08 - Disegni Combinati

08/06/21
Obiettivo
Utilizzo di disegni di ricerca combinati
Consorzio Universitario Hum anitas Diritti Riservati - E’ vietata la duplicazione e l’utilizzo senza l’autorizzazione
Design combinati
› Combinano 2 o più caratteristiche di diversi disegni di ricerca
› Aumentano la validità dei risultati perché rispettano i criteri di

2 o più disegni diversi
› Solitamente non vengono pianificati ma utilizzati per valutare il

controllo sperimentale durante la raccolta dati
› Esempi: Multiple baseline + reversal; alternating treatment +

reversal ecc
1
08/06/21
MBL con Reversal
MBL con Probe
2
08/06/21
Multielement con baseline iniziale
MBL e alternating treatment
3
08/06/21
Withdrawal e multielement
Withdrawal e MBL
4
08/06/21
Aggiunta di probe
› E’ possibile aggiungere dei probe ad un disegno di ricerca,
per esempio per valutare la generalizzazione del
comportamento in situazioni o con persone con le quali
l’intervento non era in atto inizialmente
10
5
08/06/21
11
Esercitazione
› Descrivere il disegno sperimentale usato nei seguenti
esempi.
– Leggere grafico e didascalia
– Usare l’abstract come prompt
– Usare il dettaglio dell’articolo come soluzione
12
6
08/06/21
Esempio 1
62 JENNIFER N. FRITZ et al.
Figure 2. Results of the component analysis of the self-management intervention on Aaron’s, Earl’s, and Curtis’s
stereotypy (STPY). Filled circles represent stereotypy, open squares represent accurate self-recording, and open triangles
(Aaron only) represent accurate copying of irrelevant words. Numbers near data points denote the interval value (in
seconds) for self-recording (all subjects), DRO (Earl and Curtis), or copying a word (Aaron only). Unless otherwise noted,
subsequent conditions began with the last interval value of the preceding condition. DR 5 differential reinforcement.
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2012, 45, 55–68 NUMBER 1 (SPRING 2012)
ANALYSIS OF SELF-RECORDING IN SELF-MANAGEMENT

INTERVENTIONS FOR STEREOTYPY
JENNIFER N. FRITZ
UNIVERSITY OF HOUSTON–CLEAR LAKE
Figure 2. Results of the component analysis of the self-management intervention on Aaron’s, Earl’s, and Curtis’s
stereotypy (STPY). Filled circles represent stereotypy, open squares represent accurate self-recording, and open triangles
BRIAN A. IWATA
(Aaron only) represent accurate copying of irrelevant words. Numbers near data points denote the interval value (in
seconds) for self-recording (all subjects), DRO (Earl and Curtis), or copying a word (Aaron only). Unless otherwise noted,
subsequent conditions began with the last interval value of the preceding condition. DR 5 differential reinforcement.
13 UNIVERSITY OF FLORIDA
NATALIE U. ROLIDER
KENNEDY KRIEGER INSTITUTE
ERIN M. CAMP
AUTISM CONCEPTS
AND
Esempio 1 PAMELA L. NEIDERT

