1 Antecedent Based Strategies and Replacement-Based Strategies Student Name Department of Social and Behavioral Sciences, Capella University PSY 7713: Course Name Instructor Name Assignment Due Date 2 Antecedent Based Strategies and Replacement-Based Strategies Please note, all italicized writing in this template is for instructional purposes. You will not be using italics. Remove all instructions in your paper.) To begin this assignment, you will identify and define the target (problem) behavior that you have chosen from your case study. Your definition must include objective, specific, and measurable terminology so that your instructor can understand what is and what is not an example of the problem behavior. This section should be one to two paragraphs, providing a case study with the operational definition of the targeted behavior and must include the function of the target behavior along with the justification of the function based on interpretation of the data. Antecedent Strategies This section should be approximately one page. This section must include a thorough description of one antecedent-based strategy that could be used to prevent the behavior from occurring. This antecedent-based strategy should be connected to the function of the targeted behavior that was described in the first section. Refer to Capella Compassion Code to explain how compassionate approaches were considered when the antecedent intervention was chosen. Use at least two scholarly or professional resources to support the use of your chosen antecedent-based strategy. Explain how the common, relevant ABA concepts, principles, and methods used in the studies can be used to modify the behavior identified in your case study. Refer to Capella Compassion Code to explain whether the interventions in the studies can be considered compassionate and least intrusive. Replacement Behavior and Strategies 3 This section should be approximately one page. Using the target behavior that you operationally defined in your case study in section one of this paper, explain how a replacement behavior is connected to the function of the client’s target behavior. This section should provide a thorough description of how the behavior is functioned-based and connected to the function of the client’s problem behavior. You will be answering the question, how will this replacement behavior result in the maintaining reinforcer? Thoroughly describe one strategy to teach and reinforce the replacement behavior and one strategy to maintain the replacement behavior. Using the Capella Compassion Code, explain how compassionate approaches were considered when selecting and implementing the strategies. In this section, use at least two scholarly or professional resources to support the use of your chosen replacement-based strategy for teaching and reinforcing the replacement behavior by explaining common, relevant ABA concepts, principles, and methods used in the studies can be used to teach and maintain the replacement behavior. Additionally, explain whether the interventions in the studies can be considered compassionate and least intrusive, using the Capella Compassion Code. 4 References Any listed references must be cited above to remain on the list. If you do not use one of the references or use additional references (you are welcome to use any relevant reference), you must add them to the reference list. Refer to APA 7th edition for proper APA formatting of references. Capella Compassion Code. (n.d.). Capella University. 5 Self-Assessment Assess your own work on this assignment using the rubric your instructor will use to grade your work. Highlight the level you reached for each criterion. Criteria Non-performance Basic Proficient Distinguished Objectively define the target behavior and accurately describe the function identified in the case study. Does not define the target behavior or function identified in the case study. Attempts to define the target behavior and function identified in the case study, but the target behavior is not objectively defined. Objectively defines the target behavior and accurately describes the function identified in the case study. Defines the target behavior and function identified in the case study in an objective, specific, and measurable manner. Recommend an antecedentbased intervention based on literature. Does not recommend an antecedent-based intervention based on literature. Recommends an antecedent-based intervention, but it is not supported by the literature or appropriate for the target behavior. Recommends an antecedent-based Recommends an intervention and antecedent-based explains how the intervention Capella based on Compassion Code literature. was considered when selecting the strategy. Explain how the literature supports the chosen antecedentbased intervention. Does not explain how the literature supports the chosen antecedent-based intervention. Explains how the literature supports the chosen antecedent-based intervention, but the explanation is unclear or missing key details. Explains how the literature supports the chosen antecedent-based intervention. Does not identify compassionate approaches in the interventions described in the studies. Attempts to identify compassionate approaches in the interventions described in the studies, but the discussion is inaccurate or incomplete. Identifies compassionate approaches in the Identifies interventions compassionate described in the approaches in the studies and interventions provides an described in the example to studies. illustrate how this intervention considers a Identify compassionate approaches in the interventions described in the studies. Uses recent and relevant studies to explain how the literature supports the chosen antecedent-based intervention. 