Jon S. Bailey

A review of empirical support for differential reinforcement of alternative behavior

Differential reinforcement of alternative behavior (DRA) is one of the most common behavior analytic interventions used to decrease unwanted behavior. We reviewed the DRA literature from the past 30 years to identify the aspects that are thoroughly researched and those that would benefit from further emphasis. We found and coded 116 empirical studies that used DRA, later grouping them into categories that met APA Division 12 Task Force criteria. We found that DRA has been successful at reducing behaviors on a continuum from relatively minor problems like prelinguistic communication to life-threatening failure to thrive. DRA with and without extinction is well established for treating destructive behavior of those with developmental disabilities, and to combat food refusal.

Teaching intraverbal behavior to preschool children

Four preschool children who were taught to tact a set of Peabody picture cards were unable to emit those same responses under intraverbal conditions. A transfer of stimulus control procedure was used to bring the responses under intraverbal control. A multiple probe design was used to demonstrate experimental control. The results indicate that the transfer procedure was effective in developing the responses as intraverbals, and in increasing the subjects’ scores on the Verbal Fluency subtest of the McCarthy Scales. A second study demonstrated that teaching four additional subjects to tact both the items and the class of which the items were members resulted in the untrained emergence of a few intraverbal responses for two of four subjects. For the other subjects and classes, it was still necessary to teach each of the responses as intraverbals, further demonstrating that tacts and intraverbals are separate verbal operants. The implications of these results for the use of Skinner’s (1957) analysis of verbal behavior for studying typical language development are discussed.

Newspaper Recycling The Effects of Rewards and Proximity of Containers

Newspaper recycling, if widely practiced, could contribute to the conservation of natural resources and energy. Two experiments using multiple baseline designs with reversals were conducted to investigate the effects of two procedures-rewards and the proximity of recycling containers-on the amount of newspaper recycled. Baseline consisted of placing recycling container in each of four mobile home parks. In the reward condition, children earned toys for recycling newspaper in two parks; in the proximity condition, six additional recycling containers were made available in the other two parks. The reward condition produced a 92% average increase over baseline while the proximity condition produced a 52% average increase in newspaper recycled.

An assessment of social validity trends in applied behavior analysis

Research articles published during the first 31 years of Journal of Applied Behavior Analysis were assessed for reports of social validity measures. Two measures of social validity (treatment outcome and treatment acceptability) were assessed for each article. In addition, articles were assessed for the incorporation of analog versus naturalistic settings. Overall, treatment outcome and acceptability measures were reported in less than 13% of articles. In addition, studies conducted in naturalistic settings were more likely to report social validity measures than studies conducted in analog settings. Possible reasons for the deficit in the reporting of social validity measures and potential outcomes of this deficit are discussed. Copyright

The Effects of a Response Cost Treatment Tactic on Hyperactive Children.

Abstract In a pilot study, a multielement design was used to assess the effectiveness of a response cost procedure on a 7-year-old childs hyperactive behavior and academic performance across days. The procedure was effective in reducing off-task behavior and in increasing academic assignment completion. In Experiment 2, three strategies were compared to a no-treatment baseline in treating an 8-year-old hyperactive child: drug (Ritalin) alone, response cost alone, and drug plus response cost. The cost program alone and the cost program combined with medication were effective in reducing off-task behavior and in increasing academic performance. In both studies, the procedure was viewed by the teachers as practical and effective for use in a classroom setting. The subjects liked the cost system and believed that they completed more academic work when it was operative.

Effects of Guided Notes on University Students' Responding and Recall of Information

The present study assessed the effects of guided notes on student responding and accuracy of recall of lecture material in an undergraduate psychology class using multi-element design. Guided notes were administered for approximately half of the class sessions on a random schedule. Data were collected on the frequency of student responses and daily quizzes were administered to assess accuracy of recall of information presented in the lecture. Results indicated higher mean quiz scores and response frequencies during the guided notes condition. Social validity questionnaires administered to participants revealed satisfaction with results and procedures.

