emit 10 mands and 14 tacts, and this number is growing every day, making the verbal repertoire of Sara near of the one of a two-year old child with a typical verbal development.

Level 1 of visual perspective taking VPT consists of making correct verbal inferences about the visual perception of oneself and other person, when both are seeing different things at the same time. We have identified three prerequisites to show Level 1 of VPT in typically developing children: The goal of this study was to analyze the Level 1 of VPT and these prerequisites in a child with autism. First, the child was evaluated in a probe of Level 1 of VPT and in 7 possible prerequisites. The child had acquired the skills of following the gaze and responding to questions that include the personal pronouns, but he did not acquire the Level 1 of VPT and the discrimination between what oneself and other person can or cannot see.

Then, he was taught this type of discrimination and probed again in the Level 1 of VPT and he showed the emergence of this skill. This result replicated the obtained in typically developing children. The effects of tacts emitted by an adult on a childs rate of pure tacts were examined. Three children with autism were exposed to 2 different conditions in 4 different settings. In Condition 1, the children received 20 trials of teacher-initiated interactions in which the child was asked the name of 20 objects during 5 minutes.

Condition 2 was identical to Condition 1 with the addition that the teacher named 20 objects interspersed with the 20 trials. The number of tacts emitted by the children was recorded in both conditions. Children emitted between 1. These results indicate that teachers emission of pure tacts increased the emission of pure tacts in children with autism. The present symposium gathers three experimental studies in the area of decision making based on choice paradigm.

The first study analyzes generosity and altruism in children. Children, through the sharing game, make decisions on how to distribute resources to other children, and variables such as gender was investigated. The second study presents data on consumers behaviors regarding more and less dense schedule components.

A third study presents data on risky choices. An alternative offered the possibility to maintain the amount received at the beginning of the experiment, and another provided the opportunity to invest money, opting for a situation in which could have a profit or loss, both allocated at the same time in the same alternative. The questions were presented to 38 adults of both genders in a paper and pencil format, and the experimental setup in a room at the local university.

The results revealed two profiles of investors. The Conservatives invested when the chances of winning are high in relation to losses; and the aggressive ones, who invested even when the chances of winning were equal to losses. Thus, variables such as probability of gain and loss proved to be decisive in the process of selecting participants. The analysis of consumer behavior is concerned with the distribution of behavior among alternative sources of reinforcement.

When several alternatives are available, one alternative may be chosen more frequently than others. We have employed two experiments with simulated online purchase situations. In both experiments, the participants were engaged in buying music albums online. They were given a virtually mp3 player and could buy music from two web shops, a green or a purple web shop, respectively. Different combinations of VI schedules were arranged for buying from two web shops. In Experiment 1, we employed different conditions with concurrent schedules i.

The results showed that 4 of 10 participants had more responses on the more dense than the sparse schedule component. Four of 10 participants did not show any preference among the schedule components, while two of 10 participants showed more preference for the sparse than the dense component. The results in Experiment 2 showed that 3 of 5 participants responded more on the dense component than on sparse component of the concurrent schedule.

Two of 5 showed the opposite response pattern. The Sharing Game With Children: Economic games are useful tools for decision-making studies and aim to analyze how participants allocate resources. In a within-subjects design, two experiments were conducted involving repeated-trials over ten opportunities in which 17 male and female preschool children made choices to distribute resources golden coins shown on a paper sheet between themselves and an unseen, passive other, either optimally but non-competitively, equally but non-optimally, or least optimally but competitively and in an altruistic manner.

It should be clear from the point of view of maximizing money that participants should always choose the option that gives them more money. The questions were presented in a paper and pen format and the experimental sessions run in a room at a public preschool. The results showed variability in the distribution of resources and a high percentage of non-optimal choice presented by the participants Figure 1 which might have been due to lack of understanding of the task instructions.

The results also showed some gender differences, girls consistently behaved more optimally in a strictly economic sense than boys and boys made more altruistic choices than girls. Research controlling for instruction clarity, size of the resource and nature of the items should follow up. Economic games are useful tools for the study of decision-making and aim to analyze how participants allocate their resources. There are situations whose outcomes are both unknown and uncertain and are affected by contextual variables.

A behavioral game-like experimental model can be used to assess these variables. An alternative offered the possibility to maintain the amount received, and another provided the opportunity to invest money, opting for a situation in which could have a profit or loss, both allocated at the same time in the same alternative. El entrenamiento incrementa la seguridad].

Embry-Riddle Aeronautical University Accidents will occur as long as people are flying; it is inevitable. Human error will happen in various situations, while carelessness and neglect can cause repetitive error, however, it is not the only reason accidents are occurring. The problem is that the lack of mandatory pilot proficiency programs for General Aviation pilots may prohibit the improvement of the General Aviation accident rate. The research method being used includes a quantitative analysis.

The population surveyed includes all the levels of pilots from three local unnamed Fixed Base Operations, in Washington State. It was hypothesized that the pilots believe that proficiency classes that emphasize decision making techniques that include a behavioral safe checklist decreases the number of accidents compared to the overall number of accidents in general aviation, ultimately increasing safety behavior in General Aviation.

This study found that of the pilots surveyed, most believe that more training can help increase safety for General Aviation. Even though there are current programs that encourage increased training and offer informational proficiency programs, they are still voluntary programs. It was recommended that instruction including safe decision-making technqiues should be evaluated. Marketing Behavior Analysis is a matter of adopting the principles of behavior to the dissemination of ABA in many fields. First of all, we would start from the users and stakeholders point of view.

Nevertheless, most behavior Analysts, even if prominent, seem seldom concerned about this issue. European Universities, mainly in continental Europe, shape their people behavior in order to promote individual growth, rather than ABA development as a whole. This seems to be the reason why so many congresses are attended mostly by academicians who speak, rather than by professionals or potential users who listen.

After 40 years of so many initial failures and some final astonishing success, the Italian Chapter of ABAI, AARBA, presents a complete "how to do" plan and step by step process to get wider dissemination and ABA-apostles building both in institutional, social and work environment. Examples and rules to be followed will be provided and even a troubleshooting guide will be presented, by an OBM perspective. Symposium 10 CE Offered: Issues in the Training of Paraprofessionals: Utilizing an Evidence-Based Approach [Cuestiones en el entrenamiento de paraprofesionales: Given the vast number of students currently being served within Special Education programs diagnosed with Autism, direct educational services for these children must be provided by classroom assistants rather than licensed Special Education Teachers or Board Certified Behavior Analysts.

Unfortunately, many school districts utilize individuals in these positions who have little or no formal training or experience in this role or with this population, or provide inconsistent training experiences that have no external validity. This symposium will discuss the advantages of a standardized training program that meets the federal regulations and allows students to receive appropriate educational services. This presentation will describe the results of a Social Validity survey completed to investigate the utility of creating a standardized certificate program for ABA classroom teaching assistants.

The results support such an effort. The presentation will further review the application of these results, with the goal of increasing the quality of educational services provided to students in public schools and reducing the costs to taxpayers for placements in private programs. Personalized System of Instruction: Meeting the needs of adult learners, typically working full-time at the same time they are functioning as students presents a series of demands on instructors to utilize empirically based approaches that are compatible to these unique pressures.

Personalized System of Instruction PSI , often know as the Keller Plan is one option that is both research based and meets many of the adult learner needs. The presentation will cover the history and research behind this unique educational approach, and will describe how such approach can be adopted to the education of Paraprofessional employees working in school and human service organizations.

This presentation will review the potential research questions to be answered in the validation of an evidence based certificate program used to train classroom aides in the use of ABA teaching approaches. Previous research on the subject, including a review of the PSI research literature will be covered, with a focus on potential future directions.

The goal of the presentation will be to establish minimal standards for the field in the identification of a program that ensures competency on the part of its' graduates. Most parenting capacity assessments PCAs assume an inherent ability to parent. When a parent presents with a history of learning problems e.

PCAs for these parents usually involve intelligence and personality tests to gather evidence of parental incompetence.

