The Effect of a Trained Attending Response on Rate of Acquisition in Canines Kevin Schlichenmeyer, Jeffrey Miller, & Daniel D. Holt Psychology Department,

Slides:

Advertisements

Similar presentations

Feedback in Clinical Skills Session in Pre-clinical Years Dr. Steve Martin Island Medical Program.

Advertisements

Standardized Scales.

Teacher Evaluation Model

Using Multiple Baseline Designs to Demonstrate the Efficacy of Using Behavior Therapy to Teach Children Vocal Imitation Jeffrey R. Miller, Katie M. Wiskow,

Using Multiple Baseline Designs to Demonstrate the Efficacy of Using Behavior Therapy to Teach Children to Answer Questions Kathryn R. Haugle, Chelsea.

Chapter 10 Maintaining Behavior Changes. Relapses in Behavior behavior can regress after goals have been attained a relapse is an extended return to original.

Assessing Preference for Attention in a Child Diagnosed with Autism Jodi Ogle, Cierra Micke, Kelly Paulson, Carrie Haessly, Kevin Schlichenmeyer, Matt.

THE PICTURE EXCHANGE COMMUNICATION SYSTEM CREATED BY ANDREW S. BONDY, PH.D. LORI A. FROST, M.S., CCC-SLP Let’s Talk About PECS.

Gili Rechany M.A. BCBA Shema Kolainu – Hear Our Voices January 6, 2005

Behavioral Applications Regarding Canines Erin E. Barney, Kristine A. Funk, Holly S. Perszyk, & Daniel D. Holt Psychology Department, University of Wisconsin-Eau.

Structured Learning Assistance (SLA) and Training for Success Jim Valkenburg Delta College.

Teaching Children With Autism To Follow Activity Schedules on an iPad 3 Using Manual Prompts and Edible Reinforcement Mark Mautone 1, Kenneth F. Reeve.

Developing Stimulus Control. Peak Shift Phenomena where the peak of the generalization curve shifts AWAY from the S- – Means that the most responding.

Using a combined blocking procedure to teach color discrimination to a child with autism Gladys Williams, Luis Antonio Perez-Gonzalez, & Anna Beatriz Muller.

Basics of Applied Behavior Analysis Early Autism Project, Inc.

Small Animal Management.  Explain the difference between positive and negative reinforcement.  Explain how to use positive reinforcement when training.

Applied Behavior Analysis and Direct Instruction

Figure 3: H5 Probe and Control Data Bar 1: Percent correct on regular probe trials. Bar 2: Percent correct on probes with blind exp. Bar 3: Percent correct.

Introduction Results Increasing Eye Contact in Children with Autism Alia F. Groth, Tina M. Franzke, & Kevin P. Klatt University of Wisconsin-Eau Claire.

The Effect of Prompting Procedures on the Acquisition, Maintenance and Generalization of Intraverbal Behavior Jennifer L. Jorandby, Stephany K. Reetz,

Introduction Gambling in Pigeons Travis R. Smith, Rochelle R. Smits, Ryan W. Stone, Alia L. Groth, & Daniel D. Holt University of Wisconsin-Eau Claire.

Amanda Verriden, Kathryn Glodowski, Jennifer Jorandby, Chelsea Hedquist, Elizabeth Kooistra, Stephany Reetz, Jeff Miller and Dr. Kevin Klatt (Psychology.

12/4/2014ECSE 602 Dr. Y. Xu1 ECSE 602 Instructional Programming for Infants and Young Children with Disabilities This session will cover:  Child Activity.

Chapter 6 Application of Withdrawal Design. A-B-A Design The Study: Teaching Socially Valid Social Interaction Responses to Students with Severe Disabilities.

Printed by INTRODUCTION PARTICIPANTS AND SETTING Ann F. Filer, M/Ed., BCBA John Ward-Horner, Ph.D., BCBA-D Robert K Ross, EdD., BCBA-D.

