WorldCat Identities

Northup, John Alan

Overview
Works: 11 works in 11 publications in 1 language and 118 library holdings
Genres: Academic theses 
Roles: Thesis advisor, Author, Editor
Publication Timeline
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Most widely held works about John Alan Northup
 
Most widely held works by John Alan Northup
Evaluation of choices by bilingual children with disabilities across social contexts : the role of stimulus and language preference by Yaniz Cristina Padilla Dalmau( )

1 edition published in 2012 in English and held by 67 WorldCat member libraries worldwide

There has been recent interest in the field of applied behavior analysis in language as an independent variable. This study constitutes the second study in a line of programmatic research investigating the influence of the practices of the verbal community, or language, on children's preferences and reinforcers. Stimulus and language preferences of four children with disabilities who were exposed to Spanish and English in their natural environment were evaluated during three sequentially administered paired-stimulus preference assessments across three contexts: attention/talking, tangible/playing, and demands/working. The purposes of this study were to (a) identify whether participants displayed a language preference and if so, if their language preference was consistent across the three social contexts; (b) evaluate the interaction between language and stimulus preference within each context; and (c) descriptively compare whether participants' language proficiency in their L1 and L2 was related to their language preferences. The results of this study showed that (a) children demonstrated language preferences for their L1 or L2, and these preferences were not always consistent across social context; (b) all children showed displacement of stimuli across the preference hierarchy due to language, but the magnitude of the displacement varied across context and participant; and (c) participants' language proficiency as reported by their mothers did not always predict the participants' language preference. These results extend the preference assessment literature by suggesting that the language of presentation may influence the results of preference assessments and that the influence of language may vary across context. The results also suggest that the influence of cultural practices, such as language, on behavioral assessments should be evaluated at the individual level
An evaluation of motivating operations in the treatment of food refusal by Melanie Hope Bachmeyer( )

1 edition published in 2010 in English and held by 20 WorldCat member libraries worldwide

Previous research on the assessment of pediatric feeding disorders has shown that negative reinforcement (escape) plays a major role in the maintenance of food refusal and that escape extinction (EE) may be necessary in the treatment of severe food refusal. The current study examined the influence of two potential motivating operations (MOs) on escape from bite presentations for 3 children with severe food refusal: (a) noncontingent positive reinforcement (NCR) and (b) food satiation (as a result of enteral nutritional support). The abolishing effects of NCR on negative reinforcement for refusal behaviors were demonstrated in Experiment 1 when escape was allowed for food refusal and in Experiment 2 during demand fading across a hierarchy of bite placements. The interactive effects of NCR and food satiation on negative reinforcement for escaping bite presentations (within a hierarchy of bite placements) were demonstrated in Experiment 3. NCR abolished escape as a reinforcer and food satiation established escape as a reinforcer. The combined MO effects of NCR and food deprivation resulted in decreased refusal behaviors and increased acceptance across all bite placements in Experiment 3 even though escape was allowed. Results extend the existing bodies of literature on the competition between positive and negative reinforcement and the effects of specific biological conditions on escape-maintained behavior. Implications for treatment and future research are discussed
Effects of motivating operations on academic performance and problem behavior maintained by escape from academic tasks by Kelly Michele Schieltz( )

1 edition published in 2013 in English and held by 20 WorldCat member libraries worldwide

At least three general subgroups of students display problems with their overall academic achievement: students with motivational deficits, students with academic performance deficits, and students with a combination of both types of deficits. The prevalence of students with both behavioral and learning problems has been reported to be between 10% and 25% and as high as 50%. The current study evaluated the effects of positive reinforcement and instructional strategies on the co-occurrence of motivational and academic deficits within three experiments. Experiments 1 and 2 were conducted with four school-aged children in a behavioral outpatient clinic. Experiment 3 was conducted with three school-aged children during extended behavioral evaluations. Experiment 1 evaluated the effects of positive reinforcement and an instructional strategy on the children's preference for academic work tasks and their academic performance. Experiment 2 evaluated the effects of instructional strategies on the children's problem behavior and academic performance. Experiment 3 evaluated the effects of positive reinforcement and instructional strategies on the children's preference for academic work tasks, academic performance, and problem behavior. The results of this study showed that (a) preference for an academic task changed with the addition of positive reinforcement (Experiment 3) or an instructional strategy (Experiment 1), (b) problem behavior decreased with the addition of an instructional strategy (Experiments 2 and 3), and (c) academic performance increased with the addition of an instructional strategy (all experiments). These results suggested that positive reinforcers and/or instructional strategies function as motivating operations by abolishing the value of negative reinforcement, thereby resulting in improved academic performance and decreased occurrences of problem behavior
Erratum to: An Assessment of the Necessary Strength of Behavioral Treatments for Severe Behavior Problems by John Northup( )

