This study investigated the effects of 2 interdependent group contingencies (individual vs. cumulative classroom goal setting) on the number of pedometer-recorded steps taken per day. Thirty third-grade students in 2 classrooms participated. An ABACX design was conducted in which the X phase referred to a replication of the most successful phase (i.e., B or C). Results indicated that individual goal setting, rather than cumulative classroom goal setting, was more effective in increasing the number of steps taken per day on average. Results suggest that individual feedback may be an important factor in attaining desired results.

An ABA9B design was used to evaluate the effects of choice on task engagement for 3 adults who had been diagnosed with traumatic brain injury. A yoked-control condition, in which tasks that were selected by each participant were assigned subsequently to that participant by a trainer, was implemented to help distinguish between the effects of task preference and choice. The results for all 3 participants indicated that permitting individuals to choose from a list of tasks increased on-task behavior.

This study investigated the effectiveness of using visual cues to highlight the seams of baseballs to improve the hitting of curveballs. Five undergraduate varsity baseball team candidates served as subjects. Behavior (Allman, 1982;Briggs, 1959). The faster the spin on the ball, the more deflection occurs in the flight path. By effectively identifying the rate ofspin of an approaching curveball, hitters can gauge their swing with respect to the anticipated location of the pitch.Identifying the spin of a fast-pitched baseball is a difficult discrimination; a batter must decide whether or not to swing within 0.13 s after the delivery of the pitch (Brancazio, 1984). Errorless learning, the addition of prompts, and fading have been used to teach difficult discrimination tasks (Terrace, 1963;Touchette, 1968). This study investigated whether the addition ofvisual cues, highlighting the seams of a baseball, would assist batters Reprint requests should be addressed to Kurt Osborne, ADVANCE, 301 Division Ave., Brookings, South Dakota 57006.to identify rate of ball rotation and improve the hitting of curve balls. METHOD SubjectsFive candidates for the St. Cloud State University men's baseball team consented to participate. Subjects were randomly selected from the total roster of candidates (N = 55) by using a random number selection process. Subjects were informed of the purpose of the study. All subjects had played baseball in high school and summer leagues. During the spring baseball season following the study, Subjects 1, 4, and 5 competed at the varsity level, and Subjects 2 and 3 participated at the junior varsity level. Subjects 1 and 4 played outfield, and Subject 5 pitched. Subjects 1, 2, and 3 were unable to complete the entire study due to various injuries that occurred during the preseason baseball practice. ApparatusThe experiment was conducted inside a standard indoor batting cage (75 ft by 10 ft by 15 ft). There was a dark green backdrop at the end of the batting cage (behind the pitching machine) to provide a consistent hitting background. All pitches were thrown by a Curvemaster pitching machine (Model

The effects of providing descriptive prompts to increase activity attendance and engagement in 6 individuals with dementia were evaluated using a reversal design. The results showed that providing descriptive prompts increased activity attendance and engagement for all participants. The results support the use of antecedent interventions for increasing appropriate behavior by individuals with dementia.

The teaching interaction procedure is an evidence-based procedure that has been utilized for the development of social skills. The teaching interaction procedure consists of labeling the targeted skill, providing a meaningful rationale for the importance of the skill, describing the steps of the targeted skill, modeling the skill, and providing feedback throughout the interaction. Although the teaching interaction procedure has been used to teach a variety of social skills to children and adolescents diagnosed with autism spectrum disorder (ASD) and other social and behavioral disorders, its use has not been evaluated for training staff. The purpose of this study was to evaluate the use of a teaching interaction procedure to teach 3 interventionists the skills to implement a teaching interaction procedure to target the development of social skills for children diagnosed with ASD. The results of a multiple-baseline design showed the teaching interaction procedure was effective at teaching all 3 interventionists how to implement a teaching interaction procedure.