Positive vs. Negative Reinforcement in Experiment with ASD Child * Self-control In Children With Autism * The Efficacy of Social Stories,Text Cues, Video

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January 26, 2002 News Morgue Search www.feat.org/search/news.asp

BEHAVIORAL RESEARCH – Abstracts

* Positive vs. Negative Reinforcement in Experiment with ASD Child

* Self-control In Children With Autism

* The Efficacy of Social Stories, Text Cues, Video

Feedback with Autism

* Behavior Analysis And Intervention For Adults With Autism

* Intensive Behavioral Treatment For A Toddler At

High Risk For Autism

* Intensive Behavioral Treatment For 4- To 7-Year-Old

Children With Autism

* Training and Certifying Behavior Analysts

[This posting is tailored for behavioral lists. Please note that there

are 7 additional, but non-behavioral research abstracts which are included

in the full FEAT Daily newsletter edition. To subscribe, no cost, go to:

www.feat.org/FEATNews]

Positive vs. Negative Reinforcement in Experiment with One ASD Child

" Choices between positive and negative reinforcement during treatment for

escape-maintained behavior. "

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve & db=PubMed & list_ui

ds=11800194 & dopt=Abstract <- - address ends here.

DeLeon IG, Neidert PL, Anders BM, -Catter V. Neurobehavioral Unit,

Kennedy Krieger Institute, Baltimore, land 21205, USA.

deleon@...

Positive reinforcement was more effective than negative reinforcement

in promoting compliance and reducing escape-maintained problem behavior for

a child with autism. Escape extinction was then added while the child was

given a choice between positive or negative reinforcement for compliance and

the reinforcement schedule was thinned.

When the reinforcement requirement reached 10 consecutive tasks, the

treatment effects became inconsistent and reinforcer selection shifted from

a strong preference for positive reinforcement to an unstable selection

pattern.

PMID: 11800194 [PubMed - in process]

* * *

Self-control In Children With Autism:

response allocation during delays to reinforcement.

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve & db=PubMed & list_ui

ds=11800188 & dopt=Abstract <- - address ends here.

Dixon MR, Cummings A. Behavior Analysis and Therapy Program, Rehabilitation

Institute, Southern Illinois University, Carbondale 62901, USA.

mdixon@...

This study examined the use of a progressive-delay schedule of

reinforcement to increase self-control and decrease disruptive behavior in

children with autism. When initially given the choice between an immediate

smaller reinforcer and a larger delayed reinforcer, all participants chose

the smaller reinforcer.

When access to the larger reinforcer required either no activity or

engaging in a concurrent task during the delay, all participants

demonstrated both self-control and preference for a response requirement.

Disruptive behavior decreased during delays that required a concurrent task

compared to sessions without an activity requirement.

PMID: 11800188 [PubMed - in process]

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* * *

The Efficacy of Social Stories, Text Cues, Video Feedback with Autism

" Social stories, written text cues, and video feedback: effects on social

communication of children with autism. "

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve & db=PubMed & list_ui

ds=11800183 & dopt=Abstract <- - address ends here.

Thiemann KS, Goldstein H. Florida State University, USA. thiemann@...

This study investigated the effects of written text and pictorial

cuing with supplemental video feedback on the social communication of 5

students with autism and social deficits. Two peers without disabilities

participated as social partners with each child with autism to form five

triads.

Treatment was implemented twice per week and consisted of 10 min of

systematic instruction using visual stimuli, 10 min of social interaction,

and 10 min of self-evaluation using video feedback. Results showed increases

in targeted social communication skills when the treatment was implemented.

Some generalized treatment effects were observed across untrained social

behaviors, and 1 participant generalized improvements within the classroom.

In addition, naive judges reported perceived improvements in the

quality of reciprocal interactions. These findings support recommendations

for using visually cued instruction to guide the social language development

of young children with autism as they interact with peers without

disabilities.

