Implementing a Picture Prompt and Proximity Intervention in a Classroom with an Adult Learner: A Case Study.

The current case study investigated the use of a picture prompt and teacher proximity with an adult learner with significant disabilities during a postsecondary classroom management class and generalization setting. Results indicated that the learner had a higher percentage of intervals of on-task behavior during intervention than baseline. Teacher and learner satisfaction ratings suggested that the intervention was an acceptable strategy. A discussion of study limitations, implications, and future research directions are included. • A simple low tech instructional strategy can improve student on-task behavior. • Teachers can use an antecedent strategy to improve student behavior. • Strategies used in K-12 environments may work in higher education settings. • Successful applied behavior analysis strategies help include students in group participation.

Effects of an interdependent group contingency on the transition behavior of middle school students with emotional and behavioral disorders.

An ABAB design was used to evaluate the effectiveness of an interdependent group contingency with randomized components to improve the transition behavior of middle school students identified with emotional and behavioral disorders (EBDs) served in an alternative educational setting. The intervention was implemented by one teacher with three classes of students, and the dependent variable was the percentage of students ready to begin class at the appropriate time. Data revealed significant improvements in student behavior, providing support for implementation of group contingencies for students with EBDs in alternative educational settings and an example of feasible procedures and data collection methods. (PsycINFO Database Record

Comparing Versions of the Good Behavior Game: Can a Positive Spin Enhance Effectiveness?

Disruptions can prevent the classroom from being an effective learning environment. The Good Behavior Game (GBG) is a group contingency that has been proven to effectively prevent disruptions and increase engagement. However, the traditional methods of the GBG include teacher scanning for negative student behaviors, and may not align with Positive Behavioral Interventions and Supports (PBIS), which is becoming widely adopted in many schools. Extending the findings of Wright and McCurdy, the current study compared the effects of the GBG and a positive version of the GBG, called the Caught Being Good Game (CBGG), on student behavior, including engagement and off-task behaviors, as well as teachers' use of positive and negative statements. Results showed both the GBG and the CBGG improved student behavior, with data not clearly indicating one was superior. Neither intervention led to an increase in positive teacher statements. Implications for teachers and suggestions for further research are discussed.

Effects of a modified milieu therapy intervention on the social communicative behaviors of young children with autism spectrum disorders.

The purpose of the current study was to evaluate the effectiveness of combining milieu therapy and functional communication training (FCT)] to replace aberrant behavior with functional communicative skills in 3 male preschool or elementary aged children with Autism Spectrum Disorders (ASD). Study activities were conducted in the natural environments of the participants and parents acted as change agents. A concurrent multiple baseline design across participants was used to evaluate the effectiveness of the modified milieu therapy intervention. Results indicate that aberrant behavior decreased concurrent with an increase in total percentage of communication responses (PCR). The children maintained communication and low rates of aberrant behavior, and generalized their communication from the home to the classroom. A discussion of limitations and future research directions is included.

Plasma concentrations of lidocaine in dogs following lidocaine patch application.

Transdermal absorption of lidocaine was determined by measuring plasma lidocaine concentrations following skin application of 5% lidocaine patches. Two lidocaine patches were placed on the ventral abdominal midline of seven dogs for 72 hours. Lidocaine was detectable in plasma 12 hours after patch application, and it reached steady-state concentrations between 24 and 48 hours. Plasma lidocaine levels decreased dramatically at 60 hours post-application. Low plasma lidocaine concentrations remained for 6 hours after patch removal. No clinically significant side effects were noted.

Comparison of anesthetic and cardiorespiratory effects of tiletamine-zolazepam-butorphanol and tiletamine-zolazepam-butorphanol-medetomidine in dogs.

This study compared anesthetic and cardiorespiratory effects of tiletamine-zolazepam-butorphanol (TT), tiletamine-zolazepam-butorphanol-medetomidine (TTD), and tiletamine-zolazepam-butorphanol-medetomidine with atipamezole reversal 1 hour after TTD administration in dogs. All dogs received glycopyrrolate. All drug combinations effectively induced anesthesia within 5 minutes after IM injection. Duration of analgesia was 40 to 60 minutes. Recovery was smooth, but the overall quality of recovery was poorer in the TT group. Hypoxia occurred with some dogs in the TTD group at 5 minutes. TTD provided better analgesia with longer duration and better recovery quality compared with TT. Reversal of TTD with atipamezole was not effective in shortening recovery time.