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However, there is little evidence that such tests predict parenting abilities. Recently, Feldman and Aunos presented an alternative, empirically-supported PCA model based on a contextual view of parenting that is consistent with behavior analytic principles. This model identifies potential motivating and inhibiting variables that may support or impede successful parenting, which is defined based on direct observation of parenting skills. Such variables include the parents learning history, parental mental health, ongoing stigmatization and discrimination, poverty and social support.

The presentation will include a description of the important steps of a contextually-based PCA, including the use of validated observational checklists to measure parenting skills. The presenter will show how the PCA recommendations can be used to develop family support plans and interventions to decrease the risk of child maltreatment. Calibration and Interobserver Agreement: Mudford University of Auckland , Jason R.

The advent of laptops and hand held computers have meant that more researchers and clinicians are using continuous computerised recording to measure the socially significant behaviours of interest. However, there is no evidence to suggest that this move away from pen and paper to electronic technology is providing more accurate and precise data.

This presentation will discuss the outcome of using interobserver agreement and calibration to assess the quality of data produced via three different data-recording systems laptop, handheld computer, events within intervals using pen and paper. The implications for measurement system quality will be discussed. In order to accomplish a productive dialogue between these two sciences, a brief presentation of Criminology was necessary.

Due to the extent of the object of study of this science, only the part that deals with criminal politics was selected, specifically the application of a socio-educational measure in an educational center. For this purpose, a specific educational center of freedom deprivation was analyzed and its goals, staff and operation were described.

A speculative analysis of the implementation of this measure of freedom deprivation in this delimitated context was produced. For this analysis, visits to the institution and interviews with the staff and the adolescents that were experiencing the measure were made. After this analysis, we listed the contributions that Behavior Analysis could make to Criminology by the adoption of intervention strategies towards a more effective implementation of this measure concerning the achievement of their goals — the reinsertion of the adolescent in his social context and the prevention from reoccurrence of the infraction, for example.

Questions concerning the limitations of this measure as it is applied in this specific educational center were raised. Historical and conceptual analyses of the research strategies known as the single-case methods SCMs will be presented. I will argue that the origins of SCMs go back to the ideas of authors who recognized the importance of understanding both the generality and individuality of psychological functioning. Specifically, I will describe how this attitude is evident in the incipient forms of SCMs that appeared during the early days of experimental psychology.

I will conclude this part discussing how the relevance of SCMs in behavioural research is explained by the coherence between certain behaviouristic assumptions and the characteristics of these methods. The second part of the presentation will have a contemporary emphasis. Despite the importance of SCMs for BA and other disciplines, they are currently not widely used in psychology; moreover, they have been neglected as an alternative to the mainstream but controverted null hypothesis testing methods NHST.

I will finish with a discussion about some of the possible reasons SCMs have been neglected.

Behavioral Systems Science for Nonviolent Struggle [Ciencia de sistemas conductuales a favor de la no violencia]. Editor of the scientific journal Behavior and Social Issues, Dr. Behavioral Strategies for Change American Psychological Association , and over 80 other publications. Since the mids, Dr. Mattaini has focused his research and practice on behavioral systems science for violence prevention with youth, constructing cultures of respect in organizations and communities, and effective nonviolent social action.

He also recently provided consultation to the National Police and community organizations working to develop more effective ways to work with criminal youth gangs in Medellin, Colombia. He is currently completing a book, tentatively entitled Strategic Nonviolent Power: The Science of Satyagraha, analyzing the potential contributions of the science of behavior to nonviolent social action supporting justice and human rights. Mohandas Gandhi often indicated that nonviolence was "a science," and he apparently meant this literally, but very little actual scientific work—almost none from a natural science perspective—has been done.

In this paper, the author will outline and apply principles of behavioral systems science, an emerging data-based approach to understanding the dynamics of complex cultural systems, to the practice of effective nonviolent struggle. Behavioral systems science, which at its most sophisticated integrates autopoietic processes of internal self-organization with environmental selection, has the potential to contribute to social justice, human rights, and sustainability in ways that more mechanistic allopoietic cultural analytic approaches do not.

It is widely accepted that strategic analysis and planning can optimize campaigns of nonviolent action and resistance, while lack of such analysis increases risks of failure and casualties. This presentation will analyze four major classes of strategic nonviolent action from a functional perspective, identifying the basic behavioral and behavioral systems dynamics involved with each, illustrating those dynamics with historical and contemporary cases.

The four major classes explored here, in part adapted from work by Gene Sharp, are: Principles of behavioral systems science offer direction for real world experimentation, clearly an essential next step although a challenging one to initiate. This presentation will also highlight important ethical questions that must be considered in bringing behavioral systems science to nonviolent struggle.

Given the enormous human costs of violent strategies of resistance, insurgency and rebellion, and their poor record of sustainable success, the rigorous exploration of alternatives is a critically important direction for applied cultural analysis. Symposium 13 CE Offered: How Effective Are We? Modeling longitudinal data of EIBI for autism in search of reliable predictors.

Longitudinal models allow identifying outcome predictors and factors of individual variation, which may in turn help to optimize intervention resources. Predictors of reliable change in IQ and ABC scores following early intervention for children with autism. Sigmund Eldevik, Richard Hastings, J. Which children will benefit from early intervention? Lars Klintwall, Svein Eikeseth Abstract: A consistent finding in outcome studies is a large individual variation in response to treatment: Apart from variation in therapy quality, some of these differences are likely due to child characteristics.

Putative predictors such as age, IQ-scores, diagnosis and reinforcer repertoires are reviewed. Some implications for treatment emphasis are suggested. Long-term maintenance of EIBI effects. EIBI outcome research shows convincing effects at the end of treatment, but there is surprisingly little high-quality evidence that cognitive and behavioural changes are sustained following treatment termination.

Few studies have explored the effects of EIBI longitudinally. Remington's presentation reports a 2-year follow-up of a controlled intervention study, the results of which raise critical questions regarding the long-term maintenance of immediate EIBI outcomes. Symposium 14 CE Offered: Restraint Practices and Prevention: The use of restraint as an has come under increasing legal, regulatory, legislative, media, consumer, and activist scrutiny in recent years.

Restraint—used either as a planned procedure or as an emergency intervention to briefly suppress dangerous behavior—has for decades generally been considered to be highly restrictive and therefore to be avoided in most circumstances, current focus on the dangers and potential abuses of restraint have made it particularly critical to take active steps to prevent the need for restraint whenever it is reasonably possible to do so. Hanley, David Lennox, Mary M. Riordan, and Scott Spreat. Members of the task force independently reviewed the scientific literature concerning Restraint and Seclusion and agreed unanimously to the content of the statement.

The Executive Council accepted the statement and it was subsequently approved by a two-thirds majority vote of the general membership. The position statement now constitutes official ABAI policy. Although the use of physical restraint is generally acknowledged as an occasionally necessary intervention for very dangerous behaviors, it is infrequently examined as a class of behaviors in itself.

The speaker discusses various potential antecedent and consequent effects related to the use of restraint. The various stimuli associated with the use of restraints and their potential evocative and abolishing effects are also discussed. The antecedent, consequent, and motivational effects are examined both in terms of the restrainers and the person being restrained.

The importance of tracking trends not only in the target behaviors of consumers, but also for the trends in restraint use across individual staff and individual consumers is discussed. The importance of the use of these data, along with other behavior assessment tools, to obtain functional relation data on behaviors associated with restraint is then discussed. Although not typically meant as a consequent intervention, the use of restraints is considered for its potential reinforcing, punishing, and motivational effects over time and this consideration is applied to a functional analysis of the behavior of trained staff and consumers.

The use of physical restraint in educational and treatment settings has come under significant scrutiny in the past year, forcing administrators to review and possibly work towards changes in organizational policy and practices. Effecting change in restraint practices at schools, institutions, and other settings typically involves primarily, if not solely, focusing on staff training sessions in the topics of regulations, rights, and, perhaps, de-escalation. Unfortunately, restraint practices in these types of settings are often part of and supported by the larger culture and history of an organization—and, as may be inadvertently supported through various administrative conventions, peer reinforcement contingencies, and training practices, to name a few.

