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Although functional analysis is a widely researched tool for determining behavioral function, traditional formats are associated with limitations that often preclude their incorporation into practice. The interview-informed synthesized contingency analysis (IISCA) was developed to address such limitