The purpose of this study was to determine which of 3 instructional activities, when combined with behavioral skills training (BST) was the most effective at eliciting prosocial behaviors, decreasing maladaptive behaviors, and increasing the occurrence of a target social skill. Additionally, this study sought to determine if this model of group intervention (combining BST with various activities) was an effective approach at addressing social skills deficits of elementary-aged children. Four children, ages 6 to 8 years old, participated in this study, which took place at a university-based school psychology services clinic in the Southeastern United States. Overall, results of this study were variable in that different instructional activities impacted dependent variables in different ways for each participant. When comparing the 3 instructional activities, there were minimal differences in the impact each had on the display of prosocial and maladaptive behaviors. However, parents of the participants in this study reported that this social skills intervention was acceptable and beneficial at addressing social skill deficits in children. Similarly, the participants themselves reported that they liked coming to the group, made new friends in this group, and that they would be happy if they could keep coming to this group. Overall, the findings of this study revealed implications about the inclusion of activities into group social skill intervention sessions as well as the utility of this model of group intervention delivery. Limitations to this study as well as recommendations for future research in this area are discussed.

AN ABSTRACT OF THE THESIS OFDanielle N. Crespo, for the Master of Science degree in Behavior Analysis and Therapy, presented on January 18, 2022, at Southern Illinois University Carbondale. TITLE: A COMPARISON OF FEEDBACK SEQUENCING FOR INCREASING SKILLS WITH IMPLEMENTING BEHAVIOR INTERVENTION PLANSMAJOR PROFESSOR: Dr. Paige Boydston Schools and school employees have been tasked with providing social, emotional, and behavioral supports to a rising number of students. Training staff to implement these supports with fidelity is crucial. Providing feedback to staff implementing behavior intervention plans is a method to increasing performance. In the present study, a multiple baseline across behaviors was utilized to compare different sequences of feedback statements on paraprofessional job performance. Three feedback sequences were compared: Positive-Corrective-Positive (PCP), Positive-Positive-Corrective (PPC), and Corrective-Positive-Positive (CPP). The results of this study showed the PCP condition, commonly known as the feedback sandwich, showed the quickest results to mastering skills. However, results from a preference questionnaire showed most paraprofessionals preferred the CPP sequence, with the PCP sequence being rated second in preference. Overall, results from this study show the PCP sequence may be an effective tool in training paraprofessionals in a school setting.

Research conducted on video modeling has shown that these strategies are most effective when they include specific strategies to address conversation skills. Social skills research has also shown that teaching social skills to adolescents in group settings may be more effective than presenting them on an individual basis. Adolescents with Aspergers Syndrome (AS) and High functioning Autism (HFA) participated in a12-week Social Skills Training (SST) program. In addition to pre-and post-study measures, conversation skills data were collected before and after the application of the independent variable (video modeling). Follow-up interviews were also conducted with participants, secondary participants, and parents of the primary participants. After a two-week baseline phase, participants attended weekly social skills training and received the treatment of video modeling with videos found on YouTube. This established pre-existing social and conversation skills and enabled the measurement of changes over the course of the 12 week program. After post intervention data were collected, additional data were collected with participants and secondary participants, neuro-typical peers, as a measure of treatment generalization. This study proposed that presenting social skills videos found on YouTube, would be effective in increasing levels of initiation, responses and conversation skills, thereby increasing communication effectiveness and reducing social rejection by peers. Although some gains in conversational skill levels were observed by most participants in the study significant increases in conversation skill levels were not observed in both ASD only group settings or of the ASD neuro-typical mixed group setting.

Several researchers have suggested that safety skill instruction has been neglected amongst individuals with intellectual disabilities even though injuries occur at an exceedingly higher rate than the general population. The purpose of the study was to evaluate the effectiveness, generality, and maintenance of the use of behavior skills training to teach 6 CPR and first aid target skills to young adults with intellectual disabilities. Overall, the current study's results suggest that an intervention package using instruction, modeling, rehearsal, and feedback was effective in teaching CPR and first aid skills as well as generalizing across instructors. Additionally, the current study suggests that although behavior skills training was effective at teaching and generalizing mastered target skills, maintenance was not obtainable for all participants across all target skills after a 1-week follow up assessment. Lastly, the intervention package rated high for social validity amongst all participants. Future research should continue to focus on exploring the effectiveness, generality, and maintenance of these results.

