Multiple Treatment Interference in the Alternating Treatments Design as a Function of the Intercomponent Interval Length

McGonigle, John J.; Rojahn, Johannes; Dixon, Joanne; Strain, Phillip S.

doi:10.1901/jaba.1987.20-171

Cited by 39 publications

(27 citation statements)

References 8 publications

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“…Additionally, because conditions in this analysis were alternated with no more than a couple of minutes between conditions, it is possible that there had been multiple treatment interferences (Barlow & Hayes, 1979). This interference could have been minimized by increasing the time between condition alternations (e.g., McGonigle, Rojahn, Dixon, & Strain, 1987). The fact that consistent differences in responding were observed in light of these limitations speaks to the importance of the results achieved.…”

Section: Resultsmentioning

confidence: 99%

Functional communication during signaled reinforcement and/or extinction

Jarmolowicz

DeLeon

Kuhn

2009

Behavioral Interventions

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Schedule thinning following functional communication training (FCT) can increase treatment feasibility. Multiple-schedule arrangements are often used in this process; however, the current literature provides little information on the optimum signal arrangements. In the current study, we examined the effects of three signal arrangements (i.e., signaled FR1, signaled EXT, and signaled FR1/EXT) on rates of problem behavior at dense schedule values and during schedule thinning. At all schedule values, signaled FR1/EXT controlled collateral behavior better than did signaled FR1 or signaled EXT. Additionally, for the single signal arrangements, the signaled FR1 was more efficient than the signaled EXT at dense schedules whereas the inverse was true at leaner schedules.

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Section: Resultsmentioning

confidence: 99%

Functional communication during signaled reinforcement and/or extinction

Jarmolowicz

DeLeon

Kuhn

2009

Behavioral Interventions

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“…First, the interpolated activity between self-recording sessions was used because longer intercomponent intervals decrease multiple treatment interference (McGonigle, Rohan, Dixon, & Strain, 1987). Second, we systematically associated discriminative stimuli (color coding of worksheets and other paper used by the pupils) with conditions to make the discrimination between conditions dearer to the participants.…”

Section: Experimental Procedures and Designmentioning

confidence: 99%

Self‐recording of Attention Versus Productivity

Lloyd

Bateman

Landrum

et al. 1989

J of App Behav Analysis

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We investigated the relative effects of self-recording of attentive behavior and self-recording of academic productivity with 5 upper elementary-aged special education students in their special education dassroom. Following baseline, both self-recording treatments were introduced according to a multielement design. After the multielement phase, we assessed the pupils' performance under a choice condition, faded the overt aspects of the treatment program according to a withdrawal design, and probed maintenance over 5 weeks. Results revealed that both treatments produced dear improvements in arithmetic productivity and attention to task, neither treatment was dearly and consistently superior to the other, pupils preferred the self-recording of attention treatment, the effects were maintained for all pupils, achievement test scores improved, and pupils generally recorded accurately.DESCRIPTORS: academic behavior, alternating treatments, attending behavior, children, dassroom behavior, on-task behavior, self-monitoring, self-recording The therapeutic value of the reactive effects of self-recording has been dearly established with diverse behaviors and individuals (for reviews, see Gardner & Cole, 1988;Kazdin, 1974;Mace & Kratochwill, 1988;Nelson, 1977). In school situations, many studies have shown that self-recording promotes attention to task. However, in their examinations of this literature, Klein (1979) and Snider (1987) suggested that academic performance, rather than attending, would be a more appropriate target for self-recording.Two studies compared self-recording treatments focused on academic performance and attention to task. Rooney, Polloway, and Hallahan (1985) themselves whether they were paying attention, and then record their "yes" or "no" answer on a prepared answer sheet. The second procedure required that each time the pupils completed a specially marked problem on their worksheets they compare their answer for the marked problem to the answer on an answer sheet and record whether they had answered correctly. Rooney et al. did not find dear differences between effects of these procedures.In another comparison, Harris (1986) used a reversal design with elementary-aged students. She used essentially the same procedure for self-recording of attention as did Rooney et al. (1985) and compared it to a self-recording-of-productivity procedure in which the pupils were taught to make an overall judgment of performance (count number of spelling words practiced) at the end of each class period. She also reported no differences between treatments, but the pupils preferred the productivity treatment. However, to correct for order effects inherent in the use of the reversal design, she counterbalanced the order in which pupils received the two treatments (i.e., ABCBC versus ACBCB). This essentially created a between-groups design with 2 subjects in each cell and, thus, complicated interpretation of the results.In addition to the design difference, the selfrecording procedures that Rooney et al. (1985) and ...

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“…The buddy condition was represented by a large "smile face" drawn on yellow paper. It has been suggested by McGonigle, Rojahn, Dixon, and Strain (1987) that the presence of the stimulus during baseline ensures that subsequent behavior change cannot be attributed to the introduction of a novel stimulus.…”

Section: Procedures and Designmentioning

confidence: 99%

Facilitating Transition Times With Handicapped Preschool Children: A Comparison Between Peer‐mediated and Antecedent Prompt Procedures

Sainato¹,

Strain²,

Lefebvre³

et al. 1987

J of App Behav Analysis

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We examined the effects of a peer-mediated versus an antecedent prompt condition on the rate of independent movement and appropriate behavior of handicapped preschool children during three dassroom transition times. Using an alternating treatments design, results showed that each treatment condition yielded increases in target behaviors; however, the antecedent prompt condition was superior during all three transition settings. In addition, teacher prompts to these children were significantly reduced during the intervention conditions, indicating that the children were making these transitions more independently.

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Multiple Treatment Interference in the Alternating Treatments Design as a Function of the Intercomponent Interval Length

Cited by 39 publications

References 8 publications

Functional communication during signaled reinforcement and/or extinction

Functional communication during signaled reinforcement and/or extinction

Self‐recording of Attention Versus Productivity

Facilitating Transition Times With Handicapped Preschool Children: A Comparison Between Peer‐mediated and Antecedent Prompt Procedures

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