A further investigation regarding the efficacy of and preference for positive and corrective feedback.

Although feedback is a widely used intervention for improving performance, it is unclear what characteristics individuals prefer and what is necessary for it to be effective. The purpose of this study was to systematically extend Simonian and Brand (2022) by addressing the limitations of the study and adding a best-treatment phase. During an acquisition phase, participants received either positive, corrective, or no feedback upon task completion.

Decreasing Number of Food Portions Consumed by an Adolescent Female with Autism.

The current study evaluated the effectiveness of a treatment package including a behavior contract, brief portion selection training, and a food diary, to manage portion control in an adolescent female with autism. The behavior contract specified a reinforcement contingency for meeting a weekly goal that described how many servings the participant may consume but should not exceed during meals consisting of target foods. Results of the study demonstrated that the treatment package was successful in managing the number of portions the participant consumed across treatment and generalization sessions.

The Effects of a Self-Instruction Package and Group Training on Trial-Based Functional Analysis Administration.

This study examined the effects of a self-instruction package comprised of a task analysis data sheet, detailed written instructions, and a small group performance feedback training on the training of 12 undergraduate students to conduct trial-based functional analyses (TBFAs). In contrast to previous research, training omitted technical language and did not include didactic instruction on the principles of applied behavior analysis or the underlying rationale for functional analysis methodology. Although the self-instruction package produced significant increases in performance and reliable data collection on the targeted problem behavior, small group performance feedback training was necessary to achieve mastery across all trial types.

An Evaluation of Sequential Meal Presentation with Picky Eaters.

Results of previous research evaluating sequential presentation of nonpreferred (NP) and high-preferred (HP) foods have been mixed, and little is known about how preferences for foods and the manner in which they are presented impact consumption. In many households, NP and HP foods are presented together on the same plate (total meal presentation). This was true for the participants included in this study; thus, total meal presentation served as a baseline against which to compare the effects of an appetizer presentation method and subsequently sequential presentation (differential reinforcement).

Synthesis of Applied Behavior Analytic Interventions for Packing in Pediatric Feeding Disorders.

Packing, which consists of holding food in the mouth for an extended time during meals, is a form of disordered feeding associated with pediatric feeding disorders. The behavior can disrupt the pace and completion of a meal and lead to increased risk of choking, inadequate food and liquid intake, and elevated caregiver stress associated with mealtimes. Applied behavior analysis research has developed and evaluated behavioral interventions to improve feeding by reducing packing.

Reduction of Rapid Eating in an Adolescent Female with Autism.

Rapid eating, a potentially dangerous and socially inappropriate behavior, has received relatively little attention in the literature. This study sought to extend the research in this area by further evaluating the effectiveness of a vibrating pager combined with a rule for increasing inter-response time between bites in one adolescent female diagnosed with autism. Results indicated that inter-response time increased from baseline only after a vocal prompt to "wait" was introduced across clinic and home settings.

A Comparison of Cost and Reward Procedures With Interdependent Group Contingencies.

The present study evaluated the effectiveness of two variations of a token economy for reducing disruptive behavior within a general education classroom. One variation involved a group contingency in which tokens were removed contingent on disruptive behavior (response cost), and the other variation involved a group contingency in which tokens were gained according to a differential reinforcement of other behavior schedule. Two elementary school teachers and their students participated.

The effects of modeling contingencies in the treatment of food selectivity in children with autism.

The current study investigated the effectiveness of stating and modeling contingencies in increasing food consumption for two children with food selectivity. Results suggested that stating and modeling a differential reinforcement (DR) contingency for food consumption was effective in increasing consumption of two target foods for one child, and stating and modeling a DR plus nonremoval of the spoon contingency was effective in increasing consumption of the remaining food for the first child and all target foods for the second child.

An evaluation of a progressive high-probability instructional sequence combined with low-probability demand fading in the treatment of food selectivity.

Few studies have examined the effects of the high-probability instructional sequence in the treatment of food selectivity, and results of these studies have been mixed (e.g., Dawson et al.

Caregiver-conducted experimental functional analyses of inappropriate mealtime behavior.

The purpose of the current study was to replicate the use of parents as therapists for experimental functional analyses of inappropriate mealtime behavior with multiple participants while measuring procedural integrity. Clear functions were identified, and high percentages of procedural integrity were obtained.

Assessing potency of high- and low-preference reinforcers with respect to response rate and response patterns.

Previous research has suggested that the availability of high-preference stimuli may override the reinforcing efficacy of concurrently available low-preference stimuli under relatively low schedule requirements (e.g., fixed-ratio 1 schedule).

Effects of three-step prompting on compliance with caregiver requests.

Three-step prompting is a procedure commonly used in behavioral assessments and interventions; however, little research has evaluated the effects of this procedure on increasing children's compliance with caregiver requests. In this study, caregivers of children who demonstrated low levels of compliance were trained to use three-step prompting when presenting task requests to their children. Results indicated that training caregivers to implement this procedure decreased the frequency of caregiver-delivered prompts and increased compliance by the children.