G. Noell, Jeanne M. Donaldson, K. Gansle, Rachel L. Bradley, Aijah K. Goodwin, E. Larson, Philip R. Richard, James J. Upright, C. R. Lark, Katherine L Moore, Ashley E. Bordelon
{"title":"Developing helping behavior in young children through multiple exemplar training.","authors":"G. Noell, Jeanne M. Donaldson, K. Gansle, Rachel L. Bradley, Aijah K. Goodwin, E. Larson, Philip R. Richard, James J. Upright, C. R. Lark, Katherine L Moore, Ashley E. Bordelon","doi":"10.1037/BDB0000083","DOIUrl":"https://doi.org/10.1037/BDB0000083","url":null,"abstract":"","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87753318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Greer, W. Fisher, A. M. Briggs, Katherine R Lichtblau, L. A. Phillips, Daniel R. Mitteer
Prior research has shown that bringing functional communication responses under the discriminative control of schedule-correlated stimuli facilitates rapid reinforcement schedule thinning and the transfer of functional communication training (FCT) treatment effects to other therapists and settings. In Experiment 1, we extended this body of research by rapidly transferring FCT treatment effects to a caregiver, despite the caregiver's unique and lengthy history of reinforcement of the child's destructive behavior. In Experiment 2, we evaluated the degree to which FCT treatment effects transferred to another participant's caregivers when the caregivers implemented FCT with and without schedule-correlated stimuli. Rapid transfer of FCT treatment effects occurred only when caregivers used the schedule-correlated stimuli. We discuss the use of schedule-correlated stimuli within FCT procedures as a method of programming for generalization when extending treatment to caregivers.
{"title":"Using Schedule-Correlated Stimuli During Functional Communication Training to Promote the Rapid Transfer of Treatment Effects.","authors":"B. Greer, W. Fisher, A. M. Briggs, Katherine R Lichtblau, L. A. Phillips, Daniel R. Mitteer","doi":"10.1037/BDB0000085","DOIUrl":"https://doi.org/10.1037/BDB0000085","url":null,"abstract":"Prior research has shown that bringing functional communication responses under the discriminative control of schedule-correlated stimuli facilitates rapid reinforcement schedule thinning and the transfer of functional communication training (FCT) treatment effects to other therapists and settings. In Experiment 1, we extended this body of research by rapidly transferring FCT treatment effects to a caregiver, despite the caregiver's unique and lengthy history of reinforcement of the child's destructive behavior. In Experiment 2, we evaluated the degree to which FCT treatment effects transferred to another participant's caregivers when the caregivers implemented FCT with and without schedule-correlated stimuli. Rapid transfer of FCT treatment effects occurred only when caregivers used the schedule-correlated stimuli. We discuss the use of schedule-correlated stimuli within FCT procedures as a method of programming for generalization when extending treatment to caregivers.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44618418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Kunkel, Alison M. Kozlowski, Tessa Taylor, M. Gonzalez
A paired-stimulus assessment is an empirical approach for identifying hierarchies of preference based on stimulus approach, consumption, and avoidance. However, if no response occurs after stimuli are presented or if all stimuli are avoided, a hierarchy cannot be established. This is commonly observed in the context of food selectivity for children with feeding disorders, as most of the food may be actively avoided or passively refused. In the present study, a method was proposed for identifying hierarchies of avoidance for children with food selectivity by quantifying avoidant responses during repeated presentations of a particular food. This study extended previous research on stimulus avoidance assessments by applying it to foods that may function as aversive stimuli during meals and incorporating a validity test to determine whether the most avoided foods function as negative reinforcers in the context of mealtimes. Results suggest that, for some participants, an avoidance assessment quantifying avoidant responses may predict foods that will function as negative reinforcers during mealtimes.