<p> Many manual tasks such as those in surgical applications require a high degree of motor skills that can only be gained through extensive training. This thesis is concerned with the design and control of collaborative training virtual environments with haptic feedback for skills training. The term "collaborative training" refers to a scheme in which the trainee and the trainer operate in a shared virtual environment. They collaboratively carry out the intended tasks using a shared "virtual tool". In order to enhance the trainee's motor skills, the conventional visual feedback will be augmented by force feedback providing the feel of the task environment as well as active guidance by the expert trainer.</p> <p> First, a set of psychophysics experiments are designed to investigate the usefulness of haptic-enabled collaborative virtual environments for motor skills training. Eighteen volunteers randomly divided between two training and control groups have participated in the experiments. The training group would undergo a number of collaborative training sessions with active help from the trainer whereas the control group would try the task on their own to achieve a set of stated goals. Each of the experiments is designed with specific performance objectives in mind, including trajectory tracking and task completion time. The results of the psychophysics experiments confirm that, when visual feedback is partially impaired, haptic-enabled collaborative training improves learning of a trajectory tracking task. In all the experimental scenarios tested, the results showed improvements in temporal response after receiving training.</p> <p> The second part of the thesis is devoted to the development of a general control framework for the coordination of the users in haptic-enabled collaborative virtual environments. The haptic interface control design is separated from the virtual environment simulation in order to provide more versatility in control strategies for both impedance and admittance-type virtual environments. Adaptive nonlinear controllers are proposed that establish desired linear-time-invariant and/or nonlinear static mappings amongst the users and the virtual task environment positions and forces. These controllers account for the nonlinear model of haptic devices and can handle uncertainties in the haptic devices, the users, and the virtual environment dynamics. First, the tracking behavior of the system is shown via a Lyapunov analysis. Then using a priori known bounds on user and environment parameters, the robust stability of the system is analyzed by employing the Nyquist envelops of interval plants and an off-axis circle criterion. The robust stability analysis provides bounds on the parameter of the linear and nonlinear mappings within which the stability of the system is guaranteed, for all possible system parameters with their a priori given bounds. Experiments carried out with two similar Quanser twin-pantograph haptic devices confirm the effectiveness of the proposed controllers in achieving the performance and stability objectives.</p> / Thesis / Master of Applied Science (MASc)

Behavioral and cognitive skills training for increasing assertive behavior in college students were compared to an equally credible expectancy-control. One significant multivariate function successfully discriminated between the behavioral and control groups, and between the cognitive and control groups. This function was interpreted as showing enhanced behavioral/cognitive construction competencies in the behavioral and cognitive groups. A second function, though not significant, suggested that the cognitive training resulted in more aggressive behavior.