6 compassionate approach. Recommends an intervention for teaching and reinforcing the replacement behavior based on literature. Recommends an intervention for teaching and reinforcing the replacement behavior and explains how the Capella Compassion Code was considered when selecting the strategy. Does not recommend an intervention for maintaining the replacement behavior based on literature. Recommends an intervention for maintaining the replacement behavior, but it is not supported by the literature or appropriate for the replacement behavior. Recommends an intervention for maintaining the replacement behavior based on literature. Recommends an intervention for maintaining the replacement behavior based on literature and explains how the Capella Compassion Code was considered when selecting the strategy. Explain how the literature supports the chosen interventions for teaching and reinforcing and maintaining the replacement behavior. Does not explain how the literature supports the chosen interventions for teaching and reinforcing and maintaining the replacement behavior. Explains how the literature supports the chosen interventions for teaching and reinforcing and maintaining the replacement behavior, but the explanation is unclear or missing key details. Explains how the literature supports the chosen interventions for teaching and reinforcing and maintaining the replacement behavior. Uses recent and relevant studies to explain how the literature supports the chosen interventions. Identify compassionate approaches in the interventions described in the studies. Does not identify compassionate approaches in the interventions described in the studies. Attempts to identify compassionate approaches in the interventions described in the Identifies compassionate approaches in the interventions described in the studies. Identifies compassionate approaches in the interventions described in the studies and Does not recommend an intervention for teaching and reinforcing the replacement behavior based on literature. Recommends an intervention for teaching and reinforcing the replacement behavior, but it is not supported by the literature or appropriate for the replacement behavior. Recommend an intervention for maintaining the replacement behavior based on literature. Recommend an intervention for teaching and reinforcing the replacement behavior based on literature. 7 studies, but the discussion is inaccurate or incomplete. Demonstrate an academic writing style through well-organized prose that follows assignment guidelines. Does not demonstrate an academic writing style. Demonstrates minimally acceptable writing style, with instances of disorganization and grammatical or mechanical errors, or does not follow all assignment guidelines. Demonstrate compliance with APA style, citation, and referencing guidelines. Does not demonstrate compliance with APA style, citation, and referencing guidelines. Demonstrates minimally acceptable compliance with APA style, citation, and referencing guidelines. provides an example to illustrate how this intervention considers a compassionate approach. Demonstrates an academic writing Demonstrates an style through wellacademic writing organized prose style through that contains no well-organized significant prose that follows grammatical or assignment mechanical errors guidelines. and follows assignment guidelines. Demonstrates compliance with APA style, citation, and referencing guidelines. Develops a paper that is fully compliant with APA style, citation, and referencing guidelines. 7th Edition Student Paper Setup Guide This guide will help you set up an APA Style student paper. The basic setup directions apply to the entire paper. Annotated diagrams illustrate how to set up the major sections of a student paper: the title page or cover page, the text, tables and figures, and the reference list. Basic Setup Seventh edition APA Style was designed with modern word-processing programs in mind. Most default settings in programs such as Academic Writer, Microsoft Word, and Google Docs already comply with APA Style. However, you may need to make a few adjustments before you begin writing. • Margins: Use 1-in. margins on all sides of the page (top, bottom, left, and right). • Font: Use a legible font. Many fonts are acceptable, including 11-point Calibri, 11-point Arial, 12point Times New Roman, and 11-point Georgia. The default font of your word-processing program is acceptable. • Line spacing: Use double-spacing for the entire paper (including block quotations and the reference list). Do not add blank lines before or after headings. Do not add extra spacing between paragraphs. • Paragraph alignment and indentation: Align paragraphs of text to the left margin. Leave the right margin ragged. Do not use full justification. Indent the first line of every paragraph of text 0.5 in. using the tab key or the paragraph-formatting function of your word-processing program. • Page numbers: Put a page number in the top right corner of every page, including the title page or cover page, which is page 1. Student papers do not require a running head on any page. Title Page Setup Title Page Elements • The affiliation consists of the department of the course