Nancy A. Neef

THE EFFECTS OF TEACHING PRECURRENT BEHAVIORS ON CHILDREN'S SOLUTION OF MULTIPLICATION AND DIVISION WORD PROBLEMS

We examined the effects of teaching overt precurrent behaviors on the current operant of solving multiplication and division word problems. Two students were taught four precurrent behaviors (identification of label, operation, larger numbers, and smaller numbers) in a different order, in the context of a multiple baseline design. After meeting criterion on three of the four precurrent skills, the students demonstrated the current operant of correct problem solutions. These skills generalized to novel problems. Correct current operant responses (solutions that matched answers revealed by coloring over the space with a special marker) maintained the precurrent behaviors in the absence of any other programmed reinforcement.

Comparison of the Efficiency of Two Flashcard Drill Methods on Children's Reading Performance

The purpose of this study was to extend prior flashcard drill and practice research by holding instructional time constant and allowing learning trials to vary. Specifically, the authors aimed to determine whether an incremental rehearsal method or a traditional drill and practice method was most efficient in helping 5 first-grade children read, maintain, and generalize words when time allocated for each instructional method was controlled. Findings revealed that all 5 participants learned more words per session with the traditional drill and practice method. However, a higher percentage of words that were taught under the incremental rehearsal condition were generalized when they were presented in the context of sentences. These findings have implications for school psychologists and educators who play a role in deciding what academic interventions will be used to maximize student learning in the classroom.

FURTHER ANALYSIS OF VARIABLES THAT AFFECT SELF-CONTROL WITH AVERSIVE EVENTS

The purpose of this study was to examine variables that affect self-control in the context of academic task completion by elementary school children with autism. In the baseline assessment of Study 1, mathematics problem completion was shown to be an aversive event, and sensitivity to task magnitude, task difficulty, and delay to task completion were measured. The effects of manipulating values of those parameters on self-control then were assessed. For all participants, self-control increased as a function of one or more changes in task parameter values. In study 2, the effects of a commitment response on self-control was assessed. Results indicated that for all participants, levels of self-control were higher when the opportunity to commit to the immediate aversive event was available.

5 – Attention Deficit Hyperactivity Disorder

Publisher Summary This chapter focuses on the attention deficit hyperactivity disorder (ADHD). It is a disorder of unknown etiology with defining characteristics of inattention, overactivity, and impulsivity. ADHD is chronic and persists over the life span. It frequently co-occurs with additional emotional, behavioral, and learning problems. Disruptive behavior disorders such as oppositional defiant disorder and conduct disorder are the most common, and are more frequently correlated with the hyperactive/impulsive type of ADHD. Internalizing disorders, such as depression, anxiety, and learning disabilities, are more frequently associated with the inattentive type of ADHD. The primary goal of a functional analytic model of ADHD is to understand the environmental conditions that may maintain or exacerbate specific problem behaviors associated with ADHD in order to develop effective, individually tailored interventions. The first step of a functional analysis of ADHD is to identify the specific context in which the problem behavior or behaviors occur. This is of particular importance, as assessment should occur either directly in that context or under conditions as representative of that context as possible.

A comparison of procedures for unpairing conditioned reflexive motivating operations

This study compared the effectiveness of two procedures to reduce behavior evoked by a reflexive conditioned motivating operation (CMO-R). Task demands were shown to evoke escape-maintained problem behavior for 4 students with disabilities. Alternative communication responses were taught as an appropriate method to request escape and this treatment combined with extinction for problem behavior led to decreases in problem behavior for all students. A beeping timer was then arranged to temporally precede the task demand to create a CMO-R that evoked communication responses. When data showed that the sound of the timer was functioning as a CMO-R, two methods to reduce behavior evoked by a CMO-R-extinction unpairing and noncontingent unpairing-were evaluated. Results indicated that noncontingent unpairing was an effective method to reduce the evocative effects of the CMO-R. Extinction produced unsystematic effects across participants. Results are discussed in terms of abolishing CMOs and the implications of CMOs.

Improving Pre-Service Teachers’ Performance Skills Through Behavioral Skills Training

In higher education, instruction that incorporates effective performance skills training is vital to equipping pre-service teachers with the tools they will use to educate children. This study evaluated the effects of behavioral skills training (BST) on performance of evidence-based practices by undergraduate pre-service special education teachers. A pre–post design was used to evaluate performance during role-play. BST sessions produced higher levels of correct performance than baseline measures across all seven participants. We discuss limitations of these results with suggestions for future research, along with recommendations for incorporating BST into university settings.