PMID: 11800183 [PubMed - in process]

* * *

Behavior Analysis And Intervention For Adults With Autism

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve & db=PubMed & list_ui

ds=11799656 & dopt=Abstract <- - address ends here.

McClannahan LE, MacDuff GS, Krantz PJ. Princeton Child Development

Institute, USA.

This article describes a behavioral intervention program for adults

with autism, suggests that preparation for adulthood should begin in early

childhood, asserts that the curriculum should be just as comprehensive and

evaluation criteria just as rigorous in programs for adults as in programs

for children, and proposes that close examination of adults' repertoires may

lead to key modifications of services delivered to children.

Along the way, the authors provide some data on the progress of 15

people who are now adults and whom they have known for 15 to 25 years.

Finally, the authors argue that, because of the diversity of skills and

skill deficits displayed by adults with autism, a program model that

prevents " falling through the cracks " must provide an array of options--from

training center to supported employment.

PMID: 11799656 [PubMed - in process]

* * *

Intensive Behavioral Treatment For A Toddler At High Risk For Autism

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve & db=PubMed & list_ui

ds=11799655 & dopt=Abstract <- - address ends here.

Green G, Brennan LC, Fein D. New England Center for Children, University of

Massachusetts, USA.

Intensive, comprehensive treatment using a variety of applied behavior

analysis methods was provided to a toddler who was determined to be at high

risk for autism at the age of about 1 year. Initially, treatment was

delivered in a one-to-one adult-child format in the child's home and other

settings, with gradual transitions to group instruction in early

intervention and preschool classrooms.

Intensive treatment continued for 3 years; by the 4th year, the child

was spending most of her time in a regular preschool classroom, with minimal

ongoing one-to-one instruction. Direct observational data and results of

norm-referenced tests documented large increases in language, social,

cognitive, and daily living skills over the course of treatment.

After 4 years, the child demonstrated no behavioral or developmental

abnormalities, performed above her chronological age level on

norm-referenced tests of cognitive and language skills, and was functioning

as a typical child in a regular public school kindergarten classroom.

PMID: 11799655 [PubMed - in process]

* * *

Intensive Behavioral Treatment For 4- To 7-Year-Old Children With Autism

" Intensive behavioral treatment at school for 4- to 7-year-old children with

autism. A 1-year comparison controlled study. "

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve & db=PubMed & list_ui

ds=11799654 & dopt=Abstract <- - address ends here.

Eikeseth S, T, Jahr E, Eldevik S. Akershus College.

This study was designed to evaluate 1 year of intensive treatment for

4- to 7-year-old children with autism. An independent clinician assigned

children to either behavioral treatment (n = 13) or eclectic treatment (n =

12). Assignment was based on availability of personnel to supervise

treatment and was not influenced by child characteristics or family

preference.

The two treatment groups received similar amounts of treatment (M =

28.52 hours per week at the child's school). Children in the behavioral

treatment group made significantly larger gains on standardized tests than

did children in the eclectic treatment group.

Results suggest that some 4- to 7-year-olds may make large gains with

intensive behavioral treatment, that such treatment can be successfully

implemented in school settings, and that specific aspects of behavioral

treatment (not just its intensity) may account for favorable outcomes.

PMID: 11799654 [PubMed - in process]

* * *

Training and Certifying Behavior Analysts

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve & db=PubMed & list_ui

ds=11799652 & dopt=Abstract <- - address ends here.

Shook GL, Ala'i-les S, Glenn SS. Department of Behavior Analysis,

University of North Texas, USA.

Proper professional certification and training of behavior analysts

who work with individuals with autism is critical in ensuring that those

individuals receive the highest quality behavior analytic services.

This article discusses the current issues surrounding certification of

behavior analysts and describes the important features of the Behavior

Analyst Certification Board and its credentials.

The article also reviews approaches to the training of professional

behavior analyst practitioners and discusses appropriate training content

for behavior analysts who work with persons with autism. The

interrelationship between training and certification is explored.

PMID: 11799652 [PubMed - in process]

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PhD • Ron Sleith • Kay Stammers • Decelie

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