2nd Annual Conference

November 17th, 2007
University of Manitoba Room P412 Duff Roblin Bldg.

8:15 to 8:50 REGISTRATION 9:00 to 9:20 PRESIDENTIAL ADDRESS Application of Behaviour Analysis to Post-Secondary Education: Do We Practice What We Preach? KIRSTEN WIRTH, MA, C. Psych Candidate, University of Manitoba & St Amant 9:25 to 10:50 KEYNOTE SPEAKER ORGANIZATIONAL BEHAVIOUR MANAGEMENT - What OBM Needs Is More Jewish Mothers (AKA Trait-Based Personality Theory, Ontogenic Behavioural Continuity, and Behaviour Analysis) DR. RICHARD MALOTT, PhD, BCBA, Western Michigan University 10:50 to 11:05 COFFEE BREAK 11:10 to 12:10 ROUND TABLE DISCUSSION Graduate ABA Training: Researcher or Practitioner? Facilitated by KERRI WALTERS, MA, C. Psych Candidate, University of Manitoba & St Amant Research Centre

12:10 to 1:10 Lunch in the Lounge 1:15 to 1:45 ETHICS INVITED SESSION Ethics Approval for Behavioural Research: You Will Need It – Be Prepared TOBY MARTIN, MA, PhD Candidate, St. Amant Research Centre & University of Manitoba 1:45 to 2:15 APPLIED RESEARCH REPORT Rapid Instructor Training In Discrete-Trials Teaching With Children With Autism DANIELA FAZZIO, MA, BCBA, PhD Candidate, L. Arnal, G. Martin, A. Starke, C. T. Yu, University of Manitoba & St Amant Research Centre 2:15 to 2:45 BASIC RESEARCH REPORT The Relationship Between Response Efficiency and Opportunity to Engage on Other Activities in FI and DRL Schedules of Reinforcement THAIS SALES, MA, PhD Candidate, T. Serio, PUC-SP-Brazil

Predicting Performance on Two-Choice and Three-Choice Discriminations with Persons with Severe Intellectual Disabilities
Sandra Salem, Dr. G. L. Martin, Dr. C. T. Yu, & Toby Martin Uni versity of Manitoba and St. Amant Research Centre
Introduction The Assessme nt of Basic Learning Abilities (ABL A) test measures skill a t vario us two-c hoice discrimina tions (i.e . picking the correct ite m o ut of two o ptio ns). But what do ABLA results tell us about the ability to c hoose correctly among a greater range of options? This research fo llowed an earlier study (Doa n e t a l., in press1) in whic h three participants at ABL A Le ve l 2 passed a ll of the threechoice tasks a t their le vel, while the participa nts at ABLA Leve l 3 a nd higher levels passed rela tively fe w of the three-c hoice tas ks at their level. At : highest level passed in s ta ndard ABLA testing Above : o ne le ve l a bove highest level passed in sta ndard ABL A testing

State ment of Proble m

Doan et al Results

Purpose of present stu dy: to assess additio na l participa nts and re plicate a ke y finding fro m the Doan et a l. study. Hypotheses (a) Partici pants at ABLA Level 2 wo uld pass significantly more three-c hoice tas ks at ABL A Leve l 2 than the number of three-choice tasks at Leve l 3 tha t wo uld be passed by participants at ABL A Le ve l 3 (b) participants would pass a significantly higher number of three-choice tas ks at their ABLA le vel, than three-choice tasks a bove their ABL A le vel



14 adults with severe and profo und develo pmenta l disabilities. Materials:

Seven scored at ABL A Level 2; seven scored at ABL A Level 3.

Standard t wo-choice ABL A testing ite ms (a re d bo x, a yellow can, a piece of foam)

Ne w task ite ms were created for three-choice discri minations (ask researcher for detai ls).

In the co mbine d da ta set, three-choice task performance di d no t differ significantly between peo ple at Leve l 2 vers us those a t Le ve l 3. Inde pe nde nt sa mples o ne-taile d t-test

M a % f 3 h ic A e n o -C o e t

•This was not statis tically significant t(12) = 1.63, p > .05.

As in the sta ndard ABLA, performance o n threechoice tasks At the participa nt’s le ve ls was muc h higher tha n perfor ma nce o n tasks Abo ve their leve ls: Paire d one-tailed t-test

•This was statis tica lly si gnificant t(13) = 4.53, p < .05 .

