The purpose of the study was to determine if antecedent bouts of exercise, through the means of a basketball practice, are beneficial to 5 children aged 8 to 11 with autism spectrum disorder (ASD) in decreasing competing behaviors (e.g., stereotypy, disruptive behaviors). Additionally, basketball skill mastery was measured. Antecedent exercise was corroborated by measuring heart rate. The results of the study indicate that antecedent exercise decreased disruptive behaviors and had no effect on stereotypic behaviors. Of the 5 participants, 4 of them had heart rate levels that indicated they were engaged in moderate to vigorous physical activity. All 5 participants increased in their basketball skill mastery. These findings suggest that children with ASD would benefit from antecedent exercise to decrease disruptive behaviors. They also have the ability to acquire motor skills in order join sports programs and participate in athletics along with typically developing peers.

Attempts by behavior scientists to test interventions designed to promote environmentally-responsible behavior (ERB) have been documented for decades. Numerous behavioral scientists have looked to community-based interventions to decrease environment-destructive behaviors, as well as to increase environmental-protective behaviors (Geller, 1995). Litter is one of the most obvious examples of environmental degradation. Litter, defined here as misplaced waste material (Geller, Winett, & Everett, 1982), is a form of environmental pollution that not only degrades the quality of the environment but also proves costly to taxpayers. A wide variety of ecological and monetary benefits result from a decrease in litter. The current research examined the effectiveness of positive vs. negative antecedent messages to reduce littering behavior. A methodology similar to that used by Geller, Witmer, and Orebaugh (1976), in which handbills containing weekly supermarket specials and special anti-litter message prompts were distributed at local community shopping centers, was used in the current research. In the first study, handbills with no anti-litter messages were distributed for a one-week period to determine percentage of handbills that were littered, and to serve as a baseline. The total percentage of handbills littered was 38.5. A second, web-based, study was conducted to determine the six specific (three positive or gain-framed, and three negative or loss-framed) anti-litter antecedent messages to be added to the handbills. In the third study, handbills with anti-litter messages were distributed for a two-week period. Upon addition of anti-litter prompts, results revealed 36.09% of distributed handbills were littered. Although no significant interactions were found, several significant main effects were found for store location, distribution period, and gender. The gender effect, indicating women littered at significantly higher rates than males, is notable. Survey research in the area of gender differences related to environmental concerns often has often shown modest differences between men and women, with women frequently displaying greater levels of environmental concern as compared to men. Based on behavioral observations (instead of self-report measures frequently used in previous research), the present research demonstrated significantly more women littering than men. Although slightly more handbills, in terms of total handbill numbers, containing positive antecedents were littered as compared to those containing negative antecedents (which might be interpreted as stronger impact of loss-framed messages), this difference was not statistically significant. Similarly, there were no statistically significant differences found among each of the six anti-litter messages. Comparisons of Study 1 (baseline) and Study 2 (prompting intervention) revealed significantly more littered handbills in the baseline condition as compared to the anti-litter message condition. These results indicate a beneficial anti-litter effect of the prompts added to handbills. Conclusions based on the findings of the three studies within the present research are discussed. Implications for policies, public campaigns, and follow-up research designs are noted. Suggestions for future research involving message prompts and ERBs are offered. / Ph. D.

The aim of this thesis is to find out how co-referential relationships in Czech texts are developed in terms of the information and constituent structures. The data was processed using the following methods. Firstly I examined the available literature on information and constituent structures with special attention being paid to the formation of coreferential relations. This information was then compared to my own research. With regards to disparities between the approaches, it was necessary to introduce some basic terms that are used within my thesis (Chapter 2). Thereafter, I was able to introduce current approaches to the thesis, including the methodological basis of my work, which is represented by the foreign Centering Theory, because unlike other Czech approaches this theory includes predictions on the frequency of different ways of co-referential relationship development (Chapter 3). Secondly, the knowledge gained from literature was applied to two different types of data: corpus material of Prague Dependency Treebank and material obtained through a questionnaire survey (Chapter 4). The most appropriate methods of developing co-referential chains in the Czech text were determined by challenging the prediction model with the obtained data set. Using this method we gained information about...

