The present study examined the effectiveness of a self-instructional package for teaching discrete-trials teaching (DTT) to Applied Behaviour Analysis tutors at the St.Amant Applied Behaviour Analysis Program for Children with Autism. A modified multiple- baseline design across participants was used, and replicated six times. An AB design was used for one participant. The training package include a self-instructional manual, video demonstrations, and self-practice. Participants required an average of 3 hours and 56 minutes to master the manual. Eleven of the 13 participants achieved the mastery criterion during the post-training assessment. Mean DTT accuracy increased from 46.2% to 85.5% (a statistically significant increase). One tutor participated in a generalization phase with a child with autism, and their DTT accuracy averaged 80.1%. The results suggest that the self-instructional package appears to be an effective tool for teaching newly-hired tutors to conduct DTT.

Advertising is a ubiquitous and substantial influence in consumerism, prompting psychological decision-making processes and behavioral consumerism. Selective marketing, advertising, and merchandising can only be successful when the processes within populations are identified and modified to fit the consumer. This paper examines psychological concepts surrounding the complex variables of decision-making. It will discuss relevant literature and empirical evidence that are imperative to further studies of behavioral consumerism. Such concepts that will be examined include: the elaboration likelihood model, regulatory focus theory, paradox of choice, as well as consumer variables such as influences of personality and maximizers versus satisficers. It then addresses these concepts through the lens of advertising and merchandising, and explores effective applications for behavioral persuasion and the implications for retailers.

Botnets are becoming the predominant threat on the Internet today and is the primary vector for carrying out attacks against organizations and individuals. Botnets have been used in a variety of cybercrime, from click-fraud to DDOS attacks to the generation of spam. In this thesis we propose an approach to detect botnet activity using two different strategies both based on machine learning techniques. In one, we examine the network flow based metrics of potential botnet traffic and show that we are able to detect botnets with only data from a small time interval of operation. For our second technique, we use a similar strategy to identify botnets based on their potential fast flux behavior. For both techniques, we show experimentally that the presence of botnets may be detected with a high accuracy and identify their potential limitations. / Graduate

Interteaching has emerged as one of the newest behaviorally-based pedagogical approaches in recent research. The present study evaluated the use of interteaching as a pedagogical approach in the context of an undergraduate behavior analysis class. 24 participants were alternated in a counterbalanced manner between interteaching classes and standard lecture format classes throughout the duration of the class. No significant differences were found between mean class quiz scores between the two conditions. However, 16 of the 24 students did have significantly higher mean quiz scores following interteaching than lecture when comparing mean quiz scores at the individual level.

The present study attempted to investigate the effects of extinction on the behavior of older adults with moderate to severe dementia. A touch screen computer displaying four large colored buttons was employed. Participants were exposed to three conditions: baseline, intervention, and a reversal. The target response (pressing green after yellow) resulted in a video stimulus in the intervention condition, and then the videos were withheld during the reversal condition. Data on button-pressing and vocal-verbal statements were visually analyzed to determine the effect of the videos on responding; however none of the participants acquired the task. Therefore, a discussion of extinction responding was not possible. Interesting findings in terms of reinforcement and implications for the treatment of problem behaviors in older adults with dementia are discussed.

An individual who had been diagnosed with Obsessive Compulsive Disorder (OCD) and Schizoaffective Disorder requested assistance with improving his ability to manage symptoms. He had a history of long-term hospitalizations that impacted his placements in residential facilities. He was treated using exposure and response prevention procedures applied to specific rituals pertaining to compulsive bed making, organization, excessive emptying of vacuum canister, excessive hand washing and excessive laundering of clothing. A baseline was established for each ritual by the experimenter exposing the subject to the conditions that "triggered" the rituals. The latency was measured between the presentation of those conditions and the onset of the ritual. During treatment, the subject initiated the same conditions and then refrained from engaging in his rituals for a specific amount of time. Initially, the requested time was the average amount of time he was able to refrain from ritualizing in the baseline sessions. Then, the subject initiated exposure and refrained from the ritual for an increasing amount of time until he was able to refrain for 15 minutes or longer for three ritualistic behaviors. A multiple baseline analysis across rituals indicated that during the course of treatment, over a period of about 4 months, his ability to tolerate the triggers for his rituals was increased to the point that he did not engage in the rituals during the sessions.