However, much like other attempts to change organizational practices and direction, effecting a change in restraint practices of an organization must influence and be influenced by many levels of the organization. The current presentation outlines the critical elements of a system-wide restraint prevention program utilizing organizational behavior management OBM principles and strategies including obtaining organizational commitment, establishing valid and practical data collection, comprehensive training, and system-wide interventions.

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We examined a series of motivating operations MOs and the direct effects that an establishing operation EO and abolishing operation AO may have on a discriminative stimulus. Two participants with developmental disabilities participated. In Phase 1, a preference assessment was conducted. Discrimination was trained under two conditions, a SD and b S?. Target behavior was reinforced on a fixed ratio 1 FR-1 schedule.

Results indicated that in the context of extinction when pre-session EO and AO conditions were manipulated responding not only differentiated but was higher in both SD and S? Bruner Universidad Nacional Autonoma de Mexico. When a previously neutral stimulus immediately precedes a period of access to food rats eat more food than when the access is not accompanied by the stimulus. Given that the contiguity between the stimulus and the food-access period seems to be the important variable, in this study we asked how much can the stimulus-access interval be lengthened until the effect disappears.

During the baseline the periods of access to food were presented alone, without stimuli. During subsequent conditions the 5-minute stimulus preceded each access by either 5, 10, 20, 40, 80 or minutes. When the stimulus was presented in contiguity to the food access i. Lengthening the stimulus-access resulted in gradual decreases in food intake, including decreases below the baseline. Decreases in food intake caused by conditioning procedures had not been reported previously but seem related to the effects of long "trace" delays, described before by Pavlov.

It is frequently assumed that children with autism spectrum disorders ASD have issues with time, and organization. Interventions often include temporal structure with visual support. However, it has not been explicitly assessed. Temporal regulation is measured with reinforcement programs such as differential reinforcement of low rates DRL. In this schedule, a response is reinforced only if it follows the preceding response by a minimal specified interval, otherwise the counter resets. The temporal regulation is therefore required. To space their responses, children usually emit collateral behaviors CB; e.

Moreover, in typical children, language and cognitive development are linked to temporal regulation. CBs are measured in frequency and duration. Receptive language and cognitive development are also assessed. Preliminary results show important individual differences and no age effect in both groups. The CBs evolve during the experimentation, and most of the children, regardless of age, emit more gross motor behavior at the end of the DRL20s condition.

These behaviors seem to be linked to a better temporal regulation than verbal and fine motor behaviors. These results, inconsistent with the literature, will be discussed. The chronic mild stress model CMS exposes rats to 14 supposedly mild and stressing stimuli. Stimulation is alternated for6—10 weeks so at least one stimulus is present at all times, in order to create a chronic discomfort in the animal. The CMS model was used in the present study to investigate the influence of chronic stress on rat's reproductive function and on offspring's pulmonary response asthma experimental model.

The effects of CMS were evaluated on the following reproductive phases: Results showed a estrus suppression; b suppression of typical copula behaviors; c spontaneous abortions; d infanticide offspring total or partial elimination and mother abandonment; e offspring hyper-reactivity to pulmonary mechanical evaluation. Impulsivity, Variability and Acquisition of Behavior: Rapid Acquisition in Concurrent Chains: Efectos de metilfenidato en la sensibilidad a la cantidad de reforzador].

Pitts University of North Carolina Wilmington. Impulsive behavior can be characterized as choosing a smaller sooner reinforcer SSR over a larger later reinforcer LLR. Methylphenidate Ritalin has been shown to decrease choices of the SSR over baseline levels in rats and humans. Two possible mechanisms of the decrease in impulsive behavior is a decrease in sensitivity to reinforcement delay or an increase in sensitivity to reinforcement amount magnitude.

In the present experiment, the latter was investigated. Four pigeons responded in a concurrent-chains procedure in which responding in the initial link produced terminal-link stimuli; responding in the terminal-link produced either 2 small or 4 large presentations of milo grain. The side key that produced the small or large reinforcer varied unpredictably from session to session. Thus, the pigeons had to learn which side paid off more. After several months on the baseline procedure, all pigeons learned to track the reinforcer ratio in effect for that day; that is, response ratios approximated the reinforcer ratios in effect.

For 3 of the pigeons tested so far, an intermediate dose of methylphenidate decreased sensitivity to reinforcement amount. Efectos de metilfenidato en la sensibilidad a la demora del reforzador]. Hughes University of North Carolina Wilmington. Four pigeons responded under a rapid-acquisition, concurrent-chains procedure in which the initial choice link consisted of concurrent VI 10 s schedules.

The position of the terminal link schedules FI 8 s and FI 4 s and, hence, the delay to reinforcement associated with each option, varied across sessions according to a step pseudo-random binary sequence PRBS. After several cycles through the PRBS, response ratios tracked the immediacy ratios across sessions; preference for the option associated with the shorter delay was acquired rapidly within each session.

These effects usually occurred without substantial changes in overall response output or bias.

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These findings suggest that a reduction in sensitivity to delay may be a potential behavioral mechanism of action of stimulants such as methylphenidate and this mechanism may help account for effects of these drugs on "impulsive" behavior. Choice under variability contingencies is affected by the required degree of behavioral variation.

The present study investigated whether such choices are also affected by response cost. The task was to move a square from the top to the bottom of a pyramid. This task could be accomplished by means of several paths Vary Group or of a unique path Repeat Group. College students had to choose between two alternatives: This result indicates that under vary contingencies, choices for low-cost responding prevails whereas under repeat contingencies, the cost of responding seems to be of no relevance, thus suggesting that response cost may interact with response variation in determining choice.

Behavioral Strategies for Classroom and Clinic: Great steps have been made over the past decade in developing effective intervention and prevention programs for children who are experiencing or at risk for display behavioral problems, these advances are evident for most childhood disorders. However, much work remains to be done, particularly with respect to developing coordinated services and supports that can be effectively across a variety of real-life settings to those children who most need them.

Therefore, in this symposium are presented, analyzed and discussed a series of studies that illustrate a range of strategies derived from behavioral analysis for evaluation and treatment of child behavior problems in clinic and school. The Instructions as Mediator in Mother's Responsiveness in Dyads With Behavioral Problems [Las instrucciones como mediadoras de la reactividad de las madres en diadas con problemas conductuales].

The mothers and children that participated in this study came from a total of 30 dyads: The ages of the children oscillated among the 4 to 9 years, with an age 6. Results showed that mothers were less responsive and more inclined to don't give instructions. The children were less compliant with don't instructions than do and mothers' responsiveness scores were positively correlated with their use of do instructions.

There was evidence that use of these instructions mediated the high correlation between mothers' responsiveness and their children's compliance. Thus, it would make sense to argue that a mother's choice of directives will mediate or "carry" the impact of her responsiveness on her child's readiness to comply. The objective of this study was to evaluate the fit of mother social approach on aversive and prosocial child's behavior in ten mother-child dyads.

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The children's ages ranged between 4 and 9 years old and mother's ages between 24 and All children were referred to the Center for Psychological Services of the National University of Mexico for behavior problems. The dyads were observed in three sessions of 30 minutes each one during the course of an academic task. To evaluate the fit of mother social approach on a child's behavior, three propositions derived from the law of relative effect were tested: The results indicate that most of the interactions tend to the sub-matching of child behavior on maternal social approach and the generalized matching describes better the fit between behaviors.

The findings are discussed within the context of social interactions in which both, the mother and the child behavior are adjusted according to the reinforcing proportions of each one of them to account on the problem of child behavior. For the study of behavior problems in schools has been deemed relevant to gather information in the group context, such as: And find out the background and references to previous teachers can bring about their students. As the objective of this study was to identify the problem behaviors that present primary school students. For which 12 teachers were interviewed, sociometric test was applied to a total of students and carried out observations in the classroom of 16 students of varying degrees through the Code for Instructional Structure and Student Academic Response CISSAR , the results show the identification of a total of 14 students with behavioral problems, as well as variables associated with teachers and peers.