{"title":"Validating a Food Avoidance Assessment for Children With Food Selectivity","authors":"K. Kunkel, Alison M. Kozlowski, Tessa Taylor, M. Gonzalez","doi":"10.1037/bdb0000078","DOIUrl":"https://doi.org/10.1037/bdb0000078","url":null,"abstract":"A paired-stimulus assessment is an empirical approach for identifying hierarchies of preference based on stimulus approach, consumption, and avoidance. However, if no response occurs after stimuli are presented or if all stimuli are avoided, a hierarchy cannot be established. This is commonly observed in the context of food selectivity for children with feeding disorders, as most of the food may be actively avoided or passively refused. In the present study, a method was proposed for identifying hierarchies of avoidance for children with food selectivity by quantifying avoidant responses during repeated presentations of a particular food. This study extended previous research on stimulus avoidance assessments by applying it to foods that may function as aversive stimuli during meals and incorporating a validity test to determine whether the most avoided foods function as negative reinforcers in the context of mealtimes. Results suggest that, for some participants, an avoidance assessment quantifying avoidant responses may predict foods that will function as negative reinforcers during mealtimes.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84556697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Mason, Anastasia Sawchak, Stephanie Scott Curtis, Alonzo A. Andrews, Alexandria Arriaga, Humberto Pena
Here, we compare the outcomes of a criterion-referenced assessment of verbal behavior with those of an experimental verbal operant analyses to determine the extent to which the two evaluations yield data supporting similar conclusions. Specifically, we compared the results of functional analyses of verbal behavior with the verbal behavior outcomes measured on the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP; Sundberg, 2008). Five preschool to primary school-age children diagnosed with Autism Spectrum Disorder participated in this research. For each participant, we conducted the verbal operant analysis and VB-MAPP within seven days of one another. Results are presented in terms of relative response strength among four primary verbal operants: mands, tacts, echoics, and intraverbals. We found differing stimulus control ratios across these two measures of verbal behavior for each of the 5 participants. Implications for the evaluation and treatment of verbal behavior disorders are discussed within the context of construct validity.
{"title":"A Comparison of Outcomes From Criterion-Referenced and Experimental Evaluations of Verbal Behavior","authors":"L. Mason, Anastasia Sawchak, Stephanie Scott Curtis, Alonzo A. Andrews, Alexandria Arriaga, Humberto Pena","doi":"10.1037/bdb0000080","DOIUrl":"https://doi.org/10.1037/bdb0000080","url":null,"abstract":"Here, we compare the outcomes of a criterion-referenced assessment of verbal behavior with those of an experimental verbal operant analyses to determine the extent to which the two evaluations yield data supporting similar conclusions. Specifically, we compared the results of functional analyses of verbal behavior with the verbal behavior outcomes measured on the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP; Sundberg, 2008). Five preschool to primary school-age children diagnosed with Autism Spectrum Disorder participated in this research. For each participant, we conducted the verbal operant analysis and VB-MAPP within seven days of one another. Results are presented in terms of relative response strength among four primary verbal operants: mands, tacts, echoics, and intraverbals. We found differing stimulus control ratios across these two measures of verbal behavior for each of the 5 participants. Implications for the evaluation and treatment of verbal behavior disorders are discussed within the context of construct validity.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82106080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Saranya Ramakrishnan, Cory David Barker, Samantha Vervoordt, A. Zhang
The rate of international migration has reached unprecedented levels over the past few decades (Schwartz, Unger, Zamboanga, & Szapocznik, 2010). According to the International Organization for Migration, the number of migrants worldwide was 244 million in 2015. Current literature in cross-cultural adaptability describes acculturation as a 4-phase process, namely honeymoon, crisis, adjustment, and biculturalism (Sawyer, 2012). This approach characterizes all migrants equally, regardless of the type of migrant. This approach however is missing other factors such as an individual’s developmental stage, needs, interests, and exposed/reinforcing memes. Orientations of these characteristics can vary drastically from one immigrant to another, and play an important role in acculturation outcomes. For a successful transition, immigrants and natives alike need to form successful relationships, while immigrants discover how systems work in the new country, and learn how to pursue their goals using the new resources in their new environment. These adaptive behaviors displayed by immigrants and natives are analyzed using stage theory, Maslow’s hierarchy of needs, interests, and memes. In this article, we explore why some individuals and groups adapt better than others. A low-acculturated immigrant operates at a lower stage, may have been and continue to be exposed to memes that are less diverse, have lower needs, and choose more traditional careers. A highly acculturated immigrant operates at a higher stage, may be exposed to more diverse memes, have higher needs and choose more nontraditional careers. Through this analysis, we hope to contribute to a better understanding of immigration processes of different immigrants.