The current set of experiments examined the utility of implementing the Promoting the Emergence of Advanced Knowledge (PEAK) Relational Training System (Dixon, 2014a, 2014b), an empirically validated assessment and intervention guide developed for children diagnosed with autism spectrum disorder (ASD), within Intensive Behavioral Intervention (IBI). Experiment 1 examined the relationship between scores on the commonly used Vineland Adaptive Behavior Scales Second Edition (VABS-II) (Sparrow, Cicchetto, & Balla, 2005) and scores on the PEAK Direct Training (PEAK-DT) (Dixon, 2014a) and PEAK Generalization (PEAK-G) (Dixon, 2014b) program assessments to examine additional psychometric properties suggesting the potential utility for use within IBI services. Experiment 2 examined the extent to which the PEAK manual (Dixon, 2014b) or additional staff training increased PEAK discrete trial training (DTT) procedural integrity of staff providing IBI to children diagnosed with ASD. Experiment 3 examined the effects of PEAK-G curriculum and instruction on the advanced language skills of children with ASD receiving IBI services. Results suggest that PEAK may be a valid assessment tool and effective intervention guide for use in IBI. Also, the manual and other effective staff training procedures (e.g., feedback, behavioral skills training) effectively enhance PEAK-G DTT procedural integrity. Lastly, the set of experiments in the current paper contributes to the dissemination of empirically based, behavior-analytic research that contributes to practical assessments and advanced interventions for children diagnosed with ASD. Specifically, PEAK-G enhances the language repertoires of children diagnosed with ASD through direct contingencies and programming for generalization across generalization gradients.

This study sought to evaluate the efficiency of the methods outlined in the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E) utilizing a single-subject design. Three participants from a Midwest town were recruited to participate in the study and were assessed and validity, reliability, and efficacy were evaluated to determine the assessments ability to identify three language skills that weren’t currently present in their repertoire. Baseline levels determined that the 3 skills for each participant (a total of 9 skills across the 3 participants) were not currently present in their repertoire prior to implementation of PEAK-E programs, as the participants demonstrated low levels of correct responding. Upon completion of program implementation across all three participants with autism, mastery criteria was obtained for all directly trained skills, and relations were derived for 9 out of 9 programs.

Autism spectrum disorder (ASD) is a pervasive lifelong developmental delay with a prevalence of 1 in 68 children. This growing epidemic occurs for unspecified causes and researchers continue to explore evidence-based treatments available. Parent–child interaction therapy (PCIT) is a parent training program, initially developed for implementation with typically-developing children. PCIT has shown effectiveness in increasing child compliance, minimizing disruptive problem, improving parent-child relationship satisfaction, and communication. The present study investigated the efficacy of PCIT as an evidence-based practice (EBP) for children with ASD by implementing a non-concurrent multiple baseline design across three participants. Results indicated socially significant increases in child compliance, decreases in aberrant behavior, rapid acquisition and maintenance of acquired parenting skills, as well as improved parent-child relationship satisfaction. This study aimed to replicate previous research measuring the effectiveness of PCIT with children with ASD.

This was a single-case study which evaluated the effects of PEAK-T on two children with Autism. A total of 6 programs were trained between the two participants using a Multiple Baseline Design across skills. This evaluation was conducted using the subtest materials provided in the PEAK-T modules and through full assessments. The assessments were used to identify the appropriate skill level of each participant and they were used to evaluate whether the skills were maintained. The participants had no prior exposure to any of the PEAK-T programs as demonstrated by the participants baseline scores. The results of the study showed that programming of multiple exemplars resulted in acquisition of novel skills in both participants and that the skills were maintained. Both Participants demonstrated mastery of their programs and a total of 4 programs between two participants were added to the participants repertoire.