BEHAVIORAL BLOGS

Entries in Evernotes (22)

Friday
Mar212014

Denise Ross--Verbal Behavior

  1. PhD Columbia University
    1. College of Education at DePaul University
    2. Denise is co-author with Doug Greer of Verbal Behavior Analysis: Inducing and Expanding New Verbal Capabilities in Children with Language Delays
  2. Listener Skills & Echoics vs. Mand training
    1. DG: First get instructional control.
    2. Difficulty of getting language is because of no listener skills
  3. Click Here to be redirected to the Evernote to continue reading!

Friday
Mar212014

Denise Ross: Behavior Analysis in Urban Education

  1. Our technology is general across various population.
  2. Behavioral Systems are having a national impact.
    1. RTI
    2. PBIS
    3. Direct Instruction
    4. DIBBLES 
  3. They started a charter school in Chicago for K through 8.
    1. Teach the foundational skills.
      1. Read, write, math.
      2. Improve fidelity of intervention. 
    2. Click Here to be redirected to the Evernote to continue reading!

Friday
Mar212014

EverNotes from a Radical Behaviorist: Susan M. Schneider: Operant Principles Everywhere: Interdisciplinary Behavior Analysis and the Future of Our Field

  1. Not comfortable with this, but can’t articulate my concerns.
  2. "Nature and nurture works together” is a common theme, these days.
  3. Bird songs
    1. The “instinctive” male bird song acts as a reinforcer for the female bird
    2. Differential reinforcement the song can control its pitch.
    3. There are “instinctive” unlearned preferences for imprinting auditory stimuli and also bird songs, but the preferences can be changed as a result of operant conditioning.
  4. Rhesus monkeys
    Click here to be redirected to the Evernote to continue reading!

Friday
Mar212014

Autism Insurance in Michigan

  1. Colleen Allen
    1. Speech and language is her specialty.
      1. Few have been trained in this area.
    2. At the moment, the medicaid benefit ages at age six.
    3. Nothing for teens and up.
  2. Tom Lucking: Family Experience
    1. Parent and managed care consultant
    2. BCBS system is difficult to access.
    3. Preauthorization is needed but difficult.
  3. Click here to be redirected to the Evernote to continue reading!

Friday
Mar212014

EverNotes from a Radical Behaviorist: Hock & Dreyfus: When You're a Behavior Analyst, You Can Work Anywhere

  1. RWM: If you want to have an international impact, you need to hang there for months or a year, not a weekend.
    1. It’s really hard to make an impact.
  2. Hock: Or consider the first trip their introduction to you and behavior analysis, as a first step in a long term relationship.
  3. Check out Global Autism.
  4. Dreyfus
    1. Their matching procedure:
      1. Click here to be redirected to the Evernote to continue reading!

    Friday
    Mar212014

    EverNotes from a Radical Behaviorist: Carl Johnson: White Noise, It's Not Just for a Skinner Box

    1. Brackbill used white noise in infant sleep research. Facilitated going to sleep.
    2. CJ: Play all night, fairly loudly. After a few days when it’s working, gradually reduce the intensity to zero and all’s cool.
    3. DM: Should I use white noise to reduce my early, early, early morning wakening?
    4. Isn’t there an app for that? Really.  
    5. Even for our autistic kids
      1. Can use for going to sleep earlier (Knight & Johnson, in press).
      2. Probably get a pre-print of their article if you want to use it with your kid, to get the details that might help.

    Click here to be redirected to the Evernote to continue reading!

    Friday
    Mar212014

    EverNotes from a Radical Behaviorist: On Autoclitics of Order. Robert Dlouhy (Western Michigan University)

    1. Autoclitics are verbal responses that modify the effect on the listener of the primary operants that comprise B.F. Skinner's classification of Verbal Behavior.[1]
    2. Relational autoclitics are different from descriptive autoclitics in that they affect the behavior of the listener. For example, above in "the book is above the shelf" tells the listener where to find the book, thereby altering where the listener looks for the book. Another way to look at relational autoclitics is that they describe the relation between verbal operants, and modify the listener's behavior in that way. For example, in the statement "the book is black" the is tells the listener there is a relation between book and black, is specifies what is black.
    3. Click here to be redirected to the Evernote to continue reading!

    Friday
    Mar212014

    EverNotes from a Radical Behaviorist: Thorndike’s Contributions to Psychology Today: The Obvious and the Not-So-Obvious. Michael Palmer (Central Michigan University)

    1. RWM: Should Thorndike rather than Skinner get the credit for discovering or being the first to analyze operant conditioning?
      1. Michael: No, because he talks in terms of annoyers and satisfiers.
      2. RWM: I kind of like annoyers and satisfiers! Kind of.
    2. One of the first to do research with animals.
    3. Argued that thoughts don’t cause behavior.
      1. RWM: As Skinner did later in proposing radical behaviorism.

