Review of Naturalistic Teaching Models for Children with Autism.

Color poster describing research conducted by Matthew H. Newquist and Kevin Schlichenmeyer, advised by Kevin P. Klatt.Within Applied Behavior Analysis, several different naturalistic teaching models are used to teach skills to children with autism. These models include: Incidental Teaching (IT), Milieu Teaching (MT), Natural Language Paradigm (NLP), Pivotal Response Training (PRT), Enhanced Milieu Teaching (EMT), Prelinguistic Milieu Teaching (PMT), Multiple Incidental Teaching Sessions (MITS), and Speech and Play Enhancement for Autistic Kids (SPEAK). A review of these models is provided for readers to discern the similarities and differences of these models.University of Wisconsin--Eau Claire Office of Research and Sponsored Programs

The Effect of Trained Attending on Skill Acquisition Rate in Canines

Color poster with text, images, and graphs describing research conducted by Kevin Schlickenmeyer and Jeffrey Miller, advised by Daniel D. Holt.Established dog trainers have used anecdotal evidence to make the claim that the training of an attending response is crucial for effective teaching. Although there is empirical support from human studies on the importance of trained attending (Fox, 1977) there is no research in the animal training literature to confirm these findings. The present study assessed the effect of a trained attending response on rate of acquisition in canines.University of Wisconsin--Eau Claire Office of Research and Sponsored Programs

Stimulus Fading and Response Elaboration in Differential Reinforcement for Alternative Behavior

A hallmark of applied behavior analysis is the development of function-based interventions for problem behavior. A widely recommended function-based intervention is differential reinforcement of alternative behavior (DRA), in which reinforcement is contingent upon socially acceptable alternatives to problem behavior (e.g., teaching communication skills). Typically, DRA is introduced under rich schedules of reinforcement. Although effective for initiating behavior change, rich schedules are often impractical in the natural setting. In this study, we evaluated the extent to which a stimulus fading program could be employed to elaborate alternative behavior (mands) in two individuals diagnosed with an Autism Spectrum Disorder. For both participants, problem behavior was reduced substantially upon implementation of the DRA procedure. Further, problem behavior rates remained low and mand rates decreased to more practical levels as the DRA behavioral requirements increased during the fading program. The fading approach demonstrated in this paper may be a useful component of intervention packages for clinicians

Functional analysis of problem behavior: A systematic approach for identifying idiosyncratic variables

When inconclusive functional analysis (FA) outcomes occur, a number of modifications have been made to enhance the putative establishing operation or consequence associated with behavioral maintenance. However, a systematic method for identifying relevant events to test during modified FAs has not been evaluated. The purpose of this study was to develop and evaluate a technology for systematically identifying events to test in a modified FA after an initial FA led to inconclusive outcomes. Six individuals, whose initial FA showed little or no responding or high levels only in the control condition, participated. An indirect assessment (IA) questionnaire developed for identifying idiosyncratic variables was administered, and a descriptive analysis (DA) was conducted. Results from the IA only or a combination of the IA and DA were used to inform modified FA test and control conditions. Conclusive FA outcomes were obtained with 5 of the 6 participants during the modified FA phase

Arranging and ordering in autism spectrum disorder: Characteristics, severity, and environmental correlates

Background There is a need for a more accurate characterisation of higher level restricted and repetitive behaviour (RRB) in autism spectrum disorder (ASD), including why it might be considered problematic and events associated with its occurrence. Method: We selected one form of higher level RRB—arranging and ordering—that was rated as severe for a large percentage of the population sampled. We interviewed 20 students’ teachers and conducted naturalistic observations for 15 of those students. Results: The characteristics of arranging and ordering varied across, and sometimes within, individuals. Problems associated with compulsive-like behaviour also varied, with several unanticipated reported problems. With the exception of attention, social consequences were relatively infrequent. Conclusions: These data highlight the need for research on the assessment and treatment of arranging and ordering and clinical attention to compulsive-like behaviour in ASD. Interviews and naturalistic observations are useful for structuring additional observations and analyses

Functional analysis and treatment of arranging and ordering by individuals with an autism spectrum disorder

Of the diagnostic features of autism, relatively little research has been devoted to restricted and repetitive behavior, particularly topographically complex forms of restricted and repetitive behavior such as rigidity in routines or compulsive‐like behavior (e.g., arranging objects in patterns or rows). Like vocal or motor stereotypy, topographically complex forms of restricted and repetitive behavior may be associated with negative outcomes such as interference with skill acquisition, negative social consequences, and severe problem behavior associated with interruption of restricted and repetitive behavior. In the present study, we extended functional analysis methodology to the assessment and treatment of arranging and ordering for 3 individuals with an autism spectrum disorder. For all 3 participants, arranging and ordering was found to be maintained by automatic reinforcement, and treatments based on function reduced arranging and ordering

The effect of “restricted interests” on caregiver presentation of items

Restricted and repetitive behavior (RRB) is more pervasive, prevalent, frequent, and severe in individuals with autism spectrum disorders (ASDs), relative to their typical peers. One subtype of RRB is restricted interests in items or activities, which is evident in the manner in which individuals engage with items (e.g., repetitious wheel spinning), the types of items or activities they select (e.g., preoccupation with a phone book), or the range of items or activities they select (i.e., narrow range of items). Restricted interests may limit sources of stimulation, and interruption of engagement with restricted interests may evoke problem behavior (Charlop-Christy & Haymes, 1996; Hanley et al., 2003). Additionally, individuals with restricted interests may respond differentially to an array of items, positively toward preferred items and negatively toward nonpreferred items, potentially affecting the array of items presented to these individuals. The purpose of the present study was to use procedures similar to Carr and colleagues (1991) to evaluate the effects of the behavior of those with ASDs on caregiver presentation of items. Results show that caregiver presentation of items corresponds with differential responses provided by individuals with ASD, and those with restricted preferences experienced a narrower array of items. Caregiver sensitivity to student behavior is discussed in terms of expanding preferences

The effect of “restricted interests” on caregiver presentation of items

Restricted and repetitive behavior (RRB) is more pervasive, prevalent, frequent, and severe in individuals with autism spectrum disorders (ASDs), relative to their typical peers. One subtype of RRB is restricted interests in items or activities, which is evident in the manner in which individuals engage with items the types of items or activities they select or the range of items or activities they select. Restricted interests may limit sources of stimulation, and interruption of engagement with restricted interests may evoke problem behavior (Charlop-Christy & Haymes, 1996). Individuals with restricted interests may respond differentially to an array of items—positively toward preferred items and negatively toward nonpreferred items—potentially affecting the array of items presented to these individuals. The purpose of the present study was to use procedures similar to Carr et al. (1991) to evaluate the effects of the behavior of those with ASDs on caregiver presentation of items. Results show that caregiver presentation of items corresponds with differential responses provided by individuals with ASD. Those with more restricted preference experience a narrower array of items. IOA was collected on 30% of sessions and exceeded 80%