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Program Addresses, Presentations, and Posters
This
list is updated as new proposals are received. Use the online
submission form to submit a proposal for your contribution to the
program.
Invited
Addresses
Long-Term Evaluation of Functional Communication Training
Conducted in Home Setting in Aberrant Behavior
DAVID WACKER, Jay Harding, and Wendy Berg (University of Iowa)
Delayed Toilet Training and Enuresis: An Update
PAT FRIMAN (Boys and Girls Town)
A Prescriptive Model for Assessing and Treating Aberrant Behavior
Maintained by Automatic Reinforcement
DAVID WACKER, Wendy Berg, and Danielle Dolezal (University of Iowa)
Routine Behavior Problems in Children and Psychopathology:
A Mismatch
PAT FRIMAN (Boys and Girls Town)
Presentations
On the Behavior of Mind
JAY EACKER (Whitman College)
Abstract: Discussion format.Discussion of a proposal to treat the covert
behaviors of seeing, hearing, touching, tasting, and smelling as respondents
evoked by conditions in the environment. If so, then pairing a word
such as "tree" with a tone should, after several trials, evoke the seeing
behavior of "tree" on test trials. Preliminary research supports that
prediction. There is potential for a lifetime program of research that
would eliminate the mind/body problem once and for all.
IEP's for the Child with Autism: Successful Strategies and
Effective Negotiations
AMY S. FINKEL (Gonzaga University)
Focuses on specific strategies for successful IEP's for the child with
autism. This presentation is designed for parents, but is also helpful
for educators and professionals. Some of the topics covered include
issues related to obtaining one on one aides, extended school year,
and school district funding for ABA home therapy programs.
Developing a Relapse Prevention program for Christian Men in
Recovery: A Therapeutic Application of Behavior Learning Theory
DIANE DEPSEY MARR (Whitworth College)
Abstract: Designed to assist men in safeguarding their addiction-free
lifestyle, the six session program utilizes assumptions from behavior
learning theory, emphasizing mastery of concepts and acquisition of
skills found to be useful in maintenance of sobriety. This current "best
practices" approach has been laid on a firm foundation of Christian
principles that offer direction for victorious living. The curriculum
package comes complete with a CD containing PowerPoint slides, a facilitator's
manual, and participant's workbook which outlines session objectives,
offers educational commentary, provides directions for session activities,
and uses homework assignments designed to assist in generalizing session
concepts and skills to daily living.
Effects of Interspersed Math Problems on the Task Engagement
of Middle School Students
WILLIAM J. CALDERHEAD (University of Oregon)
Abstract: Researchers have shown that the use of interspersed request
strategies can be effective in increasing attempts to complete difficult
tasks, especially for students with developmental disabilities. This
study extended the application of this technique to students in general
education classrooms. Specifically, five students who displayed high
rates of task-avoiding problem behaviors participated in the study.
Results indicated that the efficacy of the interspersal procedure appeared
to depend on the degree to which participants found hard problems aversive.
Task initiations and on-task behavior improved for two out of five participants,
but the intervention did not increase accuracy of responding.
Biomedical Research on Autism: Separating Science from Science
Fiction
BETTY FRY WILLIAMS and DON CALBREATH (Whitworth College)
Abstract: Recent increases in the diagnosis of autism have resulted
in considerable interest in and funding for medical research to determine
the contributing factors that may cause the disorder. Information about
a myriad of possible causes floods the internet and print media, overwhelming
families and professionals who often cannot discriminate reliable findings
from questionable evidence. This session will present basic principles
of sound neurological research that can be used to evaluate the value
of evidence used to support various claims. Research on topics such
as the opioid excess theory, genetic connections, immune deficiencies,
MMR vaccinations, and so forth, will be examined.