1 edition published in 2017 in English and held by 2 WorldCat member libraries worldwide

Abstracts of papers presented at the Meeting on G-Proteins and Signal Transduction, April 30 - May 4, 1986 by Meeting on G-Proteins and Signal Transduction( Book )

1 edition published in 1986 in English and held by 2 WorldCat member libraries worldwide

An Assessment of the Necessary Strength of Behavioral Treatments for Severe Behavior Problems by John Northup( )

1 edition published in 1997 in English and held by 2 WorldCat member libraries worldwide

The adolescent with cancer's school re-entry experience: Exploration of predictors and successful outcomes by Chasity Brimeyer( )

1 edition published in 2012 in English and held by 1 WorldCat member library worldwide

Results provided tentative support for a discrepancy between professional and adolescent re-entry needs/goals. Findings suggest that a subset of adolescents with cancer may be at risk for poor school re-entry/reintegration outcomes, including females, being of lower SES, having certain types of cancer (brain tumors, leukemia), undergoing specific treatments (radiation, chemotherapy), being out of school for longer periods of time, having pre-morbid academic difficulties, and/or having poor social support. Adolescents who demonstrate these risk factors may warrant increased, specialized attention when preparing to return to school. In addition to systemic and within-person factors from the adapted DSC model, findings suggest that developmental characteristics of adolescence must be considered in planning re-entry intervention. Appropriate modifications to school re-entry preparation for adolescents may include utilizing electronic and social media, implementing peer mentors, focusing on reinforcing appropriate social circles, and emphasizing autonomy. More research is needed to understand how to best assist the adolescent with cancer in returning to school
Social emotional differences of students who have a nonverbal learning disability or Dysphasia by Carrie Ann Kimpton Heald( )

1 edition published in 2011 in English and held by 1 WorldCat member library worldwide

Children who have Nonverbal Learning Disabilities (NLD) exhibit strengths in verbal domains and deficits in perceptual reasoning domains. These children are often seen as bright and may even be identified as gifted due to their superior decoding proficiency, expansive vocabulary, and remarkable rote memory skills. Conversely, psychosocial difficulties such as acquiring self-help skills and interacting with others appropriately often present serious challenges. Children with NLD may also vacillate between internalized (e.g., anxiety) and externalized (e.g., acting out) behaviors and are commonly seen as unmotivated, defiant, and oppositional. Given the potential psychosocial difficulties that children who have NLD experience, it is imperative that early and effective interventions are accessed. In order to provide appropriate treatments, the identification of factors that occasion psychosocial difficulties is warranted. Thus, the primary purpose of the study was to identify specific NLD characteristics based on specific demographic variables of age, gender, parent education, and number and types of other diagnoses. Further identification efforts compared the Pediatric Behavior Scales (PBS) of Conduct, Attention, Depression, Anxiety, and Deviation to both General Ability Index (GAI) scores and Verbal Comprehension and Perceptual Reasoning (VCI/PRI) discrepancy scores on the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV). Identical analyses were performed for a Dysphasia contrast group. A secondary purpose of this study was to add to the growing body of evidence suggesting the existence of NLD subtypes. Analyses conducted indicated that children in the NLD group had significantly more diagnoses, higher mother and father education, and higher VCI and GAI scores than those in the Dysphasia group
An evaluation of variables affecting response allocation among concurrently available mand topographies by Kelly Marie Vinquist( )

1 edition published in 2010 in English and held by 1 WorldCat member library worldwide

The primary purpose of the current study was to determine which variables influence or change response allocation among mand topographies. The variables evaluated consisted of response effort, schedule of reinforcement (extinction), changes in concurrent schedules arrangements, and availability of visual stimuli (i.e., a communication card). The stability of responding was evaluated across more than one reinforcement context (escape, attention, and tangible) for each of the 2 participants. Finally, a concurrent schedules arrangement was used to evaluate response allocation among card touches, manual sign, microswitch touches, and vocalizations. Results of the evaluation suggested that response allocation varied across reinforcement contexts in baseline and when responding was challenged. However, variations in response allocation were not uniform across all challenges and reinforcement contexts. Problem behavior continued to be exhibited at low levels throughout the evaluation even when mild punishment procedures were implemented. These results are discussed in terms of changes in patterns of responding across reinforcement contexts, variability in response allocation among available response options, and persistence of responding when challenges are implemented
The proactive treatment project for severe behavior disorders by John Northup( )

1 edition published in 1991 in English and held by 1 WorldCat member library worldwide

 
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Alternative Names
Northup, John A.

Northup, John Alan

Languages
English (11)