60% 40% 20% 0% Level 2 Level 3 Level 4 Level 6 ABLA Le vel (3 Pa rticipants per Leve l)

Mean % of 3-Choice Tasks Passed


Procedu re:

• Participa nts were teste d o n the ABL A level imme diately ABOVE their c urrent ABL A leve l • Participa nts were teste d AT curre nt ABL A leve l using three-c hoice ABL A tasks (1 exte nsion a nd 2 a na lo gue per le ve l)



The Doa n et a l. findi ng was no t re plicated.

Combined % of 3-Choice At Tasks Passed


In that study, Le vel 2 participants o utperformed Leve l 3 participants o n 3-cho ice At tasks. In this study Le ve l 3 participants o utperforme d Leve l 2 participa nts o n 3choice At tasks .

0.8 0.6 0.4 0.2

This experime nt provided more e vidence s upporting the predicti ve va lidity of the ABL A test Limitatio ns: Sa mple size

T s sP s e ak asd

Only 11 possible recruitees

So me be haviora l difficulties made testing difficult for 3 out of the 11 possible partici pants Further investigation:


Level 2

Level 3

ABLA Level

Testing o n ABLA Le vel 2 (position discrimina tio n) to see if it is a true positio n discrimi natio n
1 Doan, L. A., Martin, T. L., Yu, D. C. T., & Martin, G. L. (in press). Do ABLA test results predict performance on three-choic e discriminations for persons with developmental disabili ties? Journal on Developmental Disabilities

Only o ne participant passed a ny tas k Above his or her leve l.

Doan et al. Results

Salem et al. Results

Introduced by COLLEEN MURPHY, MA Candidate, University of Manitoba, St. Amant Research Centre 3:30 to 4:10 INVITED ADDRESS Cognitivism vs. Behaviourism: Why the Conflict? DR. JOSEPH PEAR, PhD, C. Psych, University of Manitoba 4:10 to 4:30 CLOSING REMARKS AND EVALUATIONS Kerri Walters and Daniela Fazzio 2007 Conference Co-Chairs

Join us for a drink at Earls St. Vital after the conference

2nd Annual Conference
November 17th, 2007
University of Manitoba Room P412 Duff Roblin Bldg.


Instructing Students To Conduct Discrete-Trials Teaching With Confederates Simulating Children With Autism LINDSAY ARNAL, D. Fazzio, G. Martin, C. T. Yu, A. Starke, L. Keilback

Use of a Training Manual for PeerReviewers in a Computer-Aided PSI Course SHERISE DEVINE, G. Schnerch, R. Harris, J. Pear

Assessing Reinforcer Effectiveness in Individuals With Profound Developmental Disabilities and Minimal Movement NICOLE DOBSON, C. T. Yu, M. Lee, D. Nguyen, G. Martin

Does Teaching Object-Picture Matching Help Persons With Developmental Disabilities to Indicate Preferences Using Pictures? PAMELA FREGEAU, D. Nguyen, C. Pogorzelec, C. T. Yu

Investigating Higher Order Thinking and Peer Reviewer Accuracy in a Computer-Aided PSI Course JODY LAMBERT, T. Pang, D. Miguel, K. Wirth, J. Pear

Evaluation of a Self-Instructional Strategy Plus Monetary Contingency to Train Instructors to Conduct DiscreteTrials Teaching With Children With Autism CARLY THIESSEN, D. Fazzio, G. Martin, L. Arnal, L. Keilback

What Role Does Expressive Language Play in Perspective Taking? KERRI WALTERS, M. Lee, C. T. Yu, R. Astacio, J. Thorsteinsson, M. Lam

Predicting Performance On TwoChoice and Three-Choice Discriminations With Adults With Severe Intellectual Disabilities SANDRA SALEM, T. Martin, G. Martin, C. T. Yu

Teaching Two Children with Autism Auditory-Visual Skills CAROLE MARION, R. Astacio

Nonidentity Matching: Creation of a Fading Program COLLEEN MURPHY, M. Figueroa, G. Martin, C. T. Yu

Join us for a drink at Earls St. Vital after the conference

Sign up to vote on this title
UsefulNot useful