The Effects of Explicit Instruction With "Big Ideas"
Design and Discovery Instruction With Student-Initiated Projects in
Middle-School Earth Science
CHANG-NAM LEE (Whitworth College)
Abstract: This session will present a data-based study pertaining to
the effects of two types of instruction on sixth-grade students' acquisition
and higher order thinking in earth science. In one type, the instruction
focused on highly generalizable concepts or principles ("big ideas").
In the other type, students conducted activities or projects on topics
that they had selected based on their votes. Students in both instructional
groups were pretested and posttested on five measures that were designed
or selected to test the students' acquisition and higher-order thinking.
Statistical analyses of the data and their implications will be presented.
A Comparison of Textual vs Auditory Stimuli on Iintraverbal
Language Acquisition in a Child With Autism
AMY FINKEL (Gonzaga University) and Randy Williams (Gonzaga University)
Abstract: This presentation compares textual stimuli versus auditory
stimuli used to evoke intraverbal language in a child with autism. Results
indicate the use of textual stimuli may be much more effective for intraverbal
language acquisition in children with autism.
Show Me the DATA: Practical Applications in the Classroom
DANA STEVENS (University of Washington) & RINAMARIE LEON-GUERRERO
(University of Washington)
Abstract: Many teachers and classroom staff are overwhelmed with the
practical application of data collection in the classroom. This session
will provide an overview of the purposes of data, various methods of
data collection, when those methods should be employed, and practical
examples of each. Discussion and activities will also include how to
visually represent, evaluate and use data to drive instructional decisions.
It's all in the DATA!
Techniques to Encourage Reading Comprehension and Problem Solving
ELIZABETH STREET and WARREN STREET (Central Washington University)
This workshop will describe and model empirically validated procedures
to improve comprehension skills and strategies of middle school through
college students. Description and practice in the learner's and teacher's
roles.
Symposia
Symposium: Risky Behavior and Self-Management:
A Work in Progress
Chair: Thomas Brigham (Washington State University
The Basics of Psychology 106
Thomas Brigham (Washington State University), Dana Lindemann (Washington
State University-Vancouver), Ryan Sain (Washington State University),
Jennifer McDonald (Washington State University), and RAY SACCHI (Washington
State University).
Abstract: Young adults continue to be at high risk for contracting
HIV/AIDS and other STDs. Education alone has proven to be insufficient
in reducing high risk behaviors and eliciting long term behavioral
change. Research has shown that education in combination with behavioral
skills training is an effective way to reduce high risk behaviors.
Psychology 106 is an undergraduate, peer-instructed course designed
to address the risk behaviors college students engage in. It combines
educational units addressing issues surrounding sexual behavior wtih
behavior skills training. A description of the Psych 106 program will
be presented as well as a theoretical background. The speaker will
also present topics covered in the course.
Teaching Condom Use Skills
Thomas Brigham (Washington State University), DANA LINDEMANN (Washington
State University- Vancouver), Ryan Sain (Washington State University),
Jennifer McDonald (Washington State University), and Ray Sacchi (Washington
State University)
Abstract: One intervention compared the effects of two courses on
condom use skills. These courses were administered as part of Pysch
106. Participants in the treatment group (n= 179) attended either
a limited, 1-session or extended, 3-session condom use course. An
additional 108 participants served as the control group. Data were
obtained using direct observation. Condom use skills increased among
participants in both treatment groups; however, greatest improvement
was among participants in the 3-session group.
Alcohol Use and Sex: Data from Psych 106
Thomas Brigham (Washington State University), Dana Lindemann (Washington
State University-Vancouver), RYAN SAIN (Washington State University),
Jennifer McDonald (Washington State University), and Ray Sacchi (Washington
State University)
Abstract: This panelist will present data from the Psychology 106
program. These data are collected from weekly self-reports. Of specific
interest are rates of sexual behavior, both protected and unprotected.
Alcohol consumption behavior will also be addressed.
