Presented By: Hannah Kaplan Caldwell College

To teach photographic activity schedules with graduated guidance To examine its effects on acquisition, maintenance and generalization of: A. complex response chains B. on-task/on-schedule behavior C. transitions to different settings… WITHOUT PROMPTS

Complex response chains often do not generalize or maintain over time. Lengthy response chains are not acquired. Individual components responsible for past research results have not been determined.

4 participants with a diagnosis of autism: Mike: 9, Walter: 9, Steve: 11, Roy:14 Peabody Picture Vocabulary Test: mean:3.2 (Steve was unable to attain a basal score) Vineland Adaptive Behavior Scale: Mike: 5.5, Walter: 5.5, Roy: 5.3, Steve: 3.3

All participants had long histories of disruptive behavior (i.e., aggression, tantrums, running away) All had high rates of stereotypy when not in structured programming. All had severe language deficits: echolalia, vocal noise, noncontextual speech, and lack of spontaneous language All were dependent on ongoing supervision and VERBAL PROMPTS

On a positive note… All had picture-object correspondence before study began Had some limited experience with picture schedules (washing, packing lunch), but… They had not been exposed to using picture schedules for A. Leisure activities B. A sequence of multiple whole activities

Teaching Family Model group home Participants had been residing years Family style Consumer evaluated Note: PCDI’s professional guidelines are partially based on Phillips, Phillips, Fixsen, and Wolfe (1979) Teaching Family Handbook Sessions: living room, family room, bedrooms

On-task behavior: A. Visually attending to materials B. Looking at photographic activity schedules C. Manipulating materials appropriately D. In transition from one activity to another

Off-task behavior was scored if… A. Used materials inappropriately B. Not visually attending to materials C. Engaging in inappropriate behavior D. Not engaging in the activity or manipulating materials

On-schedule: Engaging in the activity that is depicted on the opened page Ex: If a participant was building with legos, the open page would have a picture of legos Off-schedule Scored if on-task not met

Gestures and gestural prompts: Nonspecific: all pointing, motioning, or nodding toward children or materials Specific: pointing to specific toys, materials, or photographs that indicated what the next task should be

Manual prompts: Orienting a youth's head toward materials, handover-hand prompts, and light touches (fading) Verbal contacts: Verbal instructions, questions, or praise statements

All sessions : 60 s momentary time sampling for on-task/on- schedule (independent observers) 60 s partial interval for verbal/gestural/manual prompts (additional observers) Design: Multiple Baseline across participants Phases: Baseline, teaching, maintenance, resequencing, generalization across novel stimuli

Manually prompted to.. 1. pick up his notebook, 2. carry it to his bedroom, 3. open it, 4. point to the first picture, 5. gather the necessary materials, 6. complete the activity, 7. put materials away, 8. and turn the page to the next activity. Prompted to put materials away and move on to the next activity when used all materials or completed worksheet

Note: If schedule was completed within 60 minutes, the last activity (TV) was continued until time was up. Fading: Graduated guidance initially available for all tasks Moved as quickly as possible to spatial fading Then to shadowing If participant paused or engaged in inappropriate behavior, more intrusive prompting was reinstated

Teacher present to prompt the youth entering the teaching condition But no prompts were provided sessions

Obtained for at least 30% of sessions across all conditions Occurrence of on-task: mean of 96% (0%- 100%) Nonoccurrence of on-task: mean 95% (0%- 100%) On-schedule occurrence and nonoccurrence: mean of 99% (98%-100%)

Obtained for at least 30% of sessions across all conditions Nonoccurrence of verbal prompts: 100% Occurrence of manual prompts: mean of 99% (50%-100%) Nonoccurrence of manual prompts: 99% (99%-100%).