UNIVERSITY OF KANSAS
Most treatments for stereotypy involve arrangements of antecedent or consequent events that are
imposed entirely by a therapist. By contrast, results of some studies suggest that self-recording, a
common component of self-management interventions, might be an effective and efficient way
to reduce stereotypy. Because the procedure typically has included instructions to refrain from
stereotypy, self-recording of the absence of stereotypy, and differential reinforcement of accurate
recording, it is unclear which element or combination of elements produces reductions in
stereotypy. We conducted a component analysis of a self-management intervention and observed
that decreases in stereotypy might be attributable to instructional control or to differential
reinforcement, but that self-recording per se had little effect on stereotypy.
Key words: stereotypy, functional analysis, self-management, self-recording, instructions,
differential reinforcement
_______________________________________________________________________________
Stereotypy consists of a large collection of main diagnostic criteria for autism (American
chronic, repetitive behaviors that are considered Psychiatric Association, 2000). Although many
maladaptive and disruptive to learning. Stereo- topographies of stereotypy have been observed
typy commonly is observed in individuals with (body rocking, hand flapping, bizarre vocaliza-
intellectual disabilities and also is one of the tions, etc.), the common feature of all these
14
behaviors is that they seem to persist indepen-
This research was supported in part by a grant from the
dent of social consequences.
Florida Agency on Persons with Disabilities. We thank A number of interventions have been shown
Michelyn Butler and Carrie Dempsey for their assistance to be effective in decreasing stereotypy (see
in conducting the study. We also thank Donald Stehouwer
Rapp & Vollmer, 2005, for a review). Many stud-
and Timothy Vollmer for their helpful comments on an
earlier version of the manuscript. ies have examined reinforcement-based pro- 7
Correspondence regarding this article should be cedures, such as noncontingent access to items
addressed to Jennifer N. Fritz, University of Houston– that compete with stereotypy (NCR; Horner,
Clear Lake, 2700 Bay Area Blvd. Box 112, Houston,
Texas 77058 (e-mail: fritzj@uhcl.edu). 1980), differential reinforcement of alternative
08/06/21
Esempio 1
15
Esempio 2
90 WILLIAM G. SHARP et al.
Figure 1. Percentage of trials with mouth clean (top) and mean number of expulsions per bite (bottom) for Joshua.
The first flipped phase presents the averages for each bite volume, summarizing a total of 230 sessions (2 cc: 77 sessions;
4 cc: 84 sessions; 5.4 cc: 69 sessions). PA 5 presentation assessment.
Jimmy, and 47% reduction for Greg). For (M 5 10.7, range, 8.2 to 12.4) and mouth
Jimmy and Greg, cup
Consorzio drinkingHum
Universitario alsoanitas
contributed clean- remained
Diritti Riservati variable
E’ vietata la (M 5e40%,
duplicazione range,
l’utilizzo 20%
senza l’autorizzazione
to their intake during meals, a goal addressed to 60%) for bites presented with an upright
for Joshua during follow-up outpatient visits. spoon throughout the analysis. Levels of both
16 During the presentation assessment conduct- behaviors were similar to those observed during
ed before discharge, mouth clean and the mean the initial presentation assessment. We discon-
number of expulsion per bite remained un- tinued the assessment after a clear pattern of
changed with the flipped spoon for all three stability to address additional treatment goals
participants; however, the children differed in (i.e., caregiver training; generalization) prior to
their response to bites presented with an upright discharge. During Joshua’s final day of admis-
spoon. All three children experienced an sion (5 days later), we conducted a brief
increase in mean number of expulsions per bite reassessment after parent training and general-
during bites presented with an upright spoon. ization were complete. Behaviors with both
Joshua and Jimmy also experienced an initial methods of presentation remained unchanged
drop in mouth clean. For Joshua, mean number during these six sessions. We resumed treatment
8
of expulsions per bite remained high and stable with a flipped spoon following both analyses.
08/06/21
Esempio 2
COMPARISON OF UPRIGHT AND FLIPPED SPOON PRESENTATIONS