{"title":"Rethinking Cross-Cultural Adaptability Using Behavioral Developmental Theory: An Analysis of Different Migrant Behaviors","authors":"Saranya Ramakrishnan, Cory David Barker, Samantha Vervoordt, A. Zhang","doi":"10.1037/bdb0000061","DOIUrl":"https://doi.org/10.1037/bdb0000061","url":null,"abstract":"The rate of international migration has reached unprecedented levels over the past few decades (Schwartz, Unger, Zamboanga, & Szapocznik, 2010). According to the International Organization for Migration, the number of migrants worldwide was 244 million in 2015. Current literature in cross-cultural adaptability describes acculturation as a 4-phase process, namely honeymoon, crisis, adjustment, and biculturalism (Sawyer, 2012). This approach characterizes all migrants equally, regardless of the type of migrant. This approach however is missing other factors such as an individual’s developmental stage, needs, interests, and exposed/reinforcing memes. Orientations of these characteristics can vary drastically from one immigrant to another, and play an important role in acculturation outcomes. For a successful transition, immigrants and natives alike need to form successful relationships, while immigrants discover how systems work in the new country, and learn how to pursue their goals using the new resources in their new environment. These adaptive behaviors displayed by immigrants and natives are analyzed using stage theory, Maslow’s hierarchy of needs, interests, and memes. In this article, we explore why some individuals and groups adapt better than others. A low-acculturated immigrant operates at a lower stage, may have been and continue to be exposed to memes that are less diverse, have lower needs, and choose more traditional careers. A highly acculturated immigrant operates at a higher stage, may be exposed to more diverse memes, have higher needs and choose more nontraditional careers. Through this analysis, we hope to contribute to a better understanding of immigration processes of different immigrants.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74973361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For individuals with developmental disabilities who engage in problem behavior, incorporating a choice to engage in preferred activities as a part of their treatments might enhance treatment efficacy. In the current investigation, access to activity choice was used to reduce problem behaviors in two children with developmental disabilities through a differential reinforcement of other behavior (DRO) contingency in which the reinforcer was participant choice of the next activity. Results suggested that access to choice opportunities within the context of a DRO condition was an effective method for decreasing problem behavior and increasing engagement in nonpreferred work activities.
{"title":"Incorporating Choice in Differential Reinforcement of Other Behavior Arrangements","authors":"William E. Sullivan, H. Roane","doi":"10.1037/bdb0000079","DOIUrl":"https://doi.org/10.1037/bdb0000079","url":null,"abstract":"For individuals with developmental disabilities who engage in problem behavior, incorporating a choice to engage in preferred activities as a part of their treatments might enhance treatment efficacy. In the current investigation, access to activity choice was used to reduce problem behaviors in two children with developmental disabilities through a differential reinforcement of other behavior (DRO) contingency in which the reinforcer was participant choice of the next activity. Results suggested that access to choice opportunities within the context of a DRO condition was an effective method for decreasing problem behavior and increasing engagement in nonpreferred work activities.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72792256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We tested the effects of a writing/spelling instructional package on the emergence of the writing of untaught constant-vowel-constant (consonant-vowel-consonant [CVC]) words and the potential effects of the written word on a reader. Six preschoolers, all male, ranging in ages from 3- to 4-years-old participated. We used a multiple probe design across 3 match-paired dyads for the first dependent measure, writing/spelling of untaught CVC words. We also tested for a secondary dependent measure; the effects of the written word on a reader, using a delayed multiple probe design. The intervention consisted of a writing/spelling instructional package, in which participants were taught to independently write dictated CVC words to corresponding picture cards. We then asked the other participant in the dyad to read and match the written response to a picture from an array of pictures. If incorrect, participants rewrote the word until their peers matched the written response to the correct picture. The results demonstrated that the instructional package was effective in teaching all participants to independently write/spell untaught CVC words and evoke a reader response.
{"title":"Teaching Preschool Aged Children to Write and Affect the Behavior of a Reader","authors":"J. Longano, K. Hranchuk, R. D. Greer","doi":"10.1037/bdb0000081","DOIUrl":"https://doi.org/10.1037/bdb0000081","url":null,"abstract":"We tested the effects of a writing/spelling instructional package on the emergence of the writing of untaught constant-vowel-constant (consonant-vowel-consonant [CVC]) words and the potential effects of the written word on a reader. Six preschoolers, all male, ranging in ages from 3- to 4-years-old participated. We used a multiple probe design across 3 match-paired dyads for the first dependent measure, writing/spelling of untaught CVC words. We also tested for a secondary dependent measure; the effects of the written word on a reader, using a delayed multiple probe design. The intervention consisted of a writing/spelling instructional package, in which participants were taught to independently write dictated CVC words to corresponding picture cards. We then asked the other participant in the dyad to read and match the written response to a picture from an array of pictures. If incorrect, participants rewrote the word until their peers matched the written response to the correct picture. The results demonstrated that the instructional package was effective in teaching all participants to independently write/spell untaught CVC words and evoke a reader response.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82309437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Hypotheses about states, structure–stages, consciousness, and the human brain in everyday life.","authors":"Roman Angerer","doi":"10.1037/BDB0000070","DOIUrl":"https://doi.org/10.1037/BDB0000070","url":null,"abstract":"","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87349494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Previous studies have shown that vocal imitation is critical in the development of early language acquisition; however, few studies have evaluated the use of socially mediated reinforcement to increase infant vocal imitation. This brief report contributes to the existing literature by demonstrating the impact that adult vocal imitation may have on the frequency of infant vocalizations. Specifically, the present study compared the use of contingent and noncontingent adult responses following infant vocalizations and infant vocal imitation of 3 infants of typical development ranging from 3 to 14 months of age. By implementing an alternating treatment design, results suggested that adult contingent vocal imitation produces the highest frequency of infant vocalization and infant vocal imitation.