Background Suicidal behavior is an important global health problem affecting also significant others. Both genetic and environmental influences play an important role in the development of suicidal behavior. There is a need of interventions for family and friends after a suicide attempt. The aim of this thesis was to assess the impact of family history of suicide (FHS) and early life adversity (ELA) on severity of suicidal behavior and on level of interpersonal problems in suicide attempters. Furthermore it aimed to evaluate a DBT-based skills training program, Family Connections (FC), for relatives and friends of suicide attempters. Methods Studies I and II included 181 suicide attempters. FHS was assessed with the Karolinska Self-Harm History Interview or in patient records. ELA was assessed with the Karolinska Interpersonal Violence Scale (KIVS) measuring exposure to interpersonal violence in childhood. Suicide intent was measured with the Freeman scale. Interpersonal problems were assessed with the Inventory of Interpersonal Problems (IIP). Study III, a pilot study evaluating the effect of FC for family members of suicide attempters, included 13 participants who completed the program with pre- and post-questionnaires. The experience of burden was assessed with the Burden Assessment Scale (BAS), general wellbeing with Brief Symptom Inventory (BSI) and level of depression was assessed with Beck Depression Inventory (BDI). The Swedish scale Questions About Family Members (QAFM) was used to explore the quality of the participants’ relationship with the patient and the Quality of Life Inventory (QOLI) was used to measure satisfaction with life situation. Study IV included 132 family members, and investigated the feasibility and preliminary efficacy of FC in psychiatric care. Participants were assessed pre- and post-intervention with the following self-report questionnaires: BAS, QAFM and Five Facet Mindfulness Questionnaire. Results Male suicide attempters with FHS made more serious and well planned suicide attempts and had higher suicide risk. FHS and exposure to interpersonal violence as a child were independent predictors of suicide in male suicide attempters. Regarding interpersonal problems, suicide attempters with FHS had significantly more often an intrusive personal style, indicating that they might have an impaired ability to create stable, long-lasting relationships. In the pilot study the participants reported a significant reduction in burden, an improved psychic health and an improvement in the relationship with the patient after completing FC. In the fourth study, FC showed to be feasible and effectively implemented in a psychiatric outpatient services clinic. Regarding burden, results were in line with the pilot study, with a significant reduction in all subscales in BAS. Conclusions High-risk patients call for a consideration of both ELA and FHS in clinical suicide risk assessment. In suicide attempters at biological risk, suicide might be prevented with the early recognition of environmental risks. Further, the interpersonal problems associated with FHS may cause difficulties for suicide attempters to accept or benefit from treatment, and caregivers should take into account the characteristics of the suicide attempter´s interpersonal functioning. The results from the pilot study provide support for the need and importance of an educational program addressed specifically to family members of suicide attempters. Preliminary results support the feasibility and potential value of an implementation of FC in psychiatric open care clinics.

The purpose of this exploratory study was to examine school psychologists' use of evidence- based practices (EBP), in general, and more specifically in the area of social skills training (SST) for students with autism spectrum disorders (ASD). Study participants, consisting of 498 school psychologists from across the nation, participated in an online survey that gathered information about their training, attitudes, and practices. The frequency with which specific EBP practices for social skills training for students with ASD was examined, as was prediction of use of these practices. Multiple-regression analyses revealed multiple independent variables that were predictors for overall use of EBP. Results indicated that over half of the participants provide SST for students with ASD. Although the majority of participants indicated that their graduate program included at least one course with information about ASD and EBP practices, in general, nearly half indicated that their coursework did not include any courses that directly addressed social skills training for students with ASD. Confirmatory factor analysis (CFA) was used to determine the extent to which the data fit the factor model. Participants' perception of the importance placed on EBP by their school district, scores on the openness subscale of the Evidence Based Practices Assessment Scale, perception of how well their graduate program prepared them in the EBP process, perception of whether they were adequately trained in the area of SST for students with ASD, and having a caseload evenly divided among settings were significant predictors of overall use of EBP.

The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program (a 2-session, 12-hour workshop) to the rated competence of nonparticipants. This comparison was operationalized through a study design of the pre- and posttesting of 12 experimental and 22 control subjects. The assessment instruments used were Spitzberg's Conversational Skills Rating Scale (CSRS) and Curran's Simulated Social Interaction Test (SSIT). Two rating judges were utilized. Results, although modest, are in the expected direction. Measured competence on the CSRS failed to show significant improvement in the rated competence of the experimental group as compared to the rated competence of the control group. However, the SSIT did reveal significant improvement of the rated skill and anxiety of experimental subjects while the control group showed no significant improvement. In addition to assessing the effectiveness of the workshop, this study sought to find a positive correlation of the CSRS instrument to the SSIT instrument. As expected, the CSRS showed a positive correlation to the SSIT.

Research has demonstrated the efficacy of attitudinal-motivational counseling in conjunction with study skills training. However, it has not been clear whether group or individual counseling was most beneficial. This research attempted to evaluate the usefulness of peer counselors in group and individual counseling sessions. Using students voluntarily enrolled in a study skills program, it was demonstrated that all students improved in study habit scores. However, only individual-peer counseling was effective in changing academic attitudes (p < . 05), as compared to group-peer counseling, no-counseling, and no-treatment conditions. Grade-point-average change scores were not differentially effected by the treatment conditions.