and the name of the university. • Write the course number and name and instructor name as shown on course materials. • Use the date format used in your country for the assignment due date. • Page number 1 appears in the top right of the page in the page header. • No running heads are required for student papers. Title Page Line Spacing Title Page Alignment Title Page Font Text Setup Text Elements • Repeat the paper title at the top of the first page of text. • Begin with an introduction to provide background and context. • Use descriptive headings to identify other sections (e.g., Method, Results, Discussion for quantitative research papers). • Sections and headings vary depending on paper type and complexity. • Text can include tables and figures, block quotations, headings, and footnotes. Text Line Spacing Double-space all text, including • headings and section labels • paragraphs of text • block quotes Text Alignment Block Quotation Alignment Text Font • Use the same font throughout the entire paper. • Write body text in standard (nonbold, nonitalic) font. • Use italics sparingly, for instance, to highlight a key term on first use (see Concise Guide to APA Style Section 4.15). Headings Format Level 1 Format Centered, Bold, Title Case Heading Text begins as a new paragraph. 2 Flush left, Bold, Title Case Heading Text begins as a new paragraph. 3 Flush Left, Bold Italic, Title Case Heading Text begins as a new paragraph. 4 Indented, Bold, Title Case Heading, Ending With a Period. Text begins on the same line and continues as a regular paragraph. 5 Indented, Bold Italic, Title Case Heading, Ending With a Period. Text begins on the same line and continues as a regular paragraph. • Alignment: Center Level 1 headings. Left-align Level 2 and Level 3 headings. Indent Level 4 and Level 5 headings like a paragraph. • Font: Boldface all headings. Also italicize Level 3 and Level 5 headings. • Tip: Create heading styles using your word-processing program (built into Academic Writer, available for Word via sample papers on the APA Style website). Tables and Figures Setup • Only some papers have tables and figures. • Tables and figures share the same elements. Table Elements Figure Elements Table Line Spacing Figure Line Spacing Table Alignment Figure Alignment Table Font Figure Font Placement of Tables and Figures You can embed tables and figures in the body of the paper. This guide shows options for placement. If your instructor requires tables and figures to be placed at the end of the paper, see examples in the Publication Manual and in the professional sample paper on the APA Style website. • Embed tables and figures in the text. • Call out (mention) the table or figure in the text before embedding it. • Place the table or figure after the callout o at the bottom of the page o at the top of the next page o by itself on the next page • Avoid placing tables and figures in the middle of the page. Embedding at the Bottom of the Page Embedding at the Top of the Page Embedding on Its Own Page • Embed long tables or large figures on their own page if needed. • Text continues on the next page. Reference List Setup Reference List Elements • View reference examples on the APA Style website • Consult Chapter 10 for even more examples. Reference List Line Spacing Reference List Alignment Reference List Font Final Checks Check Page Order • Start each section on a new page. • Arrange pages in the following order: o Title page (page 1) o Text (starts on page 2) o Reference list (starts on a new page after the text) Check Headings • Check that headings accurately reflect the content in each section. • Start each main section with a Level 1 heading. • Use Level 2 headings for subsections of the introduction. • Use the same level of heading for sections of equal importance. • Avoid having only one subsection within a section (have two or more, or none). Check Assignment Instructions • Instructors’ guidelines supersede APA Style. • Students should check their assignment guidelines or rubric for specific content to include in their papers and to make sure they are meeting assignment requirements. Tips for Better Writing • Ask for feedback on your paper from a classmate, writing center tutor, or instructor. • Budget time to implement suggestions. • Use spell-check and grammar-check to identify potential errors. • Proofread the paper by reading it slowly and carefully aloud to yourself. • Consult your university writing center if you need extra help. More information on student papers can be found in the Publication Manual of the American Psychological Association (7th ed.) and in the Concise Guide to APA Style (7th ed.). SOURCE: American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000 1 Compliance with APA formatting: An Example Name Department of Psychology, Capella University PSY 7306: Behavior Analytic Intervention Dr. Indira Hightower Month Day, Year 2 Compliance with APA formatting: An Example Compliance with APA formatting is essential because it establishes a standardized structure that ensures clarity, consistency, and credibility across academic writing (American Psychological Association, 2020). By adhering to APA guidelines, researchers and students provide clear citations, which allow readers to trace sources easily, fostering academic integrity and transparency. The format also promotes a professional presentation that makes complex information more accessible, helping readers focus on content without being distracted by inconsistent