Comparing the Pros and Cons: Limitations and Benefits of
Applied Research
Thomas Brigham (Washington State University), Dana Lindemann (Washington
State University-Vancouver), Ryan Sain (Washington State University),
JENNIFER MCDONALD (Washington State University), and Ray Sacchi (Washington
State University)
Abstract: Using university classes as a vehicle for behavioral research
can pose several problems. The limitations and benefits of implementing
research in a program such as Psychology 106 will be presented. Implications
for future research will also be addressed.
Symposium: Treatment Applications in Clinic and School Settings
Chair: K. Mark Derby
The Relative Effects of Non-Contingent Attention and Non-Contingent
Tangibles on the Verbal Behavior of a Toddler
HOLLY GREENE, K. Mark Derby, Anjali Barretto (Ganzaga University)
Abstract: The current study was conducted to determine if exposure
to an enriched environment, paired with non-contingent attention,
increased the verbal and nonverbal social behavior of a two and a
half year old child. First, a functional analysis (FA) was conducted.
During the FA zero level of aberrant and verbal behavior were observed.
Given these findings, a reinforcer survey and forced choice preference
assessment was conducted to determine preferred activities for use
within subsequent enriched environment conditions. The child and her
parent were then observed across three free play conditions: non-contingent
attention, an enriched environment with non-contingent attention,
and an enriched environment with no attention. Outcomes across these
conditions were analyzed using a reversal design. Verbal social behavior,
which showed no increase during the initial FA attention conditions,
increased dramatically following the enriched environment conditions.
The outcomes are discussed in relation to how non-contingent access
to preferred activities can be used to increase social behaviors.
The Effects of Habit Reversal Techniques to Reduce Tic Behavior
in a Preteen with Tourette's Syndrome
CHARLYNE ALLEN, K. Mark Derby, and Anjali Barretto (Ganzaga University)
Abstract: The socially significant problem of this study referred
to vocal tic behaviors of an 8 year old boy diagnosed with Tourette's
Syndrome. A functional analysis in a clinic setting revealed attention
as the maintaining function of the target behavior. Preference and
reinforcer assessments defined reinforcers for treatment. Habit reversal
procedures were implemented to teach awareness, self-monitoring, and
competing response for vocal tics. Reinforcement was delivered for
participation and cooperation with the treatment plan. The effects
of a token economy within a leveled reinforcement system resulted
in significant reduction of the tic behaviors. The results are discussed
with regard to the use of habit reversal procedures for children with
Tourette's Syndrome
The Use of Response Latency to Identify Reinforcers for Use
in the Reduction of Automatic Behavior in a DRA Treatment
STEPHANIE MEADER, Jeremy Lee, K. Mark Derby, and Anjali Barretto (Gonzaga
University)
Abstract: The effectiveness of two measures of preference were compared
in the treatment of automatically reinforced behavior in a female
with Rett Syndrome. The compared measures were: (a) forced-choice
preference assessment and (b) latency to the first aberrant response.
The identified preferred stimuli were evaluated in a fixed time, differential
reinforcement of alternate behavior (DRA) schedule. The results indicate
that latency to response may be a more effective measure of identifying
reinforcing stimuli within DRA treatments for automatically maintained
problem behavior.
Symposium: Treatment applications in community settings
Chair: K. Mark Derby (Gonzaga University)
Generalization of a token economy across community settings.
JEREMY LEE, K. Mark Derby, & Anjali Barretto (Gonzaga University)
Abstract: In this study we conducted treatment analyses using a token
economy system for three school-aged males. Pre-treatment functional
analyses were inconclusive in determining the behavioral function
for all three children. However, parent interviews indicated that
problem behavior occurred most often in public settings for each of
the children. Each of the children were observed in three community
settings, a library, a fast food resturant, and a grocery store. Using
an ABC analysis, we observed that significantly high levels of noncompliance
were correlated with adult directives. A treatment was then developed
witch used token reinforcement for compliance with adult directives.
The treatment procedure greatly reduced problem behavior across each
setting.
