The use of live bait by anglers is an important vector of both aquatic and terrestrial invasive species. Bait-bucket introductions of invasive crayfishes, fishes, earthworms, pathogens, and other organisms have reduced biodiversity and altered ecosystem function and structure throughout the United States, including the Mid-Atlantic region. In 2008, we conducted a telephone survey of bait shops and a mail survey of anglers to obtain information on the trade and use of bait in Maryland, a US state with many introduced bait species. Our telephone survey of bait shops confirmed that this industry is a source of non-native and invasive species in Maryland. Our survey documented at least six non-native bait species for sale in the state. With the exception of a few locally collected bait species, bait sold in Maryland originated from sources outside of the state, and in some cases, outside the Mid-Atlantic region. Results of our angler survey indicated that 64% of Maryland freshwater anglers, both resident and non-resident, used live bait and that the release of unused live bait was quite common and occurred statewide. The release of unused bait by anglers varied with bait type. Anglers more readily released aquatic than terrestrial baits. For example, 65 and 69% of Maryland anglers using fishes and crayfishes released their unused bait; whereas only 18 and 10% of anglers released their unused earthworms and grubs-mealworms-maggots, respectively. Our surveys indicated that any non-native, potentially invasive species imported into the state via the bait industry is likely to be released by anglers into Maryland's aquatic and terrestrial ecosystems. Many of these species have the potential to become established in the state. These results illustrate the need for greater oversight of the bait industry, development of consistent regulations on bait use, and a region-wide education campaign aimed at changing anglers' behavior regarding bait use and its disposal. We recommend specific management actions that, if implemented, would greatly reduce further bait-bucket introductions and provide protection against invasive bait species in Maryland and the Mid-Atlantic region.

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This study investigated the effectiveness of a treatment package that included video technology (e.g., video modeling and video prompting) to teach three self-help skills (e.g., cleaning sunglasses, putting on a wrist watch, and zipping a jacket) to 3 elementary school students with mental disabilities in a small group setting. Using a constant time delay (CTD) procedure, observers measured the percentage of steps of the task analyses performed correctly before and after a video model prompt. A multiple probe design across behaviors, replicated across participants, demonstrated experimental control. The results indicate that an instructional package that includes video technology can be an effective method for teaching self-help skills to students with mental disabilities.

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The effectiveness of a 5-s constant time-delay procedure to teach three chained food preparation behaviors to four moderately retarded adolescent students was evaluated within a multiple probe design across behaviors. Results indicate that the procedure was effective in teaching all four students to make a sandwich, boil a boil-in-bag item, and bake canned biscuits. The skills maintained with at least 85% accuracy over a 3-month period. Training generalized from the school to the home setting for the 2 subjects that completed generalization probe sessions. The percentage of errors across all skills and students was less than 9%.

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In this investigation, a home-based interventionist taught 4 female parents to embed the mand-model procedure in daily activities to teach expressive language skills to their young children with speech delays. A multiple probe design was used to demonstrate experimental control and an ecological process was used to select functional areas in the home where language skills could be taught. Data were collected on parents' use of the procedure and their child's responses. During the intervention phase, parents were provided with feedback along with specific encouragement to use the individualized instructional program daily. Results indicated that parents can be taught to embed effectively the mand-model procedure into functional activities, resulting in children's acquisition of target verbal responses across settings.