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Identifying Sensitivity to Reinforcer Parameters with Brief Parametric Analyses
No full textThere is abundant research on identifying reinforcing stimuli; however, identifying sensitivity to reinforcer parameters is less researched. We evaluated a method to identify preferred reinforcer parameters (of edibles) for three individuals with autism who did not tolerate delays to reinforcement. A concurrent-chains schedule was utilized to measure response allocation given (a) a high-quality item (HQ) delivered immediately (I; HQ-I) vs. after a delay (D; HQ-D, (b) a low-quality item (LQ)-I vs. an HQ-D, and (c) an HQ-I vs. multiple HQ-D. Each assessment continued with escalating delay durations until responding was consistently allocated to the immediate stimulus. Differential results among parameters were shown for two out of three participants, suggesting that the assessment was an effective and time- and resource-efficient method to identify reinforcer parameters that compete with the immediate delivery of reinforcers
Teaching a General Repertoire of Self-Identification
No full textThis study investigated matrix training as a method for teaching safety skills to individuals with autism, with a specific focus on producing self-identification when lost. Two individuals with autism, aged 6 and 19 years, participated in the study. The training involved 3 combinations of safety questions with different locations within the participants\u27 school. Pretests and posttests evaluated performance of the self-identification skill in question—location combinations that were not trained. Additionally, one participant was tested in community settings to assess generalization outside of the school setting. Both participants identified themselves without additional prompting in all of the posttests. The results support the use of matrix training as a method for promoting generalization of safety skills for learners with ASD
The Inspired Minds Expansion: the Effectiveness of a Functional Support Group on the Mood of Clients with Neurological Impairments
Get PDFThe purpose of this mixed methods research was to assess the effectiveness of a functional support group on the mood of clients with neurological impairments. An acquired brain injury (ABI) is an insult to the brain that is not hereditary, congenital, or degenerative. An acquired brain injury encompasses all types of brain injuries (Biausa, 2022). The population included 16 clients with acquired brain injuries at The Resource Center through the Mental Health Association, recruited by use of convenience sampling. Data was collected through a researcher- developed 5-question survey utilizing face scales and open-ended questions. This survey, delivered once at the culmination of each session, allowed participants to reflect on their mood pre- and post-session to assess the effectiveness of the support group on the participant\u27s mood. Results indicated participant mood before the group varied from week to week but consistently improved after the functional support group each week
Bridging Health and Function: Integrating Occupational Therapy into an Urgent Care Campus Health Center
No full textImproving the Quality of Family Video Calls with an Activity Schedule
No full textFor individuals diagnosed with autism spectrum disorder (ASD) who live in residential settings, video calls represent an opportunity to stay connected with their families. However, limited social skills and disruptive behavior might represent an obstacle to the quality of interactions during video calls. The purpose of this study was to improve the quality of family video calls for two individuals diagnosed with ASD who were enrolled in a residential school. We collaborated with families to develop individualized video call schedules that included preferred parent and child components. The intervention resulted in improved parent satisfaction with the calls for both children. For one participant, the intervention also resulted in longer video calls, higher levels of child engagement, and a decrease in disruptive behavior
Comparing Stimulus Set Sizes Using a Computerized Match-to-Sample Training Program for a Child with Autism Spectrum Disorder
No full textThe following study includes a comparison between 3 different set sizes (4 sets of 3, 2 sets of 6, and 1 set of 12) for match-to-sample (MTS) learning. All sets were taught using a comparison array of three stimuli. The participant for this study reached mastery the fastest for all 12 stimuli within a pool for the pool that was taught using 1 set of 12 stimuli for the first data set with an auditory sample and for the pool taught with 2 sets of 6 stimuli for the second data set with a visual sample
An Evaluation of Self-Monitoring for Increasing Physical Activity