TO GUIDE TREATMENT OF FOOD REFUSAL
WILLIAM G. SHARP
MARCUS AUTISM CENTER AND
EMORY UNIVERSITY SCHOOL OF MEDICINE
ASHLEY ODOM
MARCUS AUTISM CENTER
AND
DAVID L. JAQUESS
MARCUS AUTISM CENTER AND
EMORY UNIVERSITY SCHOOL OF MEDICINE
The current study examined the effects of bite placement with a flipped versus upright spoon on
expulsion and mouth clean (product measure of swallowing) in the treatment of 3 children
diagnosed with a pediatric feeding disorder and oral-motor deficits. For all 3 participants,
extinction in the form of nonremoval of the spoon led to improvements in inappropriate
mealtime behavior and acceptance of bites; however, re-presentation did not reduce expulsion or
improve mouth clean. Results showed a lower level of expulsion and higher percentage of mouth
clean during flipped spoon presentations and re-presentations for all participants. Findings from
follow-up analyses supported transitioning back to an upright spoon in all 3 cases, although the
time required for this to occur differed across participants.
Key words: alternating treatments, antecedent manipulation, bite presentation, expulsions,
escape extinction, flipped spoon, pediatric feeding disorders, oral-motor deficits
_______________________________________________________________________________
Escape extinction in the form of nonremoval guidance), thereby eliminating escape. For
of the spoon (NRS) or physical guidance is a children with minimal or no oral intake, escape
17 well-supported treatment for chronic food extinction promotes exposure to food and
refusal among children with pediatric feeding increases the probability of contact with the
disorders (e.g., Patel, Piazza, Martinez, Volkert, primary and secondary reinforcement associated
& Santana, 2002; Piazza, Patel, Gulotta, Sevin, with eating (Hoch et al., 2001). However,
& Layer, 2003). Both procedures increase food alternative topographies of food refusal, such as
acceptance by targeting inappropriate mealtime pushing bites out of the mouth (i.e., expulsion),
behavior (e.g., pushing away food; head holding food in the mouth (i.e., packing), gagging,
turning) maintained by negative reinforcement or vomiting, may persist (Girolami, Boscoe, &
(i.e., escape from bite presentations). That is, Roscoe, 2007) or arise during the course of
the feeder persists with a bite presentation by treatment (Gulotta, Piazza, Patel, & Layer, 2005)
keeping food at the lips (NRS) or guiding the despite improvements in acceptance. In such cases,
Esempio 2
mouth open using gentle jaw pressure (physical social consequences may not maintain these
behaviors, but they may persist as a result of an
Correspondence concerning this article should be oral-motor deficit. Additional behavioral interven-
addressed to William G. Sharp, Pediatric Psychology tions may be necessary to establish swallowing.
and Feeding Disorders Program, Marcus Autism Center, Re-presentation, or recovering expelled food
1920 Briarcliff Road, Atlanta, Georgia 30329 (e-mail:
william.sharp@choa.org). and placing it back into the mouth, represents
doi: 10.1901/jaba.2012.45-83 an additional form of escape extinction that has
83
18
9
08/06/21
Esempio
102 3 PETULA C. M. VAZ et al.
Figure 1. Percentage of bites packed for Cliff (top), Dave (middle), and Ty (bottom).
During baseline, the percentage of packs for the chaser, the percentage of packs decreased
19 Cliff was high (M 5 90%; range, 60% to (M 5 34%; range, 0% to 100%). Packing
100%). When the chaser was implemented, increased to high levels when the chaser was
packing gradually decreased, increased, and discontinued (M 5 67%; range, 20% to
then leveled off to less than 20% (M 5 35%; 100%). When the chaser was reintroduced,
range, 0% to 100%). Removal of the chaser levels of packing decreased, increased, and then
resulted in an increase in the percentage of decreased (M 5 14%; range, 0% to 40%).
packs (M 5 85%; range, 20% to 100%). When Mean session length for Dave was 8.5 min. The
the chaser was reintroduced, the percentage of percentage of packs for Ty was high during
packs decreased again (M 5 9%; range, 0% to baseline (M 5 69%; range, 25% to 100%).
40%). Mean session length for Cliff was Packs decreased to stable low levels when the
6.5 min. The percentage of packs for Dave chaser was implemented (M 5 2%; range, 0%
Esempio 3 was high and variable during baseline (M 5 79%;

range, 60% to 100%). With implementation of
to 17%). Mean session length for Ty was
4.9 min.
USING A CHASER TO DECREASE PACKING IN CHILDREN WITH

FEEDING DISORDERS
PETULA C. M. VAZ, CATHLEEN C. PIAZZA, VICTORIA STEWART,
VALERIE M. VOLKERT, AND REBECCA A. GROFF
UNIVERSITY OF NEBRASKA MEDICAL CENTER’S
MUNROE-MEYER INSTITUTE
AND
MEETA R. PATEL
CLINIC 4 KIDZ, SAUSALITO, CALIFORNIA
Packing is a problematic mealtime behavior that is characterized by pocketing or holding solids

