Wayne W. Fisher

Bio: Wayne W. Fisher is an academic researcher from University of Nebraska Medical Center. The author has contributed to research in topics: Reinforcement & Autism. The author has an hindex of 57, co-authored 219 publications receiving 11440 citations. Previous affiliations of Wayne W. Fisher include Center for Autism and Related Disorders & Spaulding Rehabilitation Hospital.

A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities

Abstract: The development of effective training programs for persons with profound mental retardation remains one of the greatest challenges for behavior analysts working in the field of developmental disabilities. One significant advancement for this population has been the reinforcer assessment procedure developed by Pace, Ivancic, Edwards, Iwata, and Page (1985), which involves repeatedly presenting a variety of stimuli to the client and then measuring approach behaviors to differentiate preferred from nonpreferred stimuli. One potential limitation of this procedure is that some clients consistently approach most or all of the stimuli on each presentation, making it difficult to differentiate among these stimuli. In this study, we used a concurrent operants paradigm to compare the Pace et al. (1985) procedure with a modified procedure wherein clients were presented with two stimuli simultaneously and were given access only to the first stimulus approached. The results revealed that this forced-choice stimulus preference assessment resulted in greater differentiation among stimuli and better predicted which stimuli would result in higher levels of responding when presented contingently in a concurrent operants paradigm.

Effectiveness of functional communication training with and without extinction and punishment: a summary of 21 inpatient cases

Abstract: Functional communication training (FCT) is a frequently used treatment for reducing problem behavior exhibited by individuals with developmental disabilities. Once the operant function of problem behavior is identified by a functional analysis, the client is taught to emit an appropriate communicative response to obtain the reinforcer that is responsible for behavioral maintenance. Studies on FCT have typically used small numbers of participants, have reported primarily on clients for whom FCT was successful, and have varied with respect to their use of other treatment components. The main purposes of the present study were to evaluate the efficacy of FCT for treating severe problem behavior in a relatively large sample of individuals with mental retardation (N = 21) and to determine the contribution of extinction and punishment components to FCT treatment packages. FCT with extinction was effective in reducing problem behavior for the majority of clients and resulted in at least a 90% reduction in problem behavior in nearly half the applications. However, when demand or delay-to-reinforcement fading was added to FCT with extinction, treatment efficacy was reduced in about one half of the applications. FCT with punishment (both with and without fading) resulted in at least a 90% reduction in problem behavior for every case in which it was applied.

Integrating caregiver report with a systematic choice assessment to enhance reinforcer identification

Abstract: To determine client preferences, we asked caregivers to rank-order, according to predicted client preference, a standard list of items and a list generated using a structured interview for caregivers, the Reinforcer Assessment for Individuals with Severe Disabilities. Systematic choice assessments were then conducted with both sets of stimuli. A concurrent operants paradigm was used to compare the reinforcing effects of the highest preference stimulus identified from each list. Results indicated that caregiver predictions of client preferences were slightly better for the set of stimuli they generated than for the standard set, and the choice assessment identified more potent reinforcers from the set of stimuli generated by the caregivers than from the standard set.

Visual aids and structured criteria for improving visual inspection and interpretation of single-case designs.

Abstract: Because behavior analysis is a data-driven process, a critical skill for behavior analysts is accurate visual inspection and interpretation of single-case data. Study 1 was a basic study in which we increased the accuracy of visual inspection methods for A-B designs through two refinements of the split-middle (SM) method called the dual-criteria (DC) and conservative dual-criteria (CDC) methods. The accuracy of these visual inspection methods was compared with one another and with two statistical methods (Allison & Gorman, 1993; Gottman, 1981) using a computer-simulated Monte Carlo study. Results indicated that the DC and CDC methods controlled Type I error rates much better than the SM method and had considerably higher power (to detect real treatment effects) than the two statistical methods. In Study 2, brief verbal and written instructions with modeling were used to train 5 staff members to use the DC method, and in Study 3, these training methods were incorporated into a slide presentation and were used to rapidly (i.e., 15 min) train a large group of individuals (N 5 87). Interpretation accuracy increased from a baseline mean of 55% to a treatment mean of 94% in Study 2 and from a baseline mean of 71% to a treatment mean of 95% in Study 3. Thus, Study 1 answered basic questions about the accuracy of several methods of interpreting A-B designs; Study 2 showed how that information could be used to increase the accuracy of human visual inspectors; and Study 3 showed how the training procedures from Study 2 could be modified into a format that would facilitate rapid training of large groups of individuals to interpret single-case designs. DESCRIPTORS: assessment, behavior analysis, data analysis, interrater agreement, visual inspection