An Examination of the Effects of Task Difficulty and Level
of Attention on An-Task Behavior
Theresa Waco (Gonzaga University), Susan Zeimantz (Spokane
School District 81), Anjali Barretto, and K. Mark Derby (Gonzaga University)
Abstract: In this study we examined the effects of task difficulty
in combination with the amount of teacher attention during academic
demands. The participant in this study was a 10-year old boy diagnosed
with ADHD. He was enrolled in regular 4th grade classroom and received
daily resource room services for reading, writing, and math. All of
the assessment and treatment conditions were conducted by the teacher
in the resource room. Two independent observers achieved 90% agreement
on over 33% of the sessions. Results showed that higher rates of off-task
behavior occurred during more difficult tasks when lower level of
attention was provided. Results will be discussed in terms of antecedent
variables and the application of behavioral assessment in a classroom
setting.
Application of Functional Analysis and Functional Communication
Training
in a Classroom Setting
JENNIFER M. NEYMAN, Abigail Ferguson, Anjali Barretto, Kathleen A.
Rice,
and K. Mark Derby (Gonzaga University)
Abstract: In this study we conducted a functional analysis and implemented
function communication training (FCT) with three 4-year-old boys.
All assessment and treatment sessions were conducted by the classroom
teacher in a pre-kindergarten room. Functional analysis and FCT sessions
were blended into the classroom schedule. All assessment and treatment
sessions were videotaped and scored using a 6-second partial interval
recording system. Two independent observers achieved 90% agreement
on over 33% of the sessions. All three participants showed clear social
functions during the functional analysis. FCT was based on the functional
analysis outcomes and was successfully implemented in the classroom.
Results will be discussed in terms of community-based assessment and
treatment.
Posters
The Use of Direct Instruction Strategies to Teach Math
Skills to an Elementary Student with Learning Disabilities
T. F. MCLAUGHLIN (Gonzaga University),
Megan Heasty (University Park Place School District),
Randy Lee Williams (Gonzaga University), and
Bonnie Keenan (West Valley School District)
Abstract: The purpose of this study was to examine the effects of Direct
Instruction Mathematics strategies to teach basic math skills. The participant
in this study was a third grade girl qualifying for special education
services in both math and reading. Several skills were examined during
the course of this study, including writing hundreds numbers, writing
hundreds numbers in expanded notation, and completing two-digit addition
problems with renaming. The research was carried out at a small, public,
urban elementary school in the Northwest. Data were collected for two
months. The results indicated that the use of Direct Instruction substantially
increased student performance on basic math skills.
The Use of Token Economy and Math Manipulatives to Teach Addition
Facts to a Child with Moderate Mental Retardation: A Case Report
T. F. MCLAUGHLIN, Kimberly P. Weber, and Tisha Millersmith (Gonzaga
University)
Abstract: The purpose of this case report was to increase a child's
skills in adding basic facts to ten using a math manipulative, and a
token economy. The participant was an 11-year-old girl with mental retardation.
This study took place in the child's self-contained special education
classroom located in an elementary school in the Pacific Northwest.
The dependent variables were the student's ability to accurately count
the targeted numeral amount using a manipulative and second was counting.
The results of this study indicated the effectiveness of token economy
and the math manipulative. As the outcomes revealed, the student's errors
decreased, and her corrects were greatly increased with the use of token
economy and math manipulatives. A return to baseline failed to reduce
the student's performance indicating maintenance of behavior change
over time. The applicability of token programs and manipulatives in
math was discussed.
The Effects of Math Racetracks to Increase Multiplication or
Division Facts with Two Elementary Aged Students With Learning Disabilities
BREANN BEVERIDGE and Kimberly Weber (Gonzaga University)
Abstract: This study was designed to extend the research of Rinaldi
and McLaughlin (1996) by using the Racetrack procedure with multiplication
and division facts. The subjects were two elementary aged students with
learning disabilities. Each Racetrack had 28 problems, with seven unknown
problems and 21 known problems. The order of the math facts on the Racetrack
was arranged so that there were multiple problems the student knew,
(e.g., two to four problems known) the least being two and the most
being four, and then one problem they did not know. The results indicated
an increase in the number of previously unknown math problems answered
correctly.
