the analysis of verbal behavior
Ratkos, T., Frieder, J. E., & Poling, A. (2016) Accurate delayed matching-to-sample responding without rehearsal: An unintentional demonstration with children. The Analysis Verbal Behavior, 32(69)
Research on joint control has focused on mediational responses, in which simultaneous stimulus control from two sources leads to the emission of a single response, such as choosing a comparison stimulus in delayed matching-to-sample. Most recent studies of joint control examined the role of verbal mediators (i.e., rehearsal) in evoking accurate performance. They suggest that mediation is a necessity for accurate delayed matching-to-sample responding. We designed an experiment to establish covert rehearsal responses in young children. Before participants were taught such responses; however, we observed that they responded accurately at delays of 15 and 30 s without overt rehearsal. These findings suggest that in some cases, rehearsal is not necessary for accurate responding in such tasks.
Journal of organizational behavior management
Field, S., Frieder, J. E., Mcgee, H. M., Peterson, S. M., & Duinkerken, A. (2015) Assessing observer effects on the fidelity of implementation of functional analysis procedures. Journal of Organizational Behavior Management, 35(3), 259-295.
Instructing and training others in the use of Functional Analyses (FA) can be a cumbersome and time-consuming task. Not only must students and practitioners learn all the various components to establish conditions and analyze the results, they must also gain experience in conducting the various conditions. The current study assessed the fidelity of individuals implementing a FA directly after observing and rating the fidelity of videos of others implementing a FA. This assessment employed a multiple baseline design across FA conditions. Video models of each of the four training conditions were provided throughout each phase; however, participants were only asked to provide fidelity ratings of a single video that corresponded with the baseline of intervention. Results of the study demonstrated that the intervention was successful in increasing participant performance to levels above baseline performance for 16 out of 17 participants. However, 7 of the 17 participants required an additional intervention in which they were asked to observe and rate videos of their own performance. Further research should evaluate the degree to which this procedure may effectively prepare individuals to implement the FA methodology with actual children, and the degree to which the training would effectively carry over to other target responses and settings.
Behavior Analysis: research and Practice
Bulla, A. J., & Frieder, J. E. (2017). Self-and-Match System suppresses vocal stereotypy during independent work. Behavior Analysis: Research and Practice.
Vocal stereotypy have a number of functions, and interventions have been developed to address individual functions. However, when vocal stereotypy is maintained by multiple reinforcers, interventions can be countertherapeutic when combined. The current intervention was designed to help reduce vocal stereotypy maintained by attention and potentially automatic reinforcement. The "Self-and-Match" system, a commercially available self-monitoring intervention, was used to address both functions. After a specified duration of independent work, both the participant and the researcher marked whether target behavior occurred. The student could receive a preferred item if enough matches were recorded. Once significant reductions in vocal stereotypy were achieved, the intervention was faded and the behavior remained at low levels using typical classroom-management practices. Limitations and recommendations for further application in school-based setting are discussed.
Newhouse-Oisten, M., Kestner, K. M., & Frieder, J. E. (2016) An evaluation of modified exposure therapy for a child diagnosed with obsessive compulsive disorder and pervasive developmental disorder - not otherwise specified. Behavior Analysis: Research and Practice
Empirically validated treatments are available for reducing obsessions and compulsions for individuals with obsessive– compulsive disorder (OCD), but limited research exists on their use for children with OCD comorbid with developmental disabilities. A modified exposure treatment was implemented for a 9-year-old male with OCD and pervasive developmental disorder–not otherwise specified in an outpatient setting. Naturalistic sessions were conducted in both school and home settings. Results depict trials-to-criterion for all sessions and target behaviors.
PERSPECTIVES ON BEHAVIORAL SCIENCE
Quigley, S.P., Peterson, S.M., Frieder, J.E., & Peck, K.M. (2018) A review of SAFMEDS: Evidence for procedures, outcomes and directions for future research. Perspectives on Behavioral Science
SAFMEDS is an assessment and instructional strategy pioneered in the late 1970s by Ogden Lindsley. SAFMEDS was developed as an extension and improvement of flashcards. The aims of this article are to provide an overview of the literature related to SAFMEDS and to identify further research needs. The results of this review suggest that a great deal of research is still needed to clarify the SAFMEDS procedures and the benefits of SAFMEDS over traditional instruction. These conclusions are in line with broader criticisms of fluency-based instruction.