style. Moreover, following APA guidelines demonstrates respect for the academic community’s established conventions, underscoring the author’s attention to detail and commitment to scholarly rigor (American Psychological Association, 2020). Components of APA Formatting To use APA formatting effectively, start by setting up the document with 1-inch margins, double-spacing, and a readable 12-point font like Times New Roman. Begin with a title page that includes the title, author’s name, institution, course, instructor, and due date, all centered and double-spaced. For headings, use APA’s five-level heading structure to organize the paper logically. In-text citations should include the author’s last name, publication year, and page number (for direct quotes), ensuring proper acknowledgment of sources. The References page lists all sources in alphabetical order, with each entry following APA’s specific guidelines for books, journal articles, websites, and other media types. Consistently applying these rules throughout the document helps maintain professionalism and academic integrity. Levels Levels in APA headers are important because they provide a hierarchical structure that organizes the content of a paper, helping to guide the reader through the flow of information. 3 APA defines five levels of headers, each with distinct formatting, to indicate the relative importance of sections and sub-sections (American Psychological Association, n.d.). This system allows writers to break down complex topics into a clear and logical framework, enhancing the readability and navigability of the document. Level One Header. A level 1 header in APA formatting is used to introduce the main sections of a paper, such as "Introduction," "Method," "Results," and "Discussion." It is the highest level in the hierarchy and provides a clear indication of the primary topics covered in the document. Each level 1 header is centered, bolded, and in title case, making it visually prominent and easily identifiable. Using level 1 headers helps to segment the paper into major parts, providing readers with a roadmap of the overall structure and allowing them to navigate between main sections efficiently (American Psychological Association, n.d.). Level Two Header. A level 2 header in APA formatting is used to create a clear organizational structure by marking sub-sections within a broader section indicated by a level 1 header. This helps readers navigate the content more easily, providing a visual hierarchy that highlights key subtopics without overwhelming the document with excessive levels of detail. By using level 2 headers, authors can effectively organize complex information into manageable sections, allowing readers to quickly locate specific information and follow the flow of ideas within each main topic. This enhances readability and comprehension, particularly in lengthy or detailed academic papers (American Psychological Association, n.d.). Level Three Header. A level 3 header in APA formatting is used for subsections within a level 2 section, adding another layer of organization to help clarify more specific topics or points. It is left-aligned, bold, italicized, and in title case, making it visually distinct from the higher-level headers. Level 3 headers allow authors to break down detailed information within a 4 larger subsection, helping readers follow complex ideas in a clear, logical order. This level of header is particularly useful when a section requires more in-depth division to address nuanced aspects of a topic while maintaining an organized flow (American Psychological Association, n.d.). Level Four Header. A level 4 header in APA formatting is used for detailed subdivisions within a level 3 section. It is indented, bold, in title case, and ends with a period, with the text beginning immediately after it on the same line. This header level allows authors to introduce finer distinctions or more nuanced points within a subsection while maintaining clarity and structure. Level 4 headers are especially useful in lengthy or complex papers where further segmentation is necessary to clearly present detailed information without overwhelming the reader (American Psychological Association, n.d.). Level Five Header. A level 5 header in APA formatting is used for the most specific sub-divisions within a document, typically under a level 4 section. It is indented, bold, italicized, in title case, and ends with a period, immediately followed by the text on the same line. This header level allows for the greatest level of detail, helping to separate minor yet important points within an already detailed section. Level 5 headers ensure that even the most granular information is clearly organized, guiding readers through complex details without losing the overall flow and structure of the paper (American Psychological Association, n.d.). Importance of Levels in APA Formatting. The importance and use of levels in APA formatting. Levels in APA formatting establish a clear structure that guides readers through complex content, ensuring that main topics and subtopics are easily distinguishable. By using a hierarchy of headers, authors can organize information into sections and subsections, making it easier for readers to follow arguments, locate specific information, and understand the 5 relationship between ideas. This structured approach enhances readability and comprehension, particularly in academic papers that involve multiple topics or detailed analyses. In