Investigating the Use of a Blocked Trial Procedure to Facilitate Conditional Discriminations Nicholas K. Reetz, Paula Petit, Sarah Camp, Valerie VanTussi,

Evaluation of Three Leash Training Approaches with Canines Holly S. Perszyk, Jaime R. Barth, Katie M. Wiskow, Jeffrey R. Miller, Tory L. Miller, Brianne.

Evaluating the Effectiveness of Prompting Ratio Procedures for Canine Skill Acquisition Jeffrey R. Miller, Nicole C. Scharrer, Holly S. Perszyk, Nicole.

A Review of Naturalistic Teaching Models for Children with Autism Matthew H. Newquist, Kevin Schlichenmeyer, and Kevin Klatt  Psychology Department 

Introduction Children with autism benefit from early and intensive behavioral treatment (Lovaas, 1987; Smith, 1999). Although behavioral treatment is effective.

Tourette’s Syndrome is a neurological disorder. A majority of patients seek medical treatment to manage tics (Piacentini & Chang, 2001). Tic symptoms also.

Training Interventionists to Implement a Brief Experimental Analysis of Reading Protocol to Elementary Students: An Evaluation of Three Training Packages.

Background and Objective Spencer Rohlinger, Kelly Murray, Dr. Ruth Cronje, Dr. Todd Wellnitz  Biology and English  University of Wisconsin-Eau Claire.

Investigating the Consistency of Results Obtained from a Brief Experimental Analysis of Oral Reading Fluency Christine A. Schounard, Maddie J. Sutton,

Chapter 11 Overview of Changing Criterion Design.

Investigating the Step Size in a Progressive-Ratio Schedule of Reinforcement for Young Children Diagnosed with Autism Kathryn R. Glodowski, Chelsea B.

Copyright © 2011 Pearson Education, Inc. All rights reserved. Getting a New Sequence of Behaviors to Occur with Behavioral Chaining Chapter 11.

Training Individuals to Implement a Brief Experimental Analysis of Oral Reading Fluency Amber Zank, M.S.E & Michael Axelrod, Ph.D. Human Development Center.

Introduction The authors of this research would like to thank the University of Wisconsin-Eau Claire’s Office of Research and Sponsored Programs for financial.

Investigating the Step Size in a Progressive-Ratio Schedule of Reinforcement for Young Children Diagnosed with Autism Kathryn R. Haugle, Stephany Reetz,

Evidence Based Instruction for Students with ASD and Other Developmental Disabilities Applied Behavior Analysis and Direct Instruction Penny Williams,

The Psychologist as Detective, 4e by Smith/Davis © 2007 Pearson Education Chapter Six: The Basics of Experimentation I: Variables and Control Chapter Six:

Maintaining Behavior Change Dr. Alan H. Teich Chapter 10.

Operant Conditioning: Skinner’s Radical Behaviorism.

Generalization of the Behavior Sit in Canines to Novel Trainers Nicole C. Scharrer, Jeffrey R. Miller, & Daniel D. Holt Psychology Department, University.

Evaluating the Effectiveness of Shaping Versus Percentile Shaping for Canine Skill Acquisition Jeffrey R. Miller, Jonah P. Streff, Nicole C. Scharrer,

Playground Settings and the Impact of Recess on Classroom Attention Christine Peterson, B.A., M.S.E. Psychology Department Human Development Center University.

Effect of Conditioned Reinforcer Type on Acquisition of Targeting Behavior in Canis familiaris: Clicking versus Vocalizing Kristine A. Funk, Jessica L.

Kristina K. Vargo, Kelly N. Paulson, Tasha M. Rieck, Nicholas R. Vanselow, and Kevin P. Klatt (Psychology Department, University of Wisconsin-Eau Claire)

Instructor Training Los Angeles County Sheriff CERT Level 1.

Results Table 1 Table 1 displays means and standard deviations of scores on the retention test. Higher scores indicate better recall of material from the.

Introduction Schedule Induced Procrastination In College Students Travis Smith, Isaac Portz, & Daniel D. Holt University of Wisconsin-Eau Claire Method.