A common complaint of teachers is to manage behavioral problems in their classrooms, as they interfere with the acquisition and development of children's basic skills and sometimes their partners, as well as in achieving educational goals. For their study is required to conduct an ecological assessment, to understand the behavior of the teacher, student and classroom factors are influenced each other. Therefore the aim of this study was to carry out the observation of 18 children in first through sixth grade of primary education were reported by their teachers and fellow students with behavior problems.

It was used the Code for Instructional Structure and Student Academic Response CISSAR which allows you to collect information on variables related to the teacher's behavior and focus the child's behavior and classroom ecological variables such as task and group structure. The results indicate a close relationship between teacher behavior and student response. It features a higher prevalence of verbal behavior; however observed negative behaviors that could be associated with the bullying. Symposium 18 CE Offered: We will try to provide an analysis of the introduction of the evidence-based instructional model to classrooms in Italy and Bosnia and Herzegovina, and focus on the procedures that have been identified as crucial, foundational requirements for the success of a learner in an inclusive setting.

We will provide data on the protocols for inducing important verbal capabilities, such as Naming and Observational Learning, in the classroom settings. Also, we will discuss the significance of these data in terms of advancement of behavior analysis and scientific pedagogy across Europe. In 2 years, we applied CABAS for 10 preschoolers who did not have the prerequisites to be included in regular education classrooms and measured the impact of the implementation of a scientific model for education as students, parents and teachers outcomes.

The experience raised controversial questions about the social politics of the country and produced opposite reactions: The teaching performance was measured based on 5 repertoires identified as the features of the best expertise in education Greer, ; Heward, Data suggested that training teachers in a comprehensive ABA environment tremendously improved teachers performance and that CABAS was the most efficient training system compared with regular education and ABA-based general training.

We will discuss the significance of these data in terms of advancement of behavior analysis and scientific pedagogy. CABAS today serves students with and without disabilities and continues to promote high standards of educational practices and overall scientific approach to teaching in USA, England, Italy, Bosnia and Herzegovina, and Spain. It is a comprehensive system of teaching as science, that produces hundreds of experiments each year, disseminates the findings and applies the same across all classrooms it serves across the world.

These science driven educational "best practices" are employed every day across general and special education CABAS classrooms to teach students ranging form pre-listeners through readers, writers, and self-editors levels of verbal behavior. The CABAS model provided a modern, effective, evidence-based, and research-driven opportunity to help children in Sarajevo, capital of Bosnia and Herzegovina, and provided the evidence based pedagogy as a systematic solution to the education crisis in BiH.

Keller School, and other CABAS schools around the world, was started in and the first data suggest the Bosnian classrooms can successfully replicate the American outcomes. This paper will present effective strategies for teaching language functions to preschool and school aged students with and without developmental delays.

Recent research suggests two components in the acquisition of Naming as a verbal developmental cusp— the bidirectional component that allows children to be taught the listener component directly resulting in the emergence of the speaker and occasionally vice-versa , and the component that also allows children to learn new words for things as listener and speaker without any direct instruction the source for the explosion in language in young children.

I will present several papers including results from the implementation of protocols to induce Naming with 3-dimentional objects with 2 and 3-year olds, as well as induction of bi-directional and full Naming with preschoolers. The purpose of this study was to test the effects of a peer-yoked contingency game on the acquisition of observational learning, Naming, and spontaneous speech in children ages 6 to 8 year old with diagnoses of Autism Spectrum Disorder and other developmental delays.

Six students, 3 males and 3 female, served as the participants for this study. None of the students were able to learn through group instruction due to missing verbal capabilities, but due to the nature of their classrooms and the schools' curriculum the use of known protocols while working 1: Through a delayed, multiple baseline design, we sought to demonstrate the effects of a combination of protocols on the acquisition of 3 missing verbal capabilities: The results demonstrate the peer-yoked game board with an MEI component was effective at increasing Observational Learning, Naming and spontaneous speech capabilities in all 6 participants.

Behavior analysis needs to search beyond its current horizons where there may be even more light—certainly more enlightenment. Symposium 4 CE Offered: Many high-functioning children with autism possess near normal cognitive and language abilities but lack the skills necessary for successful social interactions. This symposium begins by briefly reviewing the empirically-based literature on teaching social skills to high-functioning children with autism and discussing the importance of designing social skills interventions that consider the specific needs and abilities of these children.

Then three studies examining interventions designed to teach high-functioning children with autism specific skills necessary to participate in social exchanges with peers. The first study used video modeling to teach high-functioning children with autism reciprocal conversation through humorous exchanges.

The second study utilized advances in technology to teach children with high-functioning autism persistence in social initiations for play bids. The findings will be discussed in terms of their contribution to the literature and implications for future research. Many high-functioning children with autism are of normal intelligence and language abilities but fail to develop age-appropriate social skills. These deficient social skills have negative implications for their social, emotional, and classroom development.

The social deficiencies of high-functioning children with autism are of particular issue because of their inclusion with typically developing peers who are more aware of these deficits. Although there is an extensive body of literature addressing the effectiveness of social skills intervention programs for children with autism in general, much less research examines social skills interventions designed specifically for high-functioning children with autism.

The current presentation draws upon recent literature to discuss the importance of identifying the specific needs and abilities of this segment of the autism population. Charlop Claremont McKenna College. Common social skills interventions that focus on simple initiations and responses are well-researched and relatively easy to teach, but offer limited learning opportunities.

Little research is available on this subject. Joke-telling is a promising form of conversational dialogue that keeps the attention of a typical peer, is naturally reinforcing to both conversational partners, and increases the likeability of the person telling the joke. Humorous exchanges also enhance physical, cognitive, language and psychosocial skill attainment and promote experience-sharing relationships Franzini, ; Robinson, This study investigated the effects of teaching child-initiated social skills in the form of joke-telling using video modeling on social behavior and appropriate speech for children with autism.

Preliminary results indicate that the intervention successfully taught children to engage in joke-telling with peers. Further results will discuss generalization and ecologically valid social skill to children with autism. Social interventions that incorporate technology are the new wave of the future for children with autism because they take advantage of the inherent visual strengths of these children, are motivating, and are socially acceptable among neurotypical peers.

Interventions that incorporate technology are also becoming progressively more popular because they are economical, portable, and require minimal instruction to operate. In the present study, a portable video modeling technology PVMI was used to teach persistence in social initiations when making bids to others to play. Two hypotheses were tested. First, it was hypothesized that children with autism would effectively learn persistence in social initiations with typical peers by using a portable video modeling technology.

Second, persistence in social initiations was hypothesized to generalize and be maintained across people, settings, and skills. Results indicated that high-functioning children with autism could learn persistence in social initiations through the PVMI. All three children also continued to engage in the target behavior 1 month after the PVMI and generalized the target behavior to at least one untrained setting. Potential implications are discussed in terms of the future of portable video modeling interventions for children with autism. Children diagnosed with autism tend to have much difficulty engaging in age-appropriate play with peers.

During baseline, the participating children demonstrated low levels of group play. Treatment was composed of two phases. In athletic skills training, the children participated in sessions designed to teach them a sequence of progressively advanced athletic skills required to play the targeted games. During rules training, the children were instructed on and prompted to follow the rules of the targeted games.

All of the children successfully mastered the athletic skills targeted for each game. Mastering the targeted athletic skills and rules training effectively increased the group play of children diagnosed with autism. Further, higher levels of group play were accompanied by increased speech.

Although the children continued to demonstrate increased group play 10 to 12 weeks post intervention, the increased group play did not generalize to school recesses with neurotypical peers. Symposium 5 CE Offered: Many children with autism do not share and spontaneously seek enjoyment, interests, or achievements with other people. This skills, typically referred to as joint attention, are often seen in children of typical development at approximately nine months of age.

Joint attention skills play a fundamental role in language and social development. Although, many studies have assessed joint attention skills, only a few researchers have investigated teaching procedures. In the current study, a concurrent multiple baseline design with a multiple probe across four participants with autism was used to evaluate the use of prompting, reinforcement, and script fading procedures on the acquisition of a generalized repertoire of joint attention skills.