Get PDFThere are numerous benefits to engaging in daily moderate-to-vigorous physical activity, including improved bone health, better academic performance, and reduced symptoms of depression (CDC, 2016). Given the importance of increasing exercise for improved health outcomes, behavior analysts should consider increased physical activity as a therapeutic goal. Although self-monitoring has been demonstrated to be effective at increasing physical activity within a multicomponent intervention, the relative efficacy of self-monitoring alone for increasing physical activity is unknown. The purpose of this study was to extend the self-monitoring and physical activity literature by evaluating a component analysis of self-monitoring for increasing physical activity engagement in three individuals with autism. Additional procedural refinements were the inclusion of a systematic training procedure and an evaluation of self-monitoring alone before and after training. If self-monitoring alone was ineffective at increasing physical activity, additional reinforcement components were evaluated. To assess social validity, a concurrent-chain preference assessment was conducted to identify the most preferred intervention
Assessing Attitudes, Knowledge, and Practices of the Community Regarding Pelvic Floor Health
Get PDFTo assess the knowledge, attitudes, and practices of the community toward pelvic floor health. Flyers were distributed throughout Western MA that included a quick response (QR) code. Participants scanned the QR code and were directed to an online questionnaire. The questionnaire was a mix of open response and Likert style questions that assessed the knowledge, practices, awareness, and attitudes surrounding pelvic floor health. A total of 110 women completed the online questionnaire. The findings of the questionnaire underscore a concerning trend: a significant portion of Springfield and the surrounding communities lack basic knowledge about pelvic floor health. Many participants admitted to having pelvic floor disorders (PFD), having little knowledge on the subject, having no known community resources, or not knowing of any preventative measures for pelvic floor health. Many participants expressed their frustration over the scarcity of accessible information, especially following childbirth
SIMULATED LEGAL EXERCISES: DEVELOPING REAL WORLD EXPERIENCES IN THE BUSINESS LAW CLASSROOM
Get PDFPost-secondary academics commonly subscribe to the belief that, because new college- or graduate-level instructors were once students, they intuitively know how to conduct lectures, plan and direct classroom and homework activities, engage students in problem-based classes and simulations, and so forth. This is only partially true at best. The lack of pedagogical training and knowledge is a problem faced by many new full-time academics who begin teaching either immediately after finishing their own post-secondary education or, like myself, later in life, as a second career. The crux of this Article is my realizing my need for pedagogical knowledge for teaching undergraduate and graduate courses, my acquiring it, and my using it to develop and improve mock, in-class jury exercises that are done in a way comporting with experiential learning methods and allow my business law students to have real-world legal experiences. Through a few personal anecdotes, I want to impart practical wisdom to new post-secondary educators regarding pedagogical development and implementation. This Article has three goals—first, to underscore the importance of stories in encouraging educators to strive for classroom improvement; second, to serve as an educational tool regarding how to improve one’s classroom instruction, particularly in the realm of simulated legal exercises; and third, to provide business law instructors with a mock-jury exercise that they can use without alteration or addition, modify to their needs, or use for guidance in developing their own exercises
Effects of Response Effort on Resurgence
No full textIn the current study, a within-subject experimental comparison of resurgence of more and less effortful responses was conducted. Seven typically developing adults were tasked with shooting a basketball towards a hoop on an indoor basketball court from two different locations. Two target locations (near and far) were marked on the basketball court with blue painter’s tape. Sessions consisted of three components: establishment, elimination, and extinction. Each component lasted until 20 shots were taken, and then the next component began. At the start of each session, shots taken from one of the two locations (near or far) were followed by the researcher blowing a whistle immediately following the shot. In the next component, shots taken from the other location were followed by the whistle. In the final component, the test for resurgence, no shots were reinforced. With every whistle, a point was given to the participant for an opportunity to win one of two gift cards. In this ABAB reversal design, the A and B conditions defined which shots (near or far) would be reinforced in the first establishment component. Of the 11 sessions where criteria for the evaluation of resurgence were met, resurgence occurred in 100% of all sessions. Finally, magnitude of resurgence was evaluated in two participants, yielding opposite results