Behavioral Activation in the Treatment of a Sexual Assault
Victim: A Case Study
Patrick S. Mulick, STEPHANIE GLASSBURN, ELLEN SHAW, RAE SWENSON, Nancy
L. Worsham (Gonzaga University), and Amy E. Naugle (Western Michigan
University)
Abstract: Exposure therapy is frequently considered a first-line treatment
for Post-Traumatic Stress Disorder (PTSD) resulting from sexual assault.
Unfortunately, this treatment is associated with high drop out rates
and treatment non-compliance. Thus, the present investigation details
the use of Behavioral Activation (BA), the behavioral component of Beck's
Cognitive Therapy, to treat a 21-year-old female with PTSD. The 10-session
BA treatment occurred on a weekly basis. Self-report data were gathered
throughout baseline and treatment phases. At post-treatment, self-report
and observer rated data indicate that the participant no longer met
criteria for PTSD. Treatment implications and theoretical rationale
are discussed.
The Results of Implementing a Repeated Reading Method as a
Means to Improve Fluency for Students with Reading Disabilities
GAYLE WANER, TAI BAINTER, and HEATHER BICKEL (Whitworth College)
Abstract: The purpose of this intervention was to determine if three
students with learning disabilities could increase reading fluency by
implementing a Repeated Reading Intervention. For baseline, students
read a passage and researchers recorded data using the Quantitative
Reading Inventory. A multiple baseline was used. During intervention,
a subject read a reading passage at his/her instructional level. The
experimenter then read the same passage while the subject followed the
words. This process was repeated two more times. The final results showed
a substantial increase in words read per minute for all three subjects.
Copy, Cover, and Compare Effects on Spelling Mastery of a Student
with Behavior Disorders
BRIAN BOTTEEN, BREANNA HUTCHISON, and Randy L. Williams (Gonzaga University)
Abstract: The purpose of the present study was to evaluate the effects
of a copy, cover, and compare (CCC) procedure on spelling accurary with
a sixth-grade student with emotional and behavioral disorders. A multiple
baseline design across three sets of spelling words was used to evaluate
the effects of the copy, cover, and compare procedure on the accuracy
of the student's spelling. The student performed at near zero correct
in baseline and immediately increased to near 100% across each of the
three sets of words. The CCC procedure was practical in terms of time,
money, and effort.
The Effects of Implementing a Point and Reward System to Improve
Moitivation and Consistency in Handwriting Skills and On-task Behavior
PAULA LIERMANN (Whitworth College), Caitlin Gregory (Whitworth College),
Kara Spore (Whitworth College), and Betty Williams (Whitworth College)
Abstract: This intervention was to determine if an eight-year-old boy
with a disorder of written expression and low muscle tone could improve
his consistency and motivation to use proper handwriting skills. The
child completed comprehension questions from a workbook for a previously
read story. Points were awarded for legibility, correct capitalization,
correct sentence structure, and on-task behavior (which included listening
and responding to instruction). Points were awarded to the researchers
if the student displayed the opposite behaviors (e.g. illegible writing).
If the child had more points than the researchers at the end of the
session, he received a candy treat.
Independence Day: The Use of Flashcards to Improve Retention
of Washington State Driver's Licensing Material
LINDY ANDRES (Whitworth College) and Stan Smith (Whitworth College)
Abstract: The purpose of this intervention was to determine if the use
of flashcards could help a 15-year-old boy learn the driver's licensing
material needed to pass a series of assessment quizzes with a minimum
of 80% accuracy. During the initial stages of the intervention only
a few flashcards were used, but the number of cards gradually increased.