Forty-eight stimuli from four different experimenter-defined categories were used to increase generalization of joint attention skills from trained stimuli to novel stimuli. Bids for joint attention systematically increased in the presence of both training and novel stimuli and settings for all four participants. Reeve Caldwell College , Kevin J. Reeve Caldwell College , Kenneth F. Brothers Somerset Hills Learning Institute. Interventions that teach spontaneous language are crucial for the social development of children with autism.

Script fading procedures have been shown to be effective for teaching children with autism to initiate and participate in social interactions without verbal prompts from adults. Previous script and script fading research was not effective in teaching a generalized repertoire of verbal interactions with stimuli in the natural environment. In this study, four boys with autism were taught to initiate a conversation in the presence of a toy through the use of a script and script fading procedure with multiple exemplar training.

Six training categories of toys were also used to increase the likelihood of generalization of verbal interactions across novel toys. A multiple-baseline with a multiple probe across-subjects design was used to assess the successes of this procedure to increase spontaneous, novel language. Script and script fading procedures along with multiple-exemplar training were demonstrated to be a successful technique for teaching individuals with autism to initiate and sustain verbal interactions under the control of stimuli present in the environment, as opposed to teacher-controlled stimuli.

Additional research pertaining to the specific implementation of these procedures e. An alternating-treatments design with initial baseline was used to compare the effect of two locations of auditory scripts relative to target discriminative stimuli on acquisition and maintenance of verbal initiations of interactions. Button-activated recording devices used to play scripts were placed either on target stimuli or held out of view directly behind the participants.

After devices were faded, performance was more robust for two participants in the device-visible condition, for another participant more robust in the device-not-visible condition, and no difference was observed for the remaining participant. The results indicate that fading an auditory script played out of view of a child may be equally as effective for establishing stimulus control by target items as fading an auditory script initially attached to items.

Many evidences of successful treatments for children with autism have been demonstrated based on the Applied Behavior Analysis ABA methodology. More cases, however, are necessary in order to increase the impact in society. We present the evolution of a child with autism during one year of intervention in several verbal operants. Other study showed how to increase the mand repertoire in a natural setting. Other study demonstrated how the number of pure spontaneous tacts can be increased with a simple intervention by the teachers.

The final study showed how the complex verbal behaviors involved in Visual Perspective Tacking can be induced in a child with autism though careful procedures. The three procedures shown in the last three presentations demonstrate that traditional ABA treatments can be improved by using the last findings from the experimental analysis of verbal behavior. The purpose of this study was to increase the lunch-time mand repertoire of three classrooms of children in a special needs school.

The special needs school is located in a large metropolitan area and it serves children from three to 14 years of age. We selected three classrooms with six students, six teachers and one head teacher. The students in all three classroom had demonstrated the ability to emit some mands and tacts.

We used a multiple baseline experimental design to evaluate the effectiveness of the procedure. The procedure consisted of teaching the instructors to provide conditions where establishing operations were created artificially during lunch time to elicit mands in the children e. The dependent variable was the total number of mands emitted in each classroom. The results indicated that the procedure was effective at increasing a Mand repertoire in all children. There were maintenance effects in the behavior of both instructors and children.

The present investigation is an overview on the development of verbal behaviour of a three-and-a-half-year-old girl with autism, Sara, during 5 months of intervention, in three language skills: The results show the progress in the three programs starting with word selections by discrimination, which appears to be the base to other spontaneous speech to emerge.

So far Sara is able to select 96 objects by hearing its name, can emit 10 mands and 14 tacts, and this number is growing every day, making the verbal repertoire of Sara near of the one of a two-year old child with a typical verbal development. Level 1 of visual perspective taking VPT consists of making correct verbal inferences about the visual perception of oneself and other person, when both are seeing different things at the same time. We have identified three prerequisites to show Level 1 of VPT in typically developing children: The goal of this study was to analyze the Level 1 of VPT and these prerequisites in a child with autism.

First, the child was evaluated in a probe of Level 1 of VPT and in 7 possible prerequisites. The child had acquired the skills of following the gaze and responding to questions that include the personal pronouns, but he did not acquire the Level 1 of VPT and the discrimination between what oneself and other person can or cannot see.

Then, he was taught this type of discrimination and probed again in the Level 1 of VPT and he showed the emergence of this skill. This result replicated the obtained in typically developing children. The effects of tacts emitted by an adult on a childs rate of pure tacts were examined. Three children with autism were exposed to 2 different conditions in 4 different settings. In Condition 1, the children received 20 trials of teacher-initiated interactions in which the child was asked the name of 20 objects during 5 minutes.

Condition 2 was identical to Condition 1 with the addition that the teacher named 20 objects interspersed with the 20 trials. The number of tacts emitted by the children was recorded in both conditions. Children emitted between 1. These results indicate that teachers emission of pure tacts increased the emission of pure tacts in children with autism. The present symposium gathers three experimental studies in the area of decision making based on choice paradigm. The first study analyzes generosity and altruism in children. Children, through the sharing game, make decisions on how to distribute resources to other children, and variables such as gender was investigated.

The second study presents data on consumers behaviors regarding more and less dense schedule components. A third study presents data on risky choices. An alternative offered the possibility to maintain the amount received at the beginning of the experiment, and another provided the opportunity to invest money, opting for a situation in which could have a profit or loss, both allocated at the same time in the same alternative.

The questions were presented to 38 adults of both genders in a paper and pencil format, and the experimental setup in a room at the local university. The results revealed two profiles of investors. The Conservatives invested when the chances of winning are high in relation to losses; and the aggressive ones, who invested even when the chances of winning were equal to losses.

Thus, variables such as probability of gain and loss proved to be decisive in the process of selecting participants. The analysis of consumer behavior is concerned with the distribution of behavior among alternative sources of reinforcement. When several alternatives are available, one alternative may be chosen more frequently than others.

We have employed two experiments with simulated online purchase situations. In both experiments, the participants were engaged in buying music albums online. They were given a virtually mp3 player and could buy music from two web shops, a green or a purple web shop, respectively. Different combinations of VI schedules were arranged for buying from two web shops. In Experiment 1, we employed different conditions with concurrent schedules i. The results showed that 4 of 10 participants had more responses on the more dense than the sparse schedule component.

Four of 10 participants did not show any preference among the schedule components, while two of 10 participants showed more preference for the sparse than the dense component. The results in Experiment 2 showed that 3 of 5 participants responded more on the dense component than on sparse component of the concurrent schedule. Two of 5 showed the opposite response pattern.

The Sharing Game With Children: Economic games are useful tools for decision-making studies and aim to analyze how participants allocate resources. In a within-subjects design, two experiments were conducted involving repeated-trials over ten opportunities in which 17 male and female preschool children made choices to distribute resources golden coins shown on a paper sheet between themselves and an unseen, passive other, either optimally but non-competitively, equally but non-optimally, or least optimally but competitively and in an altruistic manner. It should be clear from the point of view of maximizing money that participants should always choose the option that gives them more money.

The questions were presented in a paper and pen format and the experimental sessions run in a room at a public preschool. The results showed variability in the distribution of resources and a high percentage of non-optimal choice presented by the participants Figure 1 which might have been due to lack of understanding of the task instructions. The results also showed some gender differences, girls consistently behaved more optimally in a strictly economic sense than boys and boys made more altruistic choices than girls. Research controlling for instruction clarity, size of the resource and nature of the items should follow up.

Economic games are useful tools for the study of decision-making and aim to analyze how participants allocate their resources. There are situations whose outcomes are both unknown and uncertain and are affected by contextual variables. A behavioral game-like experimental model can be used to assess these variables.

An alternative offered the possibility to maintain the amount received, and another provided the opportunity to invest money, opting for a situation in which could have a profit or loss, both allocated at the same time in the same alternative. El entrenamiento incrementa la seguridad]. Embry-Riddle Aeronautical University Accidents will occur as long as people are flying; it is inevitable.

Human error will happen in various situations, while carelessness and neglect can cause repetitive error, however, it is not the only reason accidents are occurring. The problem is that the lack of mandatory pilot proficiency programs for General Aviation pilots may prohibit the improvement of the General Aviation accident rate.