Many children with ASD partake in escape maintain behaviors for numerous reasons. Children with autism might have difficulty attending to long tasks, can get overwhelmed with novel activities, and the challenging behaviors may heighten when too many demands are placed on them. As a result, teachers, parents and interventionists may start to witness children’s challenging behaviors increase. Many of the challenging behaviors are thought to have an escape function from the long or difficult task at hand. This paper will find and address various strategies that may be applied to decrease escape maintained behaviors in children with ASD. The aim for this review study is to describe and evaluate research findings of antecedent-based strategies and evidence-based practices used to assist in decreasing escape maintained behaviors in children with ASD. This study is to suggest educational implications for interventionists and parents. Keywords: autism, escape, escape maintained behaviors, decrease challenging behaviors, alternative behaviors, antecedent based intervention, evidence based practices

The population consisting of young people with Behavioral/Emotional/Learning challenges typically experiences poorer outcomes related to employment, in part due to lower performance levels. Effective strategies, which have a positive impact on work performance for this population, are needed. Goal setting has been used to bring about behavior change, or increase 'motivation', in many fields of study. Goal setting can be conceptualized as an establishing operation (EO), which increases the reinforcing value of goal achievement, and thereby increases the probability of the occurrence of behaviors related to reaching the goal, i.e., task completion. This study empirically examined the impact of a goal setting procedure on work-related behaviors through the use of a singlecase experimental design, to detect the individual results of the goal setting intervention, which included the manipulation of environmental events to explain behavior change, or 'motivation'. It was hypothesized that the goal setting procedure would have a positive impact on work performance for these young people with challenges in a work-type setting. Results showed that the goal setting procedure did have a positive impact on the work performance of both participants, especially when additional prompts were included in the goal setting procedure. Although goal setting may serve as an EO, the goal setting procedure, which included additional elements such as prompts and feedback, seemed to be more effective.

This study used video feedback to compare the effectiveness of antecedent and consequent feedback. Video feedback was used to increase the performance of dance skills of young dancers. A multiple baseline across subjects with an embedded multi-element comparison was used for three female dancers between the ages of 10 and 11 years old. Antecedent video feedback was given immediately before the performance of a target behavior, and consequent video feedback was given immediately after a performance of a different dance skill. The results show that video feedback increased all targeted skills for subjects, however, there were no differentiated results when comparing antecedent and consequent feedback.

Presession pairing is an antecedent intervention that has shown to decrease problem behavior of elementary school children with autism, whose problem behavior is maintained by social reinforcement. It has also shown modest increases in academic responding. However, the research on presession pairing has not examined its efficacy or acceptability in the natural classroom setting when implemented by the teacher. Therefore, this study used teacher training and a multiple baseline across participants design to test the potential efficacy of teacher-implemented presession pairing in increasing on-task behavior and reducing problem behavior of four students with problem behavior in inclusive public elementary school classrooms. The results indicated that the presession pairing successfully increased on-task behavior and decreased problem behavior for all participating students. The social validity assessment indicated that the teachers found the presession intervention contextually fit, easy to implement, and effective for all students in the classroom.

This thesis provides an experimental approach to abstract anaphora resolution in Turkish written discourse. The core of this work consists of identifying various manifestations of abstract anaphoric expressions &ndash / bu vs. bu durum, bu olay, bu is, bu ger&ccedil / ek (bu as the bare abstract object anaphor vs. bu+label abstract anaphors)- in Turkish discourse, and investigating whether any difference is observed in their processing. To this end, two offline experiments are conducted with human subjects, and the results indicate that label anaphors, compared to the bare anaphor bu, have a tendency to disambiguate the antecendent in some cases.

This thesis provides an experimental approach to abstract anaphora resolution in Turkish written discourse. The core of this work consists of identifying various manifestations of abstract anaphoric expressions &ndash / bu vs. bu durum, bu olay, bu is, bu ger&ccedil / ek (bu as the bare abstract object anaphor vs. bu+label abstract anaphors) - in Turkish discourse, and investigating whether any difference is observed in their processing. To this end, two offline experiments are conducted with human subjects, and the results indicate that label anaphors, compared to the bare anaphor bu, have a tendency to disambiguate the antecendent in some cases.

Functional Analysis is a widely used and effective tool for the assessment of challenging behavior. However, there are several practical issues associated with analogue functional analysis, including the reinforcement of challenging behavior and the extended duration of the assessment process. These issues have been addressed in several modified functional analysis models, including the brief functional analysis. The brief functional analysis allows practitioners and researchers to complete an assessment of challenging behavior within a 90-minute period, thus addressing the practical issue of extended duration. It does not, however, address the potential issues associated with the reinforcement of challenging behavior. The current study evaluated the efficacy of three modified functional analysis methods, including a brief antecedent-based analysis (A-B), a brief latency-based analysis, and a brief functional analysis (A-B-C). Results from each assessment were compared and high levels of correspondence was observed between the respective assessment models. Results are discusses in terms of the relative strengths and limitations of each of the models. / text