    Click here to be redirected to the Evernote to continue reading!

    Friday
    Mar212014

    EverNotes from a Radical Behaviorist: Symposium: New Developments in Dissemination, Application, and Measurement of Contemporary Behavior Therapies.Chair:Christopher A. Briggs (Western Michigan University)

    1. Evaluating a Therapist Training on Values-Based Behavioral Activation for Adolescent Depression. Julissa Duenas & Scott Gaynor (Western Michigan University)
      1. The training was effective.
    2. Motivational Interviewing: A One Day Workshop Training Study. Justin A. Moore & Scott Gaynor (Western Michigan University)
      1. I  Objective: Increasing positive statements of the client.
      2.    Increase reported self efficacy.
      3.    Workshop worked. 
    3. Motivational Interviewing and Acceptance and Commitment Therapy: A Stepped-Care Approach to the Treatment of Adolescent Depression. Rachel Petts, Julissa Duenas, & Scott Gaynor (Western Michigan University)
    4. The Predictive Validity of the FIAT-Q. Daniel W. Maitland, Rebecca Rausch, Kellie Reynolds, & Scott Gaynor (Western Michigan University)


    Click here to be Redirected to the Evernote

    Friday
    Mar212014

    JRC: Staff Patrice Cort

    1. JRC founded 1971
    2. 243 residents
      1. Majority students are or were extremely aggressive and self-injurious
      2. They come from programs that failed to help them and or made things worse.
      3. Medications
        1. 100% come in with multiple medications that were not sufficient and had negative health effects
        2. Now 80% no longer need medications
        3. Now 20% are on greatly reduced medication
      4. Residential program
      5. Click here to be redirected to the Evernote to continue reading!
    Friday
    Mar212014

    EverNotes from a Radical Behaviorist: ABAI Autism Conference 2014: Laura Schriebman: Can't We All Get Along?: Combining Behavioral and Developmental Naturalistic Interventions for Young Children with Autism

    Can't We All Get Along?: Combining Behavioral and Developmental Naturalistic Interventions for Young Children with Autism

     

    1. I was 20 min late.
      1. Getting caught up with conference postings on FaceBook from yesterday.
    2. With naturalistic approaches:
      1. The child always initiates each teaching episode.
        1. RWM: Need to know more about why.
          1. Is it because that means were dealing with something that’s reinforcing for the kid?
      2. Arrange the environment with tempting reinforcers.
      3. The reinforcers should be natural, not artificial. Don’t give Cheetos for the kid tacting “car”.
      4. Click here to be redirected to the Evernote to continue reading!
    Friday
    Mar212014

    EverNotes from a Radical Behaviorist: ABAI Autism Conference 2014: Christopher McDougle: Practical Psychopharmacology of the Autism Spectrum Disorder

    Practical Psychopharmacology of the Autism Spectrum Disorder
    1. There are no medications approved for the treatment of the core symptoms of autism.
    2. Evaluation
      1. Often important to make sure there are no physical issues.
      2. Genetic testing can be important.
      3. Not usually doing EEG, CAT, or MRI
        1. And even though the EEG may be abnormal, but there is implications as to what to do about it.
    3. He seems concerned that they don’t have a sensory integration treatment program in their hospital
    4. Click here to be redirected to the Evernote to continue reading!

    Friday
    Mar212014

    EverNotes from a Radical Behaviorist: ABAI Autism Conference 2014: David Richman: Emergence, Early Intervention, and Prevention of Self-Injury

    Emergence, Early Intervention, and Prevention of Self-Injury
    1. He tracked the kids, passively recording the evolution from self-stim to self-injury over the months and/or years with no behavioral intervention, in order to scientifically record the evolution of self-injury.
      1. He acknowledges the questionable ethics of this.
      2. Oh Sinclair Lewis and Arrowsmith, wherefore art thou?
    2. Ah, but there was an experimental group.
      1. He only kept in his study those whose stimming was not socially maintained.
      2. He kicked out of his study those whose stimming was socially maintained.
    3. Click here to be redirected to the Evernote to continue reading!

    Friday
    Mar212014

    EverNotes from a Radical Behaviorist: ABAI Autism Conference 2014: Pissed Off Autism Mamas (POAMs)

    Parent Professional Partnership Special Interest Group of ABAI

    1. We need to have a complete track for POAMs for every conference, ABAI, ABAI Autism, ABAI International Conferences, State and Regional conferences.
    2. We need to get the Kalamazoo/Battle Creek Autism Society involved with this group too.


    Click here to be Redirected to the Evernote

    Friday
    Mar212014

    EverNotes from a Radical Behaviorist: ABAI Autism Conference 2014: Wayne Fisher: Elopment

    Elopement
    1. Problem
      1. Bolting (rapid, goal-directed)
      2. Wandering (no clear destination)
      3. Problem with 80% of the kids.
      4. They did a functional analysis.
        1. A primary bolter was going for attention.
        2. A mixed bolted/wander was going for ?
    2. Click here to be redirected to the Evernote to continue reading!