Functional communication training with and without extinction and punishment

Abstract: Functional communication training has been reported to be a promising treatment for severe behavior problems In this study, functional communication training alone and combined with extinction and/or punishment was evaluated for 4 clients with severe retardation, behavior problems, and communication deficits The participants were inpatients on a hospital unit for treatment of severe behavior disorders They received individualized interventions based on functional assessment that included reinforcement of a communication response with the same function as their destructive behavior Results showed that for some patients, functional communication training was not sufficient to produce clinically significant reductions in destructive behavior, and the combination of training plus punishment produced the largest and most consistent reductions

Executive Functions and Developmental Psychopathology

Abstract: In this paper, we consider the domain of executive functions (EFs) and their possible role in developmental psychopathologies. We first consider general theoretical and measurement issues involved in studying EFs and then review studies of EFs in four developmental psychopathologies: attention deficit hyperactivity disorder (ADHD), conduct disorder (CD), autism, and Tourette syndrome (TS). Our review reveals that EF deficits are consistently found in both ADHD and autism but not in CD (without ADHD) or in TS. Moreover, both the severity and profile of EF deficits appears to differ across ADHD and autism. Molar EF deficits are more severe in the latter than the former. In the few studies of more specific EF tasks, there are impairments in motor inhibition in ADHD but not in autism, whereas there are impairments in verbal working memory in autism but not ADHD. We close with a discussion of implications for future research.

The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education:

Abstract: Slnglesubject research plays an important role in the development of evidence-based practice in special education. The defining features of single-subject research are presented, the con- tributions oj single-subject research for special education are reviewed, and a specific proposal is of- fered for using single-subject research to document evidence-based practice. This article allows readers to determine if a specific study is a credible example of single-subject research and if a spe- cific practice or procedure has been validated as "evidence-based" via single-subject research.

Relational Frame Theory: A Post-Skinnerian Account Of Human Language And Cognition

Abstract: Part I: The Basic Account. 1. Language and Cognition: Constructing an Alternative Approach Within the Behavioral Tradition S.C. Hayes, et al. 2. Derived Relational Responding as Learned Behavior S.C. Hayes, et al. 3. Multiple Stimulus Relations and the Transformation of Stimulus Functions D. Barnes-Holmes, et al. 4. Relations Among Relations: Analogies, Metaphors, and Stories I. Stewart, et al. 5. Thinking, Problem-Solving, and Pragmatic Verbal Analysis S.C. Hayes, et al. 6. Understanding and Verbal Regulation D. Barnes-Holmes, et al. 7. Self and Self-Directed Rules D. Barnes-Holmes, et al. 8. Relational Frame Theory: A Precis S.C. Hayes, et al. Part II: Extensions and Applications. 9. Psychological Development Y. Barnes-Holmes, et al. 10. Education Y. Barnes-Holmes, et al. 11. Social Processes B. Roche, et al. 12. Psychopathology and Psychotherapy K.G. Wilson, et al. 13. Religion, Spirituality, and Transcendence D. Barnes-Holmes, et al. Epilogue. References. Index.

Global Prevalence of Autism and Other Pervasive Developmental Disorders

Abstract: We provide a systematic review of epidemiological surveys of autistic disorder and pervasive developmental disorders (PDDs) worldwide. A secondary aim was to consider the possible impact of geographic, cultural/ethnic, and socioeconomic factors on prevalence estimates and on clinical presentation of PDD. Based on the evidence reviewed, the median of prevalence estimates of autism spectrum disorders was 62/10 000. While existing estimates are variable, the evidence reviewed does not support differences in PDD prevalence by geographic region nor of a strong impact of ethnic/cultural or socioeconomic factors. However, power to detect such effects is seriously limited in existing data sets, particularly in low-income countries. While it is clear that prevalence estimates have increased over time and these vary in different neighboring and distant regions, these findings most likely represent broadening of the diagnostic concets, diagnostic switching from other developmental disabilities to PDD, service availability, and awareness of autistic spectrum disorders in both the lay and professional public. The lack of evidence from the majority of the world's population suggests a critical need for further research and capacity building in low- and middle-income countries. Autism Res 2012, 5: 160–179. © 2012 International Society for Autism Research, Wiley Periodicals, Inc.