{"title":"Infant Vocalizations and Imitation as a Result of Adult Contingent Imitation","authors":"M. Pelaez, Alexa R. Borroto, Jacqueline N. Carrow","doi":"10.1037/bdb0000074","DOIUrl":"https://doi.org/10.1037/bdb0000074","url":null,"abstract":"Previous studies have shown that vocal imitation is critical in the development of early language acquisition; however, few studies have evaluated the use of socially mediated reinforcement to increase infant vocal imitation. This brief report contributes to the existing literature by demonstrating the impact that adult vocal imitation may have on the frequency of infant vocalizations. Specifically, the present study compared the use of contingent and noncontingent adult responses following infant vocalizations and infant vocal imitation of 3 infants of typical development ranging from 3 to 14 months of age. By implementing an alternating treatment design, results suggested that adult contingent vocal imitation produces the highest frequency of infant vocalization and infant vocal imitation.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86266616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Family has long been observed as an organizational unit consisting of relational structures that affect family members, their engagement with others, and their involvement beyond the family. This research identifies family relational structures that affect a sense of interpersonal agency denoted as autogenesis. Autogenesis is a model of interpersonal agency consisting of increasingly differentiated frameworks of relating to others in an interpersonally agentic way. The increasing differentiation encompasses both an increasing sense of interpersonal agency and a widening sphere of interpersonal engagement. Details regarding family from 16 largely unstructured interviews of college-age participants on the topic of interpersonal relations are analyzed to identify (a) general family relational structures by an autogenetic framework determined by rating the interviews for autogenesis using the Autogenetic Coding Manual and (b) specific family interaction structures by an autogenetic framework associated with the degree or level of autogenetic differentiation. Four family interaction structures were identified: physical and psychological support, variety of alternative or opposing perspectives, sibling and friend relationships, and support from chronological seniors. For study participants, the presence of 1 or more of these interaction structures of family organization is found to be associated with increased levels of autogenesis, that is, more elaborated interpersonal agency and expansive interpersonal engagement. The absence of these unadulterated family interactive structures is associated with decreased levels of autogenesis, that is, less elaborated interpersonal agency and less expansive interpersonal engagement.
{"title":"Family Organization as a Determinant of Interpersonal Agency","authors":"Nancy Nordmann","doi":"10.1037/bdb0000069","DOIUrl":"https://doi.org/10.1037/bdb0000069","url":null,"abstract":"Family has long been observed as an organizational unit consisting of relational structures that affect family members, their engagement with others, and their involvement beyond the family. This research identifies family relational structures that affect a sense of interpersonal agency denoted as autogenesis. Autogenesis is a model of interpersonal agency consisting of increasingly differentiated frameworks of relating to others in an interpersonally agentic way. The increasing differentiation encompasses both an increasing sense of interpersonal agency and a widening sphere of interpersonal engagement. Details regarding family from 16 largely unstructured interviews of college-age participants on the topic of interpersonal relations are analyzed to identify (a) general family relational structures by an autogenetic framework determined by rating the interviews for autogenesis using the Autogenetic Coding Manual and (b) specific family interaction structures by an autogenetic framework associated with the degree or level of autogenetic differentiation. Four family interaction structures were identified: physical and psychological support, variety of alternative or opposing perspectives, sibling and friend relationships, and support from chronological seniors. For study participants, the presence of 1 or more of these interaction structures of family organization is found to be associated with increased levels of autogenesis, that is, more elaborated interpersonal agency and expansive interpersonal engagement. The absence of these unadulterated family interactive structures is associated with decreased levels of autogenesis, that is, less elaborated interpersonal agency and less expansive interpersonal engagement.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88883781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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