or liquids in the mouth without swallowing. In the current study, we examined the effects of a
chaser, a liquid or solid consistently accepted and swallowed by the child, to decrease packing of
solid foods in 3 children with feeding disorders. During the chaser procedure, the therapist
presented the chaser immediately for 2 children or 15 s after each bite presentation for 1 child.
The chaser was effective in decreasing packing for all 3 children. The results are discussed in
terms of the clinical importance of the findings and directions for future research.
Key words: chaser, feeding disorders, packing, pediatric feeding disorders
_______________________________________________________________________________
Packing, defined as holding or pocketing Investigators have evaluated the efficacy of a
solids or liquids without swallowing, is a variety of procedures as treatment for packing.
20 behavior that is exhibited by children with The procedures that have received the most
feeding problems (e.g., Gulotta, Piazza, Patel, & attention in the literature include manipulations
Layer, 2005; Patel, Piazza, Layer, Coleman, & of presented food (Mueller, Piazza, Patel,
Swartzwelder, 2005; Riordan, Iwata, Wohl, Kelley, & Pruett, 2004; Patel et al., 2005) and
& Finney, 1980; Sevin, Gulotta, Sierp, Rosica, redistribution. Mueller et al. (2004) evaluated
& Miller, 2002). Packing is problematic for a the effects of blending preferred and nonpre-
number of reasons. First, packing increases the
risk for aspiration because it may result in
ferred foods on mouth clean, which is the
converse of packing. Mouth clean is a product 10
premature spillage of solids or liquids into the measure of swallowing, defined by Mueller et al.
airway in the absence of swallow preparation as no food in the child’s mouth 30 s after the
(Logemann, 1998). Second, Gulotta et al. (2005) bite entered the child’s mouth. Mouth clean of
showed that packing may be associated with nonpreferred food gradually increased, and
08/06/21
Esempio 3
21
674 RAYLEEN V. DE LUCA and STEPHEN W. HOLBORN
160
BASELINE VR 80 VR 115 VR 130 BL VR 130
140
120i-
1001-
Esempio 4 80
60
.-2
.....
BASELINE VR 8S VR 11S VR 125 BL VR 125

150.1 I_ _
130.
I
10~~~~~~~~~~
70
1!aI
.
I t II III I tm SHAWN
15l0 r BASELINE VR8S VR11S VR125 BL VR12S

130t _
rm~~~
40 '
co
0
1401-
o 120 '- * j
> 100
so~ ~~~N
140
120 k, i_ __
so
100I . -
so
~
140 BASELINE VR ~70 ~
VR 90
~
VR 110
I
BL VRI 110
120t
40 _,t'.O"
1 s RO 20 2Y 10 L YR 10
SESSIONS
Figure 1. Mean revolutions pedaled per minute during baseline, VR 1 (VR range, 70 to 85), VR 2 (VR range, 90 to
115), VR 3 (VR range, 100 to 130), return to baseline, and return to VR 3 phases for obese and nonobese subjects.
22
11
08/06/21
Esempio 4
JOURNAL OF APPLIED BEHAVIOR ANALYSIS 1992)25,671-679 NUMBER 3 (FAu 1992)
EFFECTS OF A VARIABLE-RATIO REINFORCEMENT SCHEDULE WITH

CHANGING CRITERIA ON EXERCISE IN OBESE AND NONOBESE BOYS
RAYLEEN V. DE LucA AND STEPHEN W. HOLBORN
UNIVERSITY OF MANITOBA
The effects of a variable-ratio schedule of reinforcement on pedaling a stationary exercise bicycle

