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Heinicke, Megan R.; Carr, James E.; Pence, Sacha T.; Zias, Danika R.; Valentino, Amber L.; Falligant, John M. – Journal of Applied Behavior Analysis, 2016
Past research has demonstrated that pictorial preference assessments can predict subsequent reinforcement effects for individuals with developmental disabilities only when access to the selected stimulus is provided contingent on a pictorial selection. The purpose of the present investigation was to assess more comprehensively the feasibility of…
Descriptors: Pictorial Stimuli, Developmental Disabilities, Children, Reinforcement
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Geiger, Kaneen B.; LeBlanc, Linda A.; Hubik, Katie; Jenkins, Sarah R.; Carr, James E. – Journal of Applied Behavior Analysis, 2018
Discrete-trial teaching is an effective teaching procedure that must be implemented with high integrity to produce optimal learning. Behavioral Skills Training (BST) has proven effective for staff training; however, BST is time and labor intensive. Computer-based instruction (CBI) programs may provide a more efficient and cost-effective…
Descriptors: Teaching Methods, Listening Skills, Comparative Analysis, Instructional Effectiveness
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Heinicke, Megan R.; Carr, James E.; LeBlanc, Linda A. – Journal of Applied Behavior Analysis, 2012
Research on functional response classes has applied significance because less severe forms of problem behavior have been found to co-occur with more severe forms. In addition, the most severe forms of problem behavior are sometimes targeted for intervention without monitoring other less severe forms. In such cases, it is unknown whether and how…
Descriptors: Reinforcement, Behavior Problems, Behavior Modification, Intervention
Kisamore, April N.; Carr, James E.; LeBlanc, Linda A. – Journal of Applied Behavior Analysis, 2011
It has been suggested that verbally sophisticated individuals engage in a series of precurrent behaviors (e.g., covert intraverbal behavior, grouping stimuli, visual imagining) to solve problems such as answering questions (Palmer, 1991; Skinner, 1953). We examined the effects of one problem solving strategy--visual imagining--on increasing…
Descriptors: Preschool Children, Visualization, Problem Solving, Classification
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Bowen, Crystal N.; Shillingsburg, M. Alice; Carr, James E. – Journal of Applied Behavior Analysis, 2012
Mands sometimes are taught using the question "What do you want?" as a supplement to the required features of the mand relation: an establishing operation and a related consequence. Although verbal prompts have been used during mand training, they also may result in undesirable stimulus control. However, no direct empirical evidence exists to…
Descriptors: Behavior Modification, Autism, Outcomes of Education, Questioning Techniques
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Polick, Amy S.; Carr, James E.; Hanney, Nicole M. – Journal of Applied Behavior Analysis, 2012
Descriptive praise has been recommended widely as an important teaching tactic for children with autism, despite the absence of published supporting evidence. We compared the effects of descriptive and general praise on the acquisition and maintenance of intraverbal skills with 2 children with autism. The results showed slight advantages of…
Descriptors: Positive Reinforcement, Teaching Methods, Comparative Analysis, Verbal Communication
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Karsten, Amanda M.; Carr, James E.; Lepper, Tracy L. – Behavior Modification, 2011
The rich technology of stimulus preference assessment (SPA) is a product of 40 years of experimental research. Basic principles of reinforcement and a modest empirical literature suggest that high-preference stimuli identified via SPA may enhance treatment efficacy and decrease problem behavior more effectively than less-preferred stimuli. SPAs…
Descriptors: Stimuli, Autism, Pervasive Developmental Disorders, Models
Grow, Laura L.; LeBlanc, Linda A.; Carr, James E. – Journal of Applied Behavior Analysis, 2010
We evaluated a multiple schedule in which the extinction (S-) components were signaled overtly by a black lanyard and the reinforcement (S+) components were not correlated with any programmed stimuli in developing stimulus control over the high-rate social-approach responses of an adult with mental retardation. Responding was consistently low in…
Descriptors: Mental Retardation, Caregivers, Adults, Evaluation Methods
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Carr, James E.; Severtson, Jamie M.; Lepper, Tracy L. – Research in Developmental Disabilities: A Multidisciplinary Journal, 2009
Noncontingent reinforcement (NCR) is a function-based treatment for problem behavior that has produced robust effects across a variety of response topographies and reinforcement functions among individuals with developmental disabilities. Several narrative reviews have adequately described this literature. The purpose of the present article was to…
Descriptors: Developmental Disabilities, Reinforcement, Behavior Problems, Topography
Charania, Shaireen M.; LeBlanc, Linda A.; Sabanathan, Narmatha; Ktaech, Inas A.; Carr, James E.; Gunby, Kristin – Journal of Applied Behavior Analysis, 2010
We taught 3 children with autism to raise a hand or keep both hands down depending on their status (e.g., having heard a target word, possessing a specific item) using modeling, prompting, and reinforcement. All 3 children acquired accurate hand-raising skills in response to progressively more difficult discrimination tasks during group…
Descriptors: Group Instruction, Autism, Student Behavior, Nonverbal Communication
Shabani, Daniel B.; Carr, James E.; Petursdottir, Anna Ingeborg – Journal of Applied Behavior Analysis, 2009
If the members of a functional response class occur in a predictable order, a response-class hierarchy is said to exist. Although this topic has received some attention in the applied literature, it remains relatively understudied. The purpose of the current investigation was to develop an analogue model of a response-class hierarchy. Children…
Descriptors: Developmental Disabilities, Models, Experiments, Classification
Heinicke, Megan R.; Carr, James E.; Mozzoni, Michael P. – Journal of Applied Behavior Analysis, 2009
The present study investigated the effects of contingency-specifying rules and a token economy to decrease the latency to comply with academic instructions by a 16-year-old girl with acquired brain injury. Results showed that treatment was successful in reducing academic response latencies. These results replicate previous research in which…
Descriptors: Neurological Impairments, Head Injuries, Brain, Token Economy
Esch, Barbara E.; Carr, James E.; Grow, Laura L. – Journal of Applied Behavior Analysis, 2009
Evidence to support stimulus-stimulus pairing (SSP) in speech acquisition is less than robust, calling into question the ability of SSP to reliably establish automatically reinforcing properties of speech and limiting the procedure's clinical utility for increasing vocalizations. We evaluated the effects of a modified SSP procedure on…
Descriptors: Autism, Reinforcement, Preschool Children, Speech Communication
Daly, Edward J., III; Wells, Nikki J.; Swanger-Gagne, Michelle S.; Carr, James E.; Kunz, Gina M.; Taylor, Ashley M. – Journal of Applied Behavior Analysis, 2009
The current study examined the accuracy of the multiple-stimulus without replacement (MSWO) preference assessment for identifying preferred common classroom activities as reinforcers with children with behavioral disorders. The accuracy of predictions from the MSWO regarding high, medium, and low stimulus preference was tested by providing…
Descriptors: Class Activities, Student Behavior, Learning Activities, Behavior Disorders
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Love, Jessa R.; Carr, James E.; LeBlanc, Linda A. – Journal of Autism and Developmental Disorders, 2009
The purpose of this study was to examine archival data from an outpatient clinic serving children with autism spectrum disorders to investigate the occurrence of problem behavior functions in this sample. Results indicated that social reinforcement (e.g., attention from others) was involved in maintaining problem behavior for the majority of…
Descriptors: Autism, Developmental Disabilities, Functional Behavioral Assessment, Social Reinforcement
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