practice, levels create visual breaks, helping readers to mentally segment content and grasp the logical flow of information (American Psychological Association, n.d.). Conclusion In conclusion, APA formatting is more than just a set of rules; it serves as a vital tool for enhancing the readability and professionalism of academic work. By following APA guidelines, writers ensure their work is organized, credible, and accessible to a broad audience, allowing readers to engage deeply with the content without distraction. This standardized format fosters a culture of integrity by clearly attributing ideas to their sources, which is essential for maintaining ethical scholarship. As a foundation for clear communication in academic and scientific fields, APA formatting helps to uphold the quality and rigor of published work, supporting both writers and readers in the pursuit of knowledge. 6 References American Psychological Association. (n.d.). Headings. https://apastyle.apa.org/format/headings American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Case Study #1 Jake is a 7-year-old male living at home with his paternal grandmother in FL. Jake has the medical diagnoses of Autism Spectrum Disorder (F84.0), Attention-deficit hyperactivity disorder (F90.2), Oppositional defiant disorder (F91.3), Adjustment disorder with mixed disturbance of emotions and conduct (F43.25), and Separation anxiety disorder (F93.0). Jake’s family is seeking services due to Jake’s engagement of maladaptive behaviors, which consists of falling to the ground, yelling, and crying. He will also leave the area without consent. Jake’s impulsivity and lack of safety awareness are a high concern for the family. He requires constant supervision to maintain his health and safety. Jake shows no general concern regarding danger and will often elope within the community if not monitored closely. The magnitude and frequency of his maladaptive behaviors have created unsafe situations, which has resulted in police intervention on a weekly basis. Jake engages in tantrums/shut down behaviors and elopement when prompted to complete nonpreferred demands or tasks. These tasks include transitions, self-help skills, and academic tasks. Triggers for maladaptive behaviors include, being told no, waiting, academic tasks, and removing tangible items. Jake exhibits the precursor behavior of screaming, “shut up” while tapping his leg prior to engaging in elopement and tantrum behaviors. The below data is the results of the functional behavior assessment. Tantrums Attention Condition Demand Condition Alone Condition Tangible Condition Frequency 2 occurrences in session 1, 5 occurrences in session 2, and 1 occurrences in session 3. 15 occurrences in session 1, 10 occurrences in session 2, and 9 occurrences in session 3. 0 occurrences in session 1, 1 occurrences in session 2, and 0 occurrences in session 3. 9 occurrences in session 1, 11 occurrences in session 2, and 13 occurrences in session 3. Elopement Attention Condition Demand Condition Alone Condition Tangible Condition Frequency 7 occurrences in session 1, 11 occurrences in session 2, and 7 occurrences in session 3. 10 occurrences in session 1, 10 occurrences in session 2, and 8 occurrences in session 3. 5 occurrences in session 1, 5 occurrences in session 2, and 3 occurrences in session 3. 2 occurrences in session 1, 0 occurrences in session 2, and 1 occurrences in session 3. Week 9 Assignment Data Baseline Data 25 22 Intervention Data 28 19 28 20 25 10 5 3 Discussing Research ● One sentence introducing the purpose and design of the study ● One sentence discussing the location and participants ● One to two sentences on how the intervention was used ● One sentence about the results ● One concluding sentence about the overall “big picture” implication Brown et al. (2020) utilized a reversal design in order to compare the extent to which target behaviors reemerge following differential reinforcement of alternative behavior with and without extinction. The study was conducted in padded therapy rooms with two, eight-year old males with a history of aggression, self-injury and property destruction. In the DRA without extinction condition, both destructive behavior and alternative behaviors were reinforced, while the DRA with extinction condition only reinforced alternative responses. In order to assess reemergence of the target behavior following treatment, researchers added an extinction challenge in which neither behavior was reinforced. In baseline, the participants engaged in moderate-to-high levels of destructive behavior (i.e., range 6-30 rpm) while the DRA with extinction conditions resulted in lower rates of destructive behavior (i.e., range 0-10 rpm) than DRA without extinction conditions (i.e., range 2-12 rpm). Researchers concluded that, while the DRA with extinction may better suppress treatment relapse comparative to procedures without extinction, the results were largely equivocal such that procedures with and without extinction resulted in desired behavior change. Example 2: Lillie et al. (2021) utilized a changing criterion design embedded within a non-concurrent multiple baseline across participants in order to determine the efficacy of differential reinforcement of other behavior (DRO) without extinction to increase mask-wearing. Sessions were conducted in padded therapy rooms twice per day, up to 5 days a week, and involved six participants ages four through fourteen with a diagnosis of autism spectrum disorder. In