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Bloomfield, NJ, United States

Vladescu J.C.,Caldwell University | Kodak T.,University of Wisconsin - Milwaukee
Behavioral Interventions | Year: 2016

Clinical applications of multiple-schedule arrangements have generally been used to produce discriminated manding. The present study evaluated the effects of a multiple-schedule arrangement with rules on the rate of mands for one child diagnosed with autism. We sought to bring the participant's mands under discriminative control of adult behavior that closely matched naturally occurring discriminative stimuli in the participant's home environment. The results showed that discriminated manding emerged and responding continued in the presence of a novel therapist. Copyright © 2016 John Wiley & Sons, Ltd.


Nottingham C.L.,Caldwell University | Vladescu J.C.,Caldwell University | Kodak T.M.,University of Wisconsin - Milwaukee
Journal of Applied Behavior Analysis | Year: 2015

Recently, researchers have investigated the effectiveness and efficiency of presenting secondary targets during learning trials for individuals with autism spectrum disorder (ASD). This instructional method may be more efficient than typical methods used with learners with ASD, because learners may acquire secondary targets without additional instruction. This review will discuss the recent literature on providing secondary targets during teaching trials for individuals with ASD, identify common aspects and results among these studies, and identify areas for future research. © Society for the Experimental Analysis of Behavior.


Deliperi P.,Caldwell University | Vladescu J.C.,Caldwell University | Reeve K.F.,Caldwell University | Reeve S.A.,Caldwell University | Debar R.M.,Caldwell University
Behavioral Interventions | Year: 2015

A key component of successful early intervention programming is the identification of stimuli that may function as reinforcers. One common direct method used by behavior analysts to determine preference is the paired-stimulus (PS) preference assessment. Although effective at identifying potential reinforcers, the PS procedure is only useful if staff are trained on the steps necessary to conduct the assessment. The current study examined the effectiveness of video modeling with voiceover instruction to train staff to conduct a PS preference assessment. Three staff were trained to do the following: (i) identify items to use during the PS assessment; (ii) conduct a PS preference assessment with a simulated consumer (i.e., an adult acting as a child); and (iii) score and interpret the results of the PS assessment. Generalization was assessed with an actual consumer (i.e., a child with an autism spectrum disorder). The results demonstrated that video modeling was effective, and staff demonstrated high levels of integrity up to 2months following training. These results support a growing body of literature supporting the use of video modeling as an approach to training. © 2015 John Wiley & Sons, Ltd.


Trucil L.M.,Caldwell University | Vladescu J.C.,Caldwell University | Reeve K.F.,Caldwell University | DeBar R.M.,Caldwell University | Schnell L.K.,Caldwell University
Psychological Record | Year: 2015

Obesity has become a major health concern in the United States. While a number of factors can contribute to obesity, including genetics, socioeconomic status, and sedentary lifestyle, its underlying cause tends to be overconsumption. Thus interventions are needed that will teach individuals the accurate estimation of portion sizes. The current study evaluated the use of equivalence-based instruction (EBI) to teach graduate students to accurately estimate different portion sizes. Participants were directed to estimate ¼-, ½-, and 1-cup portions of various foods. EBI was implemented to teach participants the portion sizes in a measuring cup and on a plate, as well as which aid represented each portion. The results demonstrated that EBI is an effective and efficient training procedure. These findings extend the current literature on teaching individuals to accurately estimate portion sizes. © 2015, Association for Behavior Analysis International.

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