The research method being used includes a quantitative analysis. The population surveyed includes all the levels of pilots from three local unnamed Fixed Base Operations, in Washington State. It was hypothesized that the pilots believe that proficiency classes that emphasize decision making techniques that include a behavioral safe checklist decreases the number of accidents compared to the overall number of accidents in general aviation, ultimately increasing safety behavior in General Aviation.

This study found that of the pilots surveyed, most believe that more training can help increase safety for General Aviation. Even though there are current programs that encourage increased training and offer informational proficiency programs, they are still voluntary programs. It was recommended that instruction including safe decision-making technqiues should be evaluated. Marketing Behavior Analysis is a matter of adopting the principles of behavior to the dissemination of ABA in many fields. First of all, we would start from the users and stakeholders point of view.

Nevertheless, most behavior Analysts, even if prominent, seem seldom concerned about this issue. European Universities, mainly in continental Europe, shape their people behavior in order to promote individual growth, rather than ABA development as a whole. This seems to be the reason why so many congresses are attended mostly by academicians who speak, rather than by professionals or potential users who listen.

After 40 years of so many initial failures and some final astonishing success, the Italian Chapter of ABAI, AARBA, presents a complete "how to do" plan and step by step process to get wider dissemination and ABA-apostles building both in institutional, social and work environment. Examples and rules to be followed will be provided and even a troubleshooting guide will be presented, by an OBM perspective. Symposium 10 CE Offered: Issues in the Training of Paraprofessionals: Utilizing an Evidence-Based Approach [Cuestiones en el entrenamiento de paraprofesionales: Given the vast number of students currently being served within Special Education programs diagnosed with Autism, direct educational services for these children must be provided by classroom assistants rather than licensed Special Education Teachers or Board Certified Behavior Analysts.

Unfortunately, many school districts utilize individuals in these positions who have little or no formal training or experience in this role or with this population, or provide inconsistent training experiences that have no external validity. This symposium will discuss the advantages of a standardized training program that meets the federal regulations and allows students to receive appropriate educational services.

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This presentation will describe the results of a Social Validity survey completed to investigate the utility of creating a standardized certificate program for ABA classroom teaching assistants. The results support such an effort. The presentation will further review the application of these results, with the goal of increasing the quality of educational services provided to students in public schools and reducing the costs to taxpayers for placements in private programs.

Personalized System of Instruction: Meeting the needs of adult learners, typically working full-time at the same time they are functioning as students presents a series of demands on instructors to utilize empirically based approaches that are compatible to these unique pressures. Personalized System of Instruction PSI , often know as the Keller Plan is one option that is both research based and meets many of the adult learner needs.

The presentation will cover the history and research behind this unique educational approach, and will describe how such approach can be adopted to the education of Paraprofessional employees working in school and human service organizations. This presentation will review the potential research questions to be answered in the validation of an evidence based certificate program used to train classroom aides in the use of ABA teaching approaches. Previous research on the subject, including a review of the PSI research literature will be covered, with a focus on potential future directions.

The goal of the presentation will be to establish minimal standards for the field in the identification of a program that ensures competency on the part of its' graduates. Most parenting capacity assessments PCAs assume an inherent ability to parent. When a parent presents with a history of learning problems e. PCAs for these parents usually involve intelligence and personality tests to gather evidence of parental incompetence.

However, there is little evidence that such tests predict parenting abilities. Recently, Feldman and Aunos presented an alternative, empirically-supported PCA model based on a contextual view of parenting that is consistent with behavior analytic principles. This model identifies potential motivating and inhibiting variables that may support or impede successful parenting, which is defined based on direct observation of parenting skills.

Such variables include the parents learning history, parental mental health, ongoing stigmatization and discrimination, poverty and social support.

The presentation will include a description of the important steps of a contextually-based PCA, including the use of validated observational checklists to measure parenting skills. The presenter will show how the PCA recommendations can be used to develop family support plans and interventions to decrease the risk of child maltreatment. Calibration and Interobserver Agreement: Mudford University of Auckland , Jason R. The advent of laptops and hand held computers have meant that more researchers and clinicians are using continuous computerised recording to measure the socially significant behaviours of interest.

However, there is no evidence to suggest that this move away from pen and paper to electronic technology is providing more accurate and precise data. This presentation will discuss the outcome of using interobserver agreement and calibration to assess the quality of data produced via three different data-recording systems laptop, handheld computer, events within intervals using pen and paper.

The implications for measurement system quality will be discussed. In order to accomplish a productive dialogue between these two sciences, a brief presentation of Criminology was necessary. Due to the extent of the object of study of this science, only the part that deals with criminal politics was selected, specifically the application of a socio-educational measure in an educational center. For this purpose, a specific educational center of freedom deprivation was analyzed and its goals, staff and operation were described. A speculative analysis of the implementation of this measure of freedom deprivation in this delimitated context was produced.

For this analysis, visits to the institution and interviews with the staff and the adolescents that were experiencing the measure were made. After this analysis, we listed the contributions that Behavior Analysis could make to Criminology by the adoption of intervention strategies towards a more effective implementation of this measure concerning the achievement of their goals — the reinsertion of the adolescent in his social context and the prevention from reoccurrence of the infraction, for example. Questions concerning the limitations of this measure as it is applied in this specific educational center were raised.

Historical and conceptual analyses of the research strategies known as the single-case methods SCMs will be presented. I will argue that the origins of SCMs go back to the ideas of authors who recognized the importance of understanding both the generality and individuality of psychological functioning. Specifically, I will describe how this attitude is evident in the incipient forms of SCMs that appeared during the early days of experimental psychology.

I will conclude this part discussing how the relevance of SCMs in behavioural research is explained by the coherence between certain behaviouristic assumptions and the characteristics of these methods. The second part of the presentation will have a contemporary emphasis. Despite the importance of SCMs for BA and other disciplines, they are currently not widely used in psychology; moreover, they have been neglected as an alternative to the mainstream but controverted null hypothesis testing methods NHST. I will finish with a discussion about some of the possible reasons SCMs have been neglected.

Behavioral Systems Science for Nonviolent Struggle [Ciencia de sistemas conductuales a favor de la no violencia]. Editor of the scientific journal Behavior and Social Issues, Dr. Behavioral Strategies for Change American Psychological Association , and over 80 other publications. Since the mids, Dr. Mattaini has focused his research and practice on behavioral systems science for violence prevention with youth, constructing cultures of respect in organizations and communities, and effective nonviolent social action.

He also recently provided consultation to the National Police and community organizations working to develop more effective ways to work with criminal youth gangs in Medellin, Colombia. He is currently completing a book, tentatively entitled Strategic Nonviolent Power: The Science of Satyagraha, analyzing the potential contributions of the science of behavior to nonviolent social action supporting justice and human rights.

Mohandas Gandhi often indicated that nonviolence was "a science," and he apparently meant this literally, but very little actual scientific work—almost none from a natural science perspective—has been done. In this paper, the author will outline and apply principles of behavioral systems science, an emerging data-based approach to understanding the dynamics of complex cultural systems, to the practice of effective nonviolent struggle. Behavioral systems science, which at its most sophisticated integrates autopoietic processes of internal self-organization with environmental selection, has the potential to contribute to social justice, human rights, and sustainability in ways that more mechanistic allopoietic cultural analytic approaches do not.

It is widely accepted that strategic analysis and planning can optimize campaigns of nonviolent action and resistance, while lack of such analysis increases risks of failure and casualties. This presentation will analyze four major classes of strategic nonviolent action from a functional perspective, identifying the basic behavioral and behavioral systems dynamics involved with each, illustrating those dynamics with historical and contemporary cases. The four major classes explored here, in part adapted from work by Gene Sharp, are: Principles of behavioral systems science offer direction for real world experimentation, clearly an essential next step although a challenging one to initiate.

This presentation will also highlight important ethical questions that must be considered in bringing behavioral systems science to nonviolent struggle. Given the enormous human costs of violent strategies of resistance, insurgency and rebellion, and their poor record of sustainable success, the rigorous exploration of alternatives is a critically important direction for applied cultural analysis.