were examined. Three obese and three nonobese 11-year-old boys were individually tested five times
weekly for approximately 12 weeks. A changing-criterion design was used in which each successive
criterion was increased over mean performance rate in the previous phase by approximately 15%.
The contingencies of the successive criteria resulted in systematic increases in rate of exercise for all
children. Final variable-ratio rates were higher than those under fixed ratios found in previous
research, with rates for 2 of the 3 obese boys approximating those of the nonobese.
DESCRIPTORS: obesity, exercise, changing criterion design, variable-ratio schedule, children
Childhood obesity is a prevalent problem (Ar- response rate, De Luca and Holborn (1990) ex-
istimuno, Foster, Voors, Srinivasan, & Berenson, amined the effects of a fixed-ratio (FR) schedule,
1984) that has been demonstrated to cause phys- matched to the reinforcement frequency of an F1
iological (e.g., Mann, 1974; Mayer, 1970; Mobbs, 1-min schedule, with obese and nonobese children
23 1970) as well as psychological problems (e.g., Israel pedaling on a stationary exercise bicyde. After the
& Stolmaker, 1980). Although behavioral treat- initial F1 phase, when the schedule was changed to
ment approaches for childhood obesity have been FR, all children showed an increased rate of exer-
explored recently (e.g., Epstein, Wing, Koeske, & cising, and the duration of exercising was main-
Valoski, 1987), Epstein and Wing (1987) asserted tained at maximum during all contingency phases.
that "additional research on exercise's role is need- The present research was designed to examine
ed" (p. 336). Because research has indicated that whether variable-ratio (VR) schedules would in-
obesity is often associated with physical inactivity crease and maintain even higher rates of exercising
(e.g., Bullen, Reed, & Mayer, 1964; Cohen, Gel- than FR and F1 schedules do.
Esempio 4
fand, Dodd, Jensen, & Turner, 1980; Johnson,
Burke, & Mayer, 1956; Mayer, 1968; Rony, 1940;
A single-case changing-criterion design (Hart-
mann & Hall, 1976; Kazdin, 1982) was used. The
Stefanik, Heald, & Mayer, 1959), exercise appears changing-criterion design has been demonstrated to
to be an important focus for research. be effective in shaping behavior (Hartmann & Hall,
The benefits of behavioral principles of rein- 1976). Brownell (1984) recommended that "one
forcement to increase physical activity with obese key to exercise instruction is to begin at the patient's
children have been demonstrated in recent studies level" (p. 412). Using a changing-criterion design,
conducted by De Luca and Holborn (1985, 1990). the initial criterion is based on the subject's own
Applying a fixed-interval (FI) schedule of rein- baseline performance and is increased via small,
forcement to exercising in obese and nonobese boys, successive increments. In this manner, high rates
De Luca and Holborn (1985) demonstrated that of exercise can be approached gradually and sys-
reinforcement schedules can be a powerful tool to tematically.
increase exercise duration. In an attempt to increase
METHOD
The authors express appreciation to Gloria Eldridge and
Randy Atkinson for assistance with the equipment as well Subjects and Setting
as for their suggestions and support throughout the study. Six male 11-year-old children, whose parents
This research was supported by the Manitoba Mental Health
Research Foundation. Reprints may be obtained from Ray- consented to their participation in a study involving
leen V. De Luca, Department of Psychology, University of exercise on a stationary bicycle, were chosen as
Manitoba, Winnipeg, Manitoba R3T 2N2, Canada. subjects. Half of the subjects were obese and half
671
24
12
08/06/21
114 CANDICE L. COLON et al.
Esempio 5
Figure 2. Percentage of session duration with vocal stereotypy is depicted on the primary y axis. The frequency of
appropriate vocalizations (i.e., combined tacts, mands, and unspecified language) across baseline and treatment
conditions for each participant is depicted on the secondary y axis. BL 5 baseline; PTT 5 posttact training; RIRD 5
response interruption and redirection.
(primary y axis) as well as the combined vocalizations were low (M 5 2.3 per session)
25 frequency (secondary y axis) of all appropriate

vocalizations (i.e., framed mands, framed tacts,
during the baseline phase. There was an
immediate decrease in stereotypy and a sus-
unspecified language) for all phases of the tained increase in appropriate vocalizations (M
treatment analysis. Information about the 5 7.3) following tact training. Although the
individual categories of appropriate vocaliza- overall levels of stereotypy were lower in the
tions is provided in a subsequent graph. For PTT condition (M 5 8.6%), the trend was
Anna (top), stereotypy was emitted at a upward in the final sessions. Therefore, RIRD
moderate level (M 5 25%) and appropriate was introduced and further decreased levels of
Esempio 5
THE EFFECTS OF VERBAL OPERANT TRAINING AND RESPONSE

