Mitchell Taubman

Transfer of Staff Training from Workshops to Group Homes: A Failure to Generalize across Settings.

Two experiments were conducted to assess acquisition and generalization of skills acquired in a workshop by trainees who were primary caregivers on the staffs of group homes for developmentally disabled clients. In Study 1, 31 staff trainees received an intensive, 1-week workshop in behavioral theory and treatment techniques. When assessed at the workshop site, these staff trainees showed increased treatment skills, relative to 18 staff trainees who did not participate in the workshop. In Study 2, pre- and postworkshop observations were taken on 53 developmentally disabled clients in group homes where the staff trainees worked. These observations provided no evidence that the workshop had any effect on group home client functioning. Future training programs for caregivers may be more successful if they occur in the group home, involve clients in the home, and enlist the support of supervisory staff, rather than focusing only on primary caregivers.

Comparing the Teaching Interaction Procedure to Social Stories for People with Autism.

This study compared social stories and the teaching interaction procedure to teach social skills to 6 children and adolescents with an autism spectrum disorder. Researchers taught 18 social skills with social stories and 18 social skills with the teaching interaction procedure within a parallel treatment design. The teaching interaction procedure resulted in mastery of all 18 skills across the 6 participants. Social stories, in the same amount of teaching sessions, resulted in mastery of 4 of the 18 social skills across the 6 participants. Participants also displayed more generalization of social skills taught with the teaching interaction procedure to known adults and peers.

The effectiveness of a group discrete trial instructional approach for preschoolers with developmental disabilities.

Group behavioral classroom instruction for children with developmental disabilities has been shown to allow for increased efficiency, approximation to naturalistic arrangements, and enhanced opportunity for interaction, social teaching and observational learning. This study examines the effectiveness of a group instructional extension of one to one discrete trial teaching, which involves the overlapping of trials between students along with the use of sequential and choral group teaching. A multiple baseline design across tasks was employed to examine the effectiveness of the group instructional approach in promoting acquisition of educational skills among preschoolers with autism and other developmental disabilities. A time sample interval assessment of components of the group instruction was also conducted. The approach was demonstrated to consistently increase correct responding across the task areas. Results are discussed in terms of the advantages of the group instructional approach as an adjunct to one to one discrete trial instruction.

Applied Behavior Analysis is a Science and, Therefore, Progressive.

Applied behavior analysis (ABA) is a science and, therefore, involves progressive approaches and outcomes. In this commentary we argue that the spirit and the method of science should be maintained in order to avoid reductionist procedures, stifled innovation, and rote, unresponsive protocols that become increasingly removed from meaningful progress for individuals diagnosed with autism spectrum disorder (ASD). We describe this approach as progressive. In a progressive approach to ABA, the therapist employs a structured yet flexible process, which is contingent upon and responsive to child progress. We will describe progressive ABA, contrast it to reductionist ABA, and provide rationales for both the substance and intent of ABA as a progressive scientific method for improving conditions of social relevance for individuals with ASD.

A Program Description of a Community-Based Intensive Behavioral Intervention Program for Individuals with Autism Spectrum Disorders.

Autism Spectrum Disorders (ASD) impact all areas of a person’s life resulting in deficits in language, social behavior, and intellectual abilities as well as the development of repetitive behaviors that can greatly restrict access to the community and quality of life. Intensive behavioral intervention (IBI) has repeatedly been shown to be effective in improving functional skills and intellectual scores as well as minimizing problem behaviors in individuals diagnosed with ASD. In previous studies, some children who received intensive behavioral intervention became indistinguishable from their peers and were served in typical educational environments with no supplemental supports. However, the majority of the published studies on this intervention describe university-affiliated grant funded programs. This program description provides details about a private community-based agency that provides IBI for children and adolescents with ASD. Information about staff training, the therapies implemented, the population served, and instructional and programmatic content is offered and a preliminary analysis is provided of the outcomes achieved for a subsample of the clients served (i.e., 64 of 181). These findings suggest that increases in functional skills and intellectual scores were achieved for all clients and that many clients met criteria similar to those established in prior landmark studies.