Symposium 13 CE Offered: How Effective Are We? Modeling longitudinal data of EIBI for autism in search of reliable predictors. Longitudinal models allow identifying outcome predictors and factors of individual variation, which may in turn help to optimize intervention resources. Predictors of reliable change in IQ and ABC scores following early intervention for children with autism. Sigmund Eldevik, Richard Hastings, J.

Which children will benefit from early intervention? Lars Klintwall, Svein Eikeseth Abstract: A consistent finding in outcome studies is a large individual variation in response to treatment: Apart from variation in therapy quality, some of these differences are likely due to child characteristics. Putative predictors such as age, IQ-scores, diagnosis and reinforcer repertoires are reviewed. Some implications for treatment emphasis are suggested.

Long-term maintenance of EIBI effects. EIBI outcome research shows convincing effects at the end of treatment, but there is surprisingly little high-quality evidence that cognitive and behavioural changes are sustained following treatment termination. Few studies have explored the effects of EIBI longitudinally. Remington's presentation reports a 2-year follow-up of a controlled intervention study, the results of which raise critical questions regarding the long-term maintenance of immediate EIBI outcomes.

Symposium 14 CE Offered: Restraint Practices and Prevention: The use of restraint as an has come under increasing legal, regulatory, legislative, media, consumer, and activist scrutiny in recent years. Restraint—used either as a planned procedure or as an emergency intervention to briefly suppress dangerous behavior—has for decades generally been considered to be highly restrictive and therefore to be avoided in most circumstances, current focus on the dangers and potential abuses of restraint have made it particularly critical to take active steps to prevent the need for restraint whenever it is reasonably possible to do so.

Hanley, David Lennox, Mary M. Riordan, and Scott Spreat. Members of the task force independently reviewed the scientific literature concerning Restraint and Seclusion and agreed unanimously to the content of the statement. The Executive Council accepted the statement and it was subsequently approved by a two-thirds majority vote of the general membership. The position statement now constitutes official ABAI policy. Although the use of physical restraint is generally acknowledged as an occasionally necessary intervention for very dangerous behaviors, it is infrequently examined as a class of behaviors in itself.

The speaker discusses various potential antecedent and consequent effects related to the use of restraint. The various stimuli associated with the use of restraints and their potential evocative and abolishing effects are also discussed. The antecedent, consequent, and motivational effects are examined both in terms of the restrainers and the person being restrained. The importance of tracking trends not only in the target behaviors of consumers, but also for the trends in restraint use across individual staff and individual consumers is discussed.

The importance of the use of these data, along with other behavior assessment tools, to obtain functional relation data on behaviors associated with restraint is then discussed. Although not typically meant as a consequent intervention, the use of restraints is considered for its potential reinforcing, punishing, and motivational effects over time and this consideration is applied to a functional analysis of the behavior of trained staff and consumers. The use of physical restraint in educational and treatment settings has come under significant scrutiny in the past year, forcing administrators to review and possibly work towards changes in organizational policy and practices.

Effecting change in restraint practices at schools, institutions, and other settings typically involves primarily, if not solely, focusing on staff training sessions in the topics of regulations, rights, and, perhaps, de-escalation. Unfortunately, restraint practices in these types of settings are often part of and supported by the larger culture and history of an organization—and, as may be inadvertently supported through various administrative conventions, peer reinforcement contingencies, and training practices, to name a few.

However, much like other attempts to change organizational practices and direction, effecting a change in restraint practices of an organization must influence and be influenced by many levels of the organization. The current presentation outlines the critical elements of a system-wide restraint prevention program utilizing organizational behavior management OBM principles and strategies including obtaining organizational commitment, establishing valid and practical data collection, comprehensive training, and system-wide interventions.

We examined a series of motivating operations MOs and the direct effects that an establishing operation EO and abolishing operation AO may have on a discriminative stimulus. Two participants with developmental disabilities participated. In Phase 1, a preference assessment was conducted. Discrimination was trained under two conditions, a SD and b S?. Target behavior was reinforced on a fixed ratio 1 FR-1 schedule. Results indicated that in the context of extinction when pre-session EO and AO conditions were manipulated responding not only differentiated but was higher in both SD and S?

Bruner Universidad Nacional Autonoma de Mexico. When a previously neutral stimulus immediately precedes a period of access to food rats eat more food than when the access is not accompanied by the stimulus. Given that the contiguity between the stimulus and the food-access period seems to be the important variable, in this study we asked how much can the stimulus-access interval be lengthened until the effect disappears.

During the baseline the periods of access to food were presented alone, without stimuli. During subsequent conditions the 5-minute stimulus preceded each access by either 5, 10, 20, 40, 80 or minutes. When the stimulus was presented in contiguity to the food access i. Lengthening the stimulus-access resulted in gradual decreases in food intake, including decreases below the baseline.

Decreases in food intake caused by conditioning procedures had not been reported previously but seem related to the effects of long "trace" delays, described before by Pavlov.

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It is frequently assumed that children with autism spectrum disorders ASD have issues with time, and organization. Interventions often include temporal structure with visual support. However, it has not been explicitly assessed. Temporal regulation is measured with reinforcement programs such as differential reinforcement of low rates DRL. In this schedule, a response is reinforced only if it follows the preceding response by a minimal specified interval, otherwise the counter resets.

The temporal regulation is therefore required. To space their responses, children usually emit collateral behaviors CB; e. Moreover, in typical children, language and cognitive development are linked to temporal regulation. CBs are measured in frequency and duration. Receptive language and cognitive development are also assessed.

Preliminary results show important individual differences and no age effect in both groups. The CBs evolve during the experimentation, and most of the children, regardless of age, emit more gross motor behavior at the end of the DRL20s condition. These behaviors seem to be linked to a better temporal regulation than verbal and fine motor behaviors. These results, inconsistent with the literature, will be discussed. The chronic mild stress model CMS exposes rats to 14 supposedly mild and stressing stimuli.

Stimulation is alternated for6—10 weeks so at least one stimulus is present at all times, in order to create a chronic discomfort in the animal. The CMS model was used in the present study to investigate the influence of chronic stress on rat's reproductive function and on offspring's pulmonary response asthma experimental model. The effects of CMS were evaluated on the following reproductive phases: Results showed a estrus suppression; b suppression of typical copula behaviors; c spontaneous abortions; d infanticide offspring total or partial elimination and mother abandonment; e offspring hyper-reactivity to pulmonary mechanical evaluation.

Impulsivity, Variability and Acquisition of Behavior: Rapid Acquisition in Concurrent Chains: Efectos de metilfenidato en la sensibilidad a la cantidad de reforzador]. Pitts University of North Carolina Wilmington. Impulsive behavior can be characterized as choosing a smaller sooner reinforcer SSR over a larger later reinforcer LLR. Methylphenidate Ritalin has been shown to decrease choices of the SSR over baseline levels in rats and humans.

Two possible mechanisms of the decrease in impulsive behavior is a decrease in sensitivity to reinforcement delay or an increase in sensitivity to reinforcement amount magnitude. In the present experiment, the latter was investigated. Four pigeons responded in a concurrent-chains procedure in which responding in the initial link produced terminal-link stimuli; responding in the terminal-link produced either 2 small or 4 large presentations of milo grain. The side key that produced the small or large reinforcer varied unpredictably from session to session. Thus, the pigeons had to learn which side paid off more.

After several months on the baseline procedure, all pigeons learned to track the reinforcer ratio in effect for that day; that is, response ratios approximated the reinforcer ratios in effect. For 3 of the pigeons tested so far, an intermediate dose of methylphenidate decreased sensitivity to reinforcement amount. Efectos de metilfenidato en la sensibilidad a la demora del reforzador]. Hughes University of North Carolina Wilmington. Four pigeons responded under a rapid-acquisition, concurrent-chains procedure in which the initial choice link consisted of concurrent VI 10 s schedules.