The Right to Effective Behavioral Treatment

We propose that individuals who are recipients or potential recipients of treatment designed to change their behavior have the right to: (1) a therapeutic environment, (2) services whose overriding goal is personal welfare, (3) treatment by a competent behavior analyst, (4) programs that teach functional skills, (5) behavioral assessment and ongoing evaluation, and (6) the most effective treatment procedures available.

Public Posting with a Habilitation Team: Effects on Attendance and Performance

A public posting system was used to increase attendance at and performance in habilitation team meetings in an institutional setting. A reversal ABAB design was used to determine the effects of the public posting procedure. Results proved to be consistent with earlier research in the area. Public posting for attendance increased the number of members present at the meetings by about 20%. Similar results were obtained with performance, where an average increase of 30% was seen in posting conditions. Furthermore, data indicate that the team business progressed more efficiently during the public posting phases, with a concurrent increase in the delivery of services to the residents. This study further demonstrates that public posting may be an acceptable and efficacious accountability procedure for use in organizational settings.

Wanted: A rational search for the limiting conditions of habilitation in the retarded

Abstract The normalization movement has led us to believe that all clients can benefit from training, but the data (Ellis, 1979) do not support such a conclusion. I do not believe that the multiply physically handicapped, profoundly retarded, who have been unresponsive over an extended period to consistent efforts to train them ought to be subjected to further harrasment. Our enthusiasm to train greatly exceeds our expertise, and at this point we need to recognize the place of “stimulation programming” with the unresponsive profound individual. Lack of a functioning central nervous system is a limiting condition of habilitation, and our resources to provide such training are also severely limited. It is time to recognize these limiting conditions and to adjust our expectations accordingly. Stimulation programming, as opposed to teaching programming is, I believe, most appropriate with these clients, and this shift in emphasis represents an advance in our understanding of the right-to-treatment model. Such a shift in no way implies that our efforts to train the mildly, moderately, or severely retarded should be in any way reduced. Indeed, if the suggestion here is followed, we should have more success with them, since trainers will be freed as the new adjustments are made. In addition, those profoundly retarded persons who show responsiveness to training should also benefit from the newly available manpower. Those training staff who would be relieved of “training” duties with the unresponsive should find a boost to their morale, since they will be able to devote their time to clients who provide reinforcement through skill acquisition. I realize that this position will prove to be an unpopular one with advocates of normalization and deinstitutionalization. I only hope that it will be given due consideration in light of the arguments and observations presented and that no personal recrimination for expressing these opinions will follow. The ideas expressed in this paper are the result of my first-hand contact with over 700 multiply handicapped, profoundly retarded persons for an intensive period. I would urge anyone seriously interested in these controversial issues to undertake a similar experience before dismissing the opinions entirely.

The stereotypy analysis: An instrument for examining environmental variables associated with differential rates of stereotypic behavior

The Stereotypy Analysis, a means of analyzing environmental variables associated with differential rates of stereotypic behavior, was conducted with five persons having moderate to profound developmental disabilities. The process involves partial-interval recording of the occurrence of targeted behaviors and the presence/absence of specific environmental events. The Stereotypy Analysis was able to detect environmental events associated with stereotypic responding for 3 of the 5 subjects. Based on the results of the Stereotypy Analysis, indicated and not-indicated interventions were implemented for two subjects. The data obtained using the Stereotypy Analysis were useful in determining effective interventions for those subjects. Providing activities and prompts every 15 s, later faded to every 30 s, reduced handmouthing from a mean of 40% of intervals to 13% for one subject. Providing prompts every 30 s to engage in an activity decreased body rocking from 60% to 15% for the other. Effects for both interventions were replicated using A-B-A-B designs. The not-indicated intervention was unsuccessful for one subject; it suggested multiple control of the behavior for the other. Implications for behavioral theory and practice are discussed.