Childhood gender identity change: Operant control over sex-typed play and mannerisms

Abstract To our knowledge this case is the first successful change of childhood gender identity that is documented by pre- and post-diagnostic assessment procedures. Deviant sex-typed behaviors were modified in a 5-yr-old boy judged by an independent clinician to be a high risk for adult transsexualism. In Study 1, the childs mother was trained to reinforce “masculine” play behaviors and to extinguish “feminine” play behaviors in the clinic. This intrasubject study introduced new procedures designed to maximize the generalization of the treatment effect to play in the alone condition. Study 2 was designed to modify the childs cross-gender mannerisms through the use of a response-cost and verbal prompt procedure. The cross-gender mannerism “flexed elbow” decreased as a function of the treatment. At the follow-up 25 months after treatment terminated, the evaluation by an independent clinician indicated the therapeutic change to a male gender identity.

OBSERVATIONAL EFFECTS ON THE PREFERENCES OF CHILDREN WITH AUTISM

Children with an autism spectrum disorder (ASD) may play with limited objects or toys, making it difficult for teachers to identify reinforcers to use in teaching new skills. The goal of this study was to alter childrens preferences from highly preferred toys to toys that were originally less preferred using an observational pairing procedure. Child participants observed a preferred adult playing with toys that were initially less preferred by the child. This intervention resulted in a shift in preference toward the item manipulated by the adult. Maintenance of the changed preference was idiosyncratic across participants. Results suggest a procedure for expanding the range of items that students with ASD will select.

Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study

This study compared the teaching interaction procedure to social stories implemented in a group setting to teach social skills to three children diagnosed with autism spectrum disorder. The researchers taught each participant one social skill with the teaching interaction procedure, one social skill with the social story procedure, and one social skill was assigned to a no intervention condition. The teaching interaction procedure consisted of didactic questions, teacher demonstration, and role-play; the social story procedure consisted of reading a book and answering comprehension questions. The researchers measured participants’ performances during probes, responses to comprehension questions, and responding during role-plays. The results indicated that the teaching interaction procedure was more efficacious than the social story procedure across all three participants.

Language training and some mechanisms of social and internal control

Typically, in the treatment or education of the severely developmentally disabled, the therapist must consider a wide range of behavioral deficits as possible targets of the intervention. Despite the large array of possible treatment objectives, the core of these remedial attempts often is instruction in the language area. Much effort has been devoted to the building of syntax and meaning into the language repertoire of the developmentally disabled, and a great deal of success has been achieved in these areas. Although this emphasis on language instruction is a regularly occurring practice, little attention has been given to its impetus or validity. That is, the justification for the teaching of these skills, however successful the efforts have been, has not been sufficiently examined. One apparent justification for the emphasis on language programming derives from its consideration as an efficient means for achieving rapid and expanded cognitive and social development. In this way, language is viewed as a set of responses pivotal to change in a broader range of responses. This pivotal response notion pertains to treatment situations in which it is not possible, for practical and logical reasons, to modify all of an individuals behavioral difficulties. As an alternative, the therapist has to target a limited set of behaviors for intervention, anticipating that changes brought about in the restricted set will facilitate change in a larger set of behaviors. In other words, the therapist wants to construct a curriculum for working on behaviors which show maximal response generalization. Such behaviors are considered pivotal responses in that they are pivotal or instrumental in bringing about generalized behavior change.

Comparison of Most-to-Least Prompting to Flexible Prompt Fading for Children with Autism Spectrum Disorder

ABSTRACT This study compared most-to-least prompting to flexible prompt fading for teaching four children with an autism spectrum disorder various expressive tasks. Using a parallel treatment design nested into a multiple probe design, researchers taught each participant how to expressively label six pictures with most-to-least prompting and six pictures with flexible prompt fading. The researchers evaluated effectiveness, maintenance, efficiency, and performance across both prompting conditions and across all participants. Results indicated that both prompting procedures were effective across all four participants. Results also indicated that flexible prompt fading led to a higher percentage of independent correct responding during teaching trials. For three of the participants, flexible prompt fading was also a more efficient procedure. Results were mixed in terms of maintenance across the four participants.