    Friday
    Mar212014

    EverNotes from a Radical Behaviorist: ABAI Autism Conference 2014: Phillip Strain: LEAP Preschool

    LEAP Preschool

    1. Sid Bijou: Autism is a social reciprocity issue, nothing more and nothing less.
    2. LEAP Classroom
      1. 14 typical kids and 4 autistic kids
      2. In public school settings.
        1. Often as a result of POAMs suing them.
      3. Don’t spend a lot of time assessment.
        1. More important to get started quickly.
        2. Often use parent suggestions as to where to start.

    Click here to be redirected to the Evernote to continue reading!
    Friday
    Mar212014

    EverNotes from a Radical Behaviorist: ABAI Autism Conference 2014: Insurance

    Insurance
    1. Kentucky
      1. We need to get input from the Kentucky guy for insurance in Michigan.
      2. What is the current status of ABAI’s efforts to get CODES for insurance.
      3. Insurance companies
        1. Cool
          1. United Behavioral Health
          2. Cigna
          3. Tricare—way cool
        2. Semi-cool
      4. Click here to be redirected to the Evernote to continue reading!


      Friday
      Mar212014

      EverNotes from a Radical Behaviorist: ABAI Autism Conference 2014: Catherine Lord: Where Did the DSM-5 Criteria Come from and Where Are They Going to Take Us?

      Where Did the DSM-5 Criteria Come from and Where Are They Going to Take Us?

      1. “Amazing things are happening here.”
      2. Lord was on the DSM-4 and the DSM-5 committees for Neuro-developmental Disorders,
        1. One of several DSM committees.
        2. A very complex programming process. 
      3. The DSM makes money for APA who is responsible for the DSMs.
      4. Designed to make sure that no one who needs including in a diagnosis and needs therapy will be excluding,
      Click here to be redirected to the Evernote to continue reading!
      Friday
      Mar212014

      EverNotes from a Radical Behaviorist: ABAI Autism Conference 2014: Dick's Comment

      to be redirected to the Evernote to continue reading!

      1. Behavior Analysis
        1. Understanding in terms of the principles of behavior.
        2. Not research, especially not single-organism research
          1. Good for understanding human beings on an individual level
          2. Especially with huge individual differences 
          3. The detailed processes
      2. Actuarial data collected by group designs.
      3. To impact areas beyond autism
      4. Click here to be redirected to the Evernote to continue reading!
      Friday
      Mar212014

      EverNotes from a Radical Behaviorist: ABAI Autism Conference 2014: Tiffany Kodak: Instructive Feedback

      Instructive Feedback
      1. Enhancing Efficiency of Instruction
        1. Adding secondary targets to learning trials.
        2. Example
          1. Antecedent: Name the sample when presenting it in matching-to-sample.
          2. Consequent: Descriptive feedback.
            1. Before or during the presentation of the reinforcer.
      2. Study (JABA)
        1. Primary Targets: labeling common objects and answering questions
        2. The kids all echoed the secondary words.
        3. And instructive feedback worked very well for three of the four kids.
        4. Also requiring echoing of the secondary target ID without reinforcement may increase the rate of learning the secondary target.
      3. Implementing in the classroom.
        1. If you’re using secondary targets, embed frequent probes, so you can detect and replace the learned secondary targets with new targets. 
        2. You can embed secondary targets in teaching play skills by labeling the objects involved during the play instruction.
        3. All secondary targets are verbal and the secondary response learned is expressive identification of objects. 
        4. Interesting and impressive that the kids ID the probe of the secondary target pictures as readily.
          1. Sort of like getting and knowing the correct answer is its own reinforcer.
          2. Also very impressive instructional control over the kids, in fact better than I have when teaching my grad students 
            1. After the fact, they were her own children and not children with autism.
      4. RWM: Embarrassing presentation.
        1. I tell my grad students they are dumb asses, if they give descriptive praise to non-verbal kids.
        2. Now Tiffany is making me feel like the the dumbass, by showing that kids do learn from verbal feedback.
          1. But her kids are pretty verbal, have echoic behavior and almost by definition, naming. 
          2. But if the kids don’t have those prerequisites, I think doing descriptive praise is probably still questionable.
            1. And that was still my impression, after I talked to her.
        3. BUT LET ME BE MUCH CLEARER THAN I FEAR I WAS AT THE CONFERENCE, IN NO SENSE AM I SAYING TIFFANY IS A DUMB ASS. AND IN FACT, IF I GAVE EVEN A HINT OF THAT IMPRESSION, THEN I DEFINITELY AM ONE.

         

        Click here to be Redirected to the Evernote