The position of the terminal link schedules FI 8 s and FI 4 s and, hence, the delay to reinforcement associated with each option, varied across sessions according to a step pseudo-random binary sequence PRBS. After several cycles through the PRBS, response ratios tracked the immediacy ratios across sessions; preference for the option associated with the shorter delay was acquired rapidly within each session. These effects usually occurred without substantial changes in overall response output or bias. These findings suggest that a reduction in sensitivity to delay may be a potential behavioral mechanism of action of stimulants such as methylphenidate and this mechanism may help account for effects of these drugs on "impulsive" behavior.

Choice under variability contingencies is affected by the required degree of behavioral variation. The present study investigated whether such choices are also affected by response cost. The task was to move a square from the top to the bottom of a pyramid. This task could be accomplished by means of several paths Vary Group or of a unique path Repeat Group.

College students had to choose between two alternatives: This result indicates that under vary contingencies, choices for low-cost responding prevails whereas under repeat contingencies, the cost of responding seems to be of no relevance, thus suggesting that response cost may interact with response variation in determining choice. Behavioral Strategies for Classroom and Clinic: Great steps have been made over the past decade in developing effective intervention and prevention programs for children who are experiencing or at risk for display behavioral problems, these advances are evident for most childhood disorders.

However, much work remains to be done, particularly with respect to developing coordinated services and supports that can be effectively across a variety of real-life settings to those children who most need them. Therefore, in this symposium are presented, analyzed and discussed a series of studies that illustrate a range of strategies derived from behavioral analysis for evaluation and treatment of child behavior problems in clinic and school. The Instructions as Mediator in Mother's Responsiveness in Dyads With Behavioral Problems [Las instrucciones como mediadoras de la reactividad de las madres en diadas con problemas conductuales].

The mothers and children that participated in this study came from a total of 30 dyads: The ages of the children oscillated among the 4 to 9 years, with an age 6. Results showed that mothers were less responsive and more inclined to don't give instructions. The children were less compliant with don't instructions than do and mothers' responsiveness scores were positively correlated with their use of do instructions. There was evidence that use of these instructions mediated the high correlation between mothers' responsiveness and their children's compliance.

Thus, it would make sense to argue that a mother's choice of directives will mediate or "carry" the impact of her responsiveness on her child's readiness to comply. The objective of this study was to evaluate the fit of mother social approach on aversive and prosocial child's behavior in ten mother-child dyads. The children's ages ranged between 4 and 9 years old and mother's ages between 24 and All children were referred to the Center for Psychological Services of the National University of Mexico for behavior problems.

The dyads were observed in three sessions of 30 minutes each one during the course of an academic task. To evaluate the fit of mother social approach on a child's behavior, three propositions derived from the law of relative effect were tested: The results indicate that most of the interactions tend to the sub-matching of child behavior on maternal social approach and the generalized matching describes better the fit between behaviors.

The findings are discussed within the context of social interactions in which both, the mother and the child behavior are adjusted according to the reinforcing proportions of each one of them to account on the problem of child behavior. For the study of behavior problems in schools has been deemed relevant to gather information in the group context, such as: And find out the background and references to previous teachers can bring about their students. As the objective of this study was to identify the problem behaviors that present primary school students.

For which 12 teachers were interviewed, sociometric test was applied to a total of students and carried out observations in the classroom of 16 students of varying degrees through the Code for Instructional Structure and Student Academic Response CISSAR , the results show the identification of a total of 14 students with behavioral problems, as well as variables associated with teachers and peers.

A common complaint of teachers is to manage behavioral problems in their classrooms, as they interfere with the acquisition and development of children's basic skills and sometimes their partners, as well as in achieving educational goals. For their study is required to conduct an ecological assessment, to understand the behavior of the teacher, student and classroom factors are influenced each other.

Therefore the aim of this study was to carry out the observation of 18 children in first through sixth grade of primary education were reported by their teachers and fellow students with behavior problems. It was used the Code for Instructional Structure and Student Academic Response CISSAR which allows you to collect information on variables related to the teacher's behavior and focus the child's behavior and classroom ecological variables such as task and group structure.

The results indicate a close relationship between teacher behavior and student response. It features a higher prevalence of verbal behavior; however observed negative behaviors that could be associated with the bullying. Symposium 18 CE Offered: We will try to provide an analysis of the introduction of the evidence-based instructional model to classrooms in Italy and Bosnia and Herzegovina, and focus on the procedures that have been identified as crucial, foundational requirements for the success of a learner in an inclusive setting.

We will provide data on the protocols for inducing important verbal capabilities, such as Naming and Observational Learning, in the classroom settings. Also, we will discuss the significance of these data in terms of advancement of behavior analysis and scientific pedagogy across Europe. In 2 years, we applied CABAS for 10 preschoolers who did not have the prerequisites to be included in regular education classrooms and measured the impact of the implementation of a scientific model for education as students, parents and teachers outcomes.

The experience raised controversial questions about the social politics of the country and produced opposite reactions: The teaching performance was measured based on 5 repertoires identified as the features of the best expertise in education Greer, ; Heward, Data suggested that training teachers in a comprehensive ABA environment tremendously improved teachers performance and that CABAS was the most efficient training system compared with regular education and ABA-based general training.

We will discuss the significance of these data in terms of advancement of behavior analysis and scientific pedagogy. CABAS today serves students with and without disabilities and continues to promote high standards of educational practices and overall scientific approach to teaching in USA, England, Italy, Bosnia and Herzegovina, and Spain. It is a comprehensive system of teaching as science, that produces hundreds of experiments each year, disseminates the findings and applies the same across all classrooms it serves across the world.

These science driven educational "best practices" are employed every day across general and special education CABAS classrooms to teach students ranging form pre-listeners through readers, writers, and self-editors levels of verbal behavior. The CABAS model provided a modern, effective, evidence-based, and research-driven opportunity to help children in Sarajevo, capital of Bosnia and Herzegovina, and provided the evidence based pedagogy as a systematic solution to the education crisis in BiH. Keller School, and other CABAS schools around the world, was started in and the first data suggest the Bosnian classrooms can successfully replicate the American outcomes.

This paper will present effective strategies for teaching language functions to preschool and school aged students with and without developmental delays. Recent research suggests two components in the acquisition of Naming as a verbal developmental cusp— the bidirectional component that allows children to be taught the listener component directly resulting in the emergence of the speaker and occasionally vice-versa , and the component that also allows children to learn new words for things as listener and speaker without any direct instruction the source for the explosion in language in young children.

I will present several papers including results from the implementation of protocols to induce Naming with 3-dimentional objects with 2 and 3-year olds, as well as induction of bi-directional and full Naming with preschoolers. The purpose of this study was to test the effects of a peer-yoked contingency game on the acquisition of observational learning, Naming, and spontaneous speech in children ages 6 to 8 year old with diagnoses of Autism Spectrum Disorder and other developmental delays.

Six students, 3 males and 3 female, served as the participants for this study. None of the students were able to learn through group instruction due to missing verbal capabilities, but due to the nature of their classrooms and the schools' curriculum the use of known protocols while working 1: Through a delayed, multiple baseline design, we sought to demonstrate the effects of a combination of protocols on the acquisition of 3 missing verbal capabilities: The results demonstrate the peer-yoked game board with an MEI component was effective at increasing Observational Learning, Naming and spontaneous speech capabilities in all 6 participants.

The current paper will elucidate the behavioral processes underlying the procedure currently called DRO. We will argue why we believe that DRO is a misnomer, and explain why it should be classified as a punishment procedure rather than differential reinforcement. In addition, we will introduce a term that better describes the type of negative punishment that is analogous to the avoidance type of negative reinforcement contrasted with escape. If there are two types of negative reinforcement escape and avoidance , then it should follow that there are also two types of negative punishment. This subset of negative punishment will allow for a more complete and coherent understanding of negative punishment and ultimately allow for the creation of new procedures that are least restrictive.

Emerging Technologies and Behavioral Cusps: A New Era for Behavior Analysis? A behavioral cusp is any behavior change that brings an organism's behavior into contact with new contingencies that have far-reaching consequences, as it opens access to new reinforcers and new environments, occasions new behaviors and behaviors in new classes, and it impacts those around the organism.

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