By the end of the study the student was able to apply the information
covered to novel questions on a final assessment quiz with success.
The intervention was effective in improving the student's retention
of the material and required little time and energy to implement.
A 10-Week Self-Management Program to Reduce High-Risk Sexual
Behavior
CASSIE PLUMMER (Eastern Washington University), JULIAN GIRE (Eastern
Washington University), Raymond Sacchi (Washington State University),
Leland Graham (Eastern Washington University), Shannon L. Duncan (Washington
State University), and
Charalambos C. Cleanthous (Eastern Washington University
Abstract: Serious problems are posed for those concerned with the prevention
of HIV and STDs. Concerns focus on unprotected sexual contact; intervention
necessitates teaching prevention techniques. A comprehensive, structured,
peer-delivered self-management prevention approach to dealing with high-risk
sexual behavior was developed. Risk reductive behaviors are taught experientially.
In class experiences include role playing, instructional games, and
condom application. Homework assignments include weekly recording oneÆs
sexual behavior, calling an HIV/STD hotline, identifying additional
resources, purchasing condoms, and developing a personal action plan
using the aforementioned techniques dealing with high risk sexual behaviors.
The Effects of Teach Your Child to Read in 100 Easy Lessons
on Beginning Reading Skills of a Preschool Boy
Kari Geesman, Colleen Kormann, Mandi Leiza, and Randy L. Williams,
Gonzaga University
Abstract: The purpose of this study to evaluate the effects of Teach
Your Child to Read in 100 Easy Lessons on the beginning reading
skills of a four-year-old preschool boy. This program is phonetically-based,
scripted, highly sequenced, fast paced, and included systematic review
and practice. A multiple baseline design across three sets of sounds
and words was used to evaluate the reading program. With the implementation
of the intervention, Teach Your Child to Read in 100 Easy Lessons,
the child increased his accuracy of letter sounds and words read. The
procedure was practical in terms of time, money, and effort.
The Effects of Response Cost and Rewards on the Compliance
and Disruptive Behavior Leading to Time-Out for Two Preschool Children
with Disabilities.
PAT MULICK, T. F. McLaughlin & KImberly P. Weber (Gonzaga University)
The purpose of this study was to decrease the inappropriate social behavior
and increase compliance to verbal instrcutions for two preschoolers
with behavior deficits. The results showed an increase of compliant
behavior and a decrease in the number of times that either participant
had to be sent to time-out for non-compliance. The benefits of employing
databased evaluation procedures are discussed
Using a Reward System to Increase Verbal Response in Non-Verbal
Students in Summer Classes
Anne-Marie Ophus, Claudia Porter, and Andrew Porter (Whitworth College)
Using language to receive and express information is a fundamental skill
and it plays an important role in human development. The researchers
of this project worked with two severly disabled students, one with
autism and one with CNS malformation. Both are mostly non-verbal. The
purpose of this study was to determine if the use of contingent praise
and attention could increase socialization and communication skills.
During the intervention, both subjects saw marked increases in their
voacalizations. Because the study was small and over a fairly short
period of time, more research would need to be done to determine if
the progress could be maintained. However, the results were promising
and suggested further study would be warranted.
The Effects of a Token Economy on the On-Task Behaviors of
a Teenager with Down Syndrome
AMANDA MARLIN (Gonzaga University) & Tim Williams (Gonzaga University)
Abstract: In a self-contained special education classroom, this study
examined the effect of a token economy to increase on-task behavior
with a teenage child diagnosed with Down's syndrome. There were two
dependent variables in this study, the percentage of time-spent on-task
and the percentage of time-spent off-task. This study used an ABAB reversal
design. The student received tokens for being on-task, which were later
exchanged for preferred items. Results indicated that an average of
33% higher on-task behavior was seen in baseline. The strengths of this
study involved low cost, easy implementation, and effectiveness.
Questions and comments about this website?
Contact Warren Street (warren@cwu.edu)
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