Baseline: Most participants’ behavior was variable. Steve was almost never on task Intervention: On-task immediately increased for all Mike, Walt, Roy: means of 99% Steve: mean of 97% Maintenance, resequencing, generalization: All had high, stable performances Maintenance means: Mike & Walt: 99%, Roy: 97%, Steve: 91% Resequencing: Mike & Walt: 99%, Roy: 96, Steve: N/A Generalization: Mike & Walt: 99%, Roy: 97%, Steve: 96%

Baseline: never scored (0%) Teaching condition means: Mike: 99%, Walter: 99%, Roy: 99%, Steve: 96% Maintenance means: Mike: 98%, Walter: 99%, Roy: 97%, Steve: 91% Resequencing means: Mike:97%, Walter: 99%, Roy: 95% Generalization: Mike: 99% for Walter: 99%, Roy: 97%, Steve: 96%

Baseline: 0 recorded for all types of prompts Manual prompt means for sessions 1-5: Mike: 4% (3%-8%), Walt: 8% (0%-22%), Roy: 23% (20%-40%), Steve: 19% (8%-37%) Manual prompt means for sessions 6-10: 0% for all types of prompts Maintenance, resequencing, generalization: 0% for all From session 90 on, teacher was no longer present

Before treatment the participants did not engage in sustained on-task behavior After sessions, participants learned to remain on-task and on-schedule with a photographic cues through the implementation of graduated guidance. Participants successfully maintained behaviors, responded without prompts to a new sequence of pictures, and generalized their repertoire to novel activities. Resequencing and generalization occurred without teacher prompts or presence. “The photographic schedules enabled the boys to display lengthy and complex chains of previously mastered, functional behavior.”

1. Resequencing of pictures: a. Generalizing order b. Ensuring photographs as discriminitive stimuli c. Do we necessarily want photographs as eventual Sds (grocery shopping vs. washing dishes) 2. Introducing novel stimuli: a. Generalization of activities b. Ensureing photographs as discriminative stimuli

3. Graduated guidance vs. verbal prompts: a. Allows for successful fading of prompts b. Helps to establish photographs as SDs c. Establishes photographic activity schedule as Sdelta for inappropriate behavior 4. Material guidelines: a. Prevents overshadowing, stimulus overselectivity b. Limits generalization to novel materials

5. Sequence of behaviors as a chain: a. Each behavior is an SD for the next b. Each behavior is an SR+ for the previous one 6. Initial verbal direction: a. SD is teacher dependent b. Could vary verbal SD c. Could establish environmental conditions as SD (e.g., absence of teacher directions, time of day, alarm)

7. Sitting on bench: a. Becomes conditional stimulus for beginning activity b. May be more beneficial to teach multiple exemplars of settings in which to respond to initial SD 8. Teacher’s absence/presence: a. Teacher could become controlling stimulus b. Baseline, resequencing, and generalization phase, controlled for this by not having teacher present

1. Train and hope: Yes 2. Sequential modification: No, but maybe if the participants had not succeeded to generalize 3. Introduce to naturally maintaining contingencies: Potentially 4. Train sufficient exemplars: ? 5. Train loosely: No

6. Use indiscriminable contingencies: TV was final reinforcement for all students and all activities. Schedule of reinforcement was the same for all as well. No other reinforcement contingencies were mentioned 7. Program common stimuli: Training situation was the actual environment 8. Mediate generalization: There was no mention of the participants’ verbal behavior 9. Train to generalize: No

1. Comparing manual prompting with verbal prompting 2. Verbally prompting from behind compared with person in site 3. With other sources of reinforcement 4. Multiple initial SDs (verbal and nonverbal) 5. Eliminating conditional stimuli 6. Resequencing pictures from the start 7. Multiple exemplars of stimuli from the start 8. Using participants who do not have picture/object correspondence 9. Using in community (social validity?)

MacDuff, G., Krantz, P.J., and McClannahan, L.E. (1993). teaching children with autism touse photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, Phillips, E.L., Fixsen, D.L., Phillips, E.A., & Wolf, M.M. (1979). The Teaching-Family Model: A comprehensive approach to residential treatment of youth. In D. Cullinan, & M.H. Epstein (Eds.), Special Education for Adolescents: Issues and Perspectives (pp ). New York: Charles E. Merrill Publishing Co. Stokes, T.F., & Baer, D.M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10,