Investigating the Use of Video Modeling to Teach the Expressive Use of Personal Pronouns to Children with Autism Katie Lichtblau and Kevin P. Klatt Psychology.

Use of a Modified Changeover Delay Procedure to Decrease Scrolled Responses by a Child With Autism Nicholas K. Reetz, Shantel R. Mullins, Sara L. Daugherty,

Do Multiple Trainers Increase the Speed of Canine Ability to Generalize a Learned Behavior? Kelsey M. Johnson, Jessica L. Pernsteiner, & Daniel D. Holt.

CONSTANT TIME DELAY Olivia Pitchford Tips and Tricks Video.

Behavioral Applications Regarding Canines

Single Subject Research

Learning, Memory, Thinking, and Language

Maintaining Behavior Change Chapter 10

11 Single-Case Research Designs.

Operant Conditioning of Canis lupis familiaris

Vicarious Learning in Laboratory Rats

Management Oversight of the Primate Training Program

Classical Conditioning

Operant Conditioning of Canis lupis familiaris

Do Rats Have the Ability to Discriminate Between Words?

Errorless Learning and the Feature Positive Effect

Operant Conditioning of Canis lupis familiaris

Presentation transcript:

The Effect of a Trained Attending Response on Rate of Acquisition in Canines Kevin Schlichenmeyer, Jeffrey Miller, & Daniel D. Holt Psychology Department, University of Wisconsin-Eau Claire Introduction Methods Discussion Results Centuries of anecdotal reports from dog trainers have reported that providing a reward contingent on behavior will increase that behavior : “If he fails to follow the scent he is beaten, but if he does well he is caressed and rewarded.” “Obedience is rewarded by caressing, while the contrary is punished with the whip.” “If you call a puppy, and it comes, and you pet it, the pups’ coming will become more and more reliable.” Established dog trainers have used anecdotal evidence to make the claim that the training of an attending response is crucial for effective teaching. Although there is empirical support from human studies on the importance of trained attending (Fox, 1977) there is no research in the animal training literature to confirm these findings. The present study assessed the effect of a trained attending response on rate of acquisition in canines. Canines housed at the Eau Claire County Humane Association were selected for the study if they did not appear to have aggressive tendencies, did not have the skill of sitting on command, and did not respond to name when called. Canines were randomly assigned to either an experimental or a control group. The canines in the experimental group were first trained an attending response, while canines in the control group were on a leash for the same amount of time that it took to train the attending response to mastery. When trained attending was mastered, canines in both the experimental and control group were trained to sit. Trainers began sessions by prompting the first 5 trials and then probing the next trial. If a correct response occurred during a probe trial, then trainers would deliver sit commands without prompting the correct response. If an error occurred trainers returned to prompting 5 trials then probing the sixth. When canines engaged in ten independent correct responses for two consecutive sessions the skill was considered mastered. Treatment integrity was 100% for all sessions. Inter-rater reliability was taken for 20% of sessions and was 100%. The present study set out to assess the effect of a trained attending response on rate of acquisition of a sit skill. The data suggest that training an attending response facilitates rate of acquisition of the sit skill. Although both canines experienced the same amount of handling, a rapport confound can not be completely eliminated. Canines in the experimental group were reinforced contingent on correct responses during attending training, while canines in the control group were not reinforced. Future research on attending may alleviate the potential rapport confound by delivering the same number reinforcers to canines in the control group on a random time schedule. The experimental canine met the mastery criterion for sit after 3 treatment sessions. The control canine met the mastery criterion for sit after 7 experimental sessions. Forty sit trials were delivered for the experimental canine, while 127 trials were delivered for the control canine. Acknowledgements This research project was supported by the Office of Research and Sponsored Programs. We thank Erin Barney and Kristine Funk for their assistance with data collection and input on the general design of the study. Prompt Behavior 5 times (Use minimal prompting level necessary to elicit behavior) Probe for Acquisition (Deliver only SD) Correct Error Deliver SD Correct Error SR+=  Circle: Trial #: A flow chart of the procedure is provided on the left. A photo of a canine learning the skill of sit is provided on the right.