baseline, implementers put the mask on the participant’s face and a low preference item was provided, if the participant kept the mask on to schedule completion (i.e., 30 minutes) they were granted access to a high preference item, but if they removed the mask the trial was terminated. Treatment conditions remained the same, except the participant was provided with a highly preferred stimulus contingent upon wearing the mask in varying DRO intervals. In baseline, four of the six participants wore the mask to schedule completion 0% of the time, however, by the end of treatment phases, each participant wore the mask to schedule completion 100% of the time. While the researchers did conduct a generalization probe, the participants were taken to areas directly outside the experimental room, so the extent to which the researchers can claim generalization is limited. Example 3: Briggs et al. (2019) utilized a reversal design to evaluate the influence of magnitude and quality of reinforcement on physical aggression within the context of a differential reinforcement of alternative behavior without extinction. The study was conducted with four participants, ages 4-16, in the participant’s respective classrooms or therapy rooms. Participants were all exposed to three conditions: a magnitude condition which involved a two minute break on an FR1 schedule for compliance, a quality condition which involved a high quality reinforcer and a 30s break on an FR1 for compliance, and a combined condition which involved a high quality reinforcer and a two minute break on an FR1 schedule for compliance. In each condition, destructive behavior was met with a 30s break from instruction. Three of the four participants showed a 90% reduction in physical aggression following the combined condition, suggesting that the manipulation of a single dimension (e.g., quality, magnitude) was not enough to decrease physical aggression. However, the researchers used a paired stimulus assessment to determine the quality of reinforcers used as opposed to a reinforcer assessment, which may not entirely reflect the use of an established, high quality reinforcer. How to Synthesize Research ● Did the studies have different or similar results? ● Did the studies use the intervention in the same way or different? ● Did either study address the limitations of the other? ● Did the studies use the same designs? Participants? ● Do the studies have similar implications (e.g., do they all show that differential reinforcement was effective?) The studies by Brown et al. (2020), Lillie et al. (2021), and Briggs et al. (2019) each explored variations of differential reinforcement techniques to address challenging behaviors, though they varied in design, populations, and specific reinforcer strategies. Both Brown et al. and Briggs et al. utilized reversal designs to assess behavior change, while Lillie et al. embedded a changing criterion design within a non-concurrent multiple baseline to measure mask-wearing. Across studies, differential reinforcement of alternative or other behaviors was consistently associated with reductions in target behaviors, though the conditions and reinforcement contingencies differed. Brown et al. focused on comparing DRA with and without extinction and found that extinction might reduce treatment relapse more effectively, yet both conditions led to significant reductions in destructive behaviors. Briggs et al., on the other hand, manipulated reinforcement quality and magnitude in DRA without extinction and concluded that higher reinforcement magnitude and quality together were necessary to achieve substantial reductions in physical aggression. This variation in reinforcement suggests a nuanced role for reinforcement dimensions that was not directly addressed in Brown et al. Similarly, Lillie et al. used DRO without extinction to increase mask-wearing and reported substantial improvements, with all participants meeting the treatment goal by phase end. Although all studies demonstrate that differential reinforcement can be effective, the variations in methodology, participant characteristics, and reinforcement parameters make it difficult to generalize findings across contexts. Notably, only Lillie et al. addressed generalization probes highlighting a gap in the assessment of long-term effectiveness across settings among the studies. Together, these findings suggest differential reinforcement’s utility across different behaviors and populations, though future research could benefit from exploring reinforcement quality and generalization in depth. References Briggs, A. M., Dozier, C. L., Lessor, A. N., Kamana, B. U., & Jess, R.L. (2019). Further investigation of differential reinforcement of alternative behavior without extinction for escape-maintained destructive behavior. Journal of Applied Behavior Analysis, 52(4), 956-973. https://doi.org/10.1002/jaba.648 Brown, K. R., Greer, B. D., Craig, A. R., Sullivan, W. E., Fisher, W. W., & Roane, H. S. (2020). Resurgence following differential reinforcement of alternative behavior implemented with and without extinction. Journal of the Experimental Analysis of Behavior, 113(2), 449-467. https://doi.org/10.1002/jeab.588 Lillie, M. A., Harman, M. J., Hurd, M., & Smalley, M. R. (2021). Increasing passive compliance to wearing a facemask in children with autism spectrum disorder. Journal of Applied Behavior Analysis, 54(2), 582-599. https://doi.org/10.1002/jaba.829 
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