INTERRUPTION AND REDIRECTION ON APPROPRIATE AND
INAPPROPRIATE VOCALIZATIONS
CANDICE L. COLÓN, WILLIAM H. AHEARN, KATHLEEN M. CLARK, AND
JESSICA MASALSKY
NEW ENGLAND CENTER FOR CHILDREN AND
NORTHEASTERN UNIVERSITY
Past research has shown that response interruption and redirection (RIRD) can effectively
decrease automatically reinforced motor behavior (Hagopian & Adelinis, 2001). Ahearn, Clark,
MacDonald, and Chung (2007) found that a procedural adaptation of RIRD reduced vocal
stereotypy and increased appropriate vocalizations for some children, although appropriate
vocalizations were not targeted directly. The purpose of the current study was to examine the
effects of directly targeting appropriate language (i.e., verbal operant training) on vocal
stereotypy and appropriate speech in 3 children with an autism spectrum disorder. The effects of
verbal operant (i.e., tact) training were evaluated in a nonconcurrent multiple baseline design
across participants. In addition, RIRD was implemented with 2 of the 3 participants to further
decrease levels of vocal stereotypy. Verbal operant training alone produced slightly lower levels of
stereotypy and increased appropriate vocalizations for all 3 participants; however, RIRD was
required to produce acceptably low levels of stereotypy for 2 of the 3 participants.
Key words: autism, response blocking, response interruption, tact, verbal behavior, vocal
stereotypy
_______________________________________________________________________________
Echolalia is among the key criteria for (2007) referred to all of these types of
diagnosing individuals with autism spectrum vocalizations as vocal stereotypy.
26 disorder (ASD; Lewis & Bodfish, 1998). Two Young children with ASD are often more
forms of echolalia, immediate and delayed, have likely to emit repetitive noises or noncontextual
been described in the literature. Immediate words than they are to communicate appropri-
echolalia is defined as repeating the speech of ately and effectively. Engaging in this form of
others directly after they speak, whereas delayed stereotypy presents several potentially adverse
echolalia entails repeating words, sounds, or effects for these individuals. Stereotypy interferes
phrases that are inappropriate to the current
context (Ahearn, Clark, MacDonald, & Chung,
with positive social interactions, skill acquisition,
and appropriate play skills (Dunlap, Dyer,
13
2007; Schreibman & Carr, 1978). In many & Koegel, 1983). Furthermore, such behavior
cases, the utterances are not clearly articulated can be stigmatizing in community settings
repetitions and take the form of babbling, (Jones, Wint, & Ellis, 1990; MacDonald et al.,
squealing, or grunting repetitively. Ahearn et al. 2006; Schreibman & Carr, 1978; E. A. Smith
08/06/21
Esempio 5
27
Consorzio Universitario Humanitas

Direzione e Segreteria
Via della Conciliazione 22, 00193 – Roma
Tel. +39 06 3224818
Fax +39 06 32506955
segreteria@consorziohumanitas.com
28
14

08 - Disegni Combinati

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

08 - Disegni Combinati

Caricato da

Copyright:

Formati disponibili

08/06/21

› Aumentano la validità dei risultati perché rispettano i criteri di

› Solitamente non vengono pianificati ma utilizzati per valutare il

› Esempi: Multiple baseline + reversal; alternating treatment +

MBL con Reversal

MBL con Probe

Multielement con baseline iniziale

MBL e alternating treatment

ANALYSIS OF SELF-RECORDING IN SELF-MANAGEMENT

Esempio 1 PAMELA L. NEIDERT

COMPARISON OF UPRIGHT AND FLIPPED SPOON PRESENTATIONS

Esempio 3 was high and variable during baseline (M 5 79%;

USING A CHASER TO DECREASE PACKING IN CHILDREN WITH

Packing is a problematic mealtime behavior that is characterized by pocketing or holding solids

674 RAYLEEN V. DE LUCA and STEPHEN W. HOLBORN

BASELINE VR 8S VR 11S VR 125 BL VR 125

15l0 r BASELINE VR8S VR11S VR125 BL VR12S

JOURNAL OF APPLIED BEHAVIOR ANALYSIS 1992)25,671-679 NUMBER 3 (FAu 1992)

EFFECTS OF A VARIABLE-RATIO REINFORCEMENT SCHEDULE WITH

The effects of a variable-ratio schedule of reinforcement on pedaling a stationary exercise bicycle

114 CANDICE L. COLON et al.

25 frequency (secondary y axis) of all appropriate

THE EFFECTS OF VERBAL OPERANT TRAINING AND RESPONSE

Consorzio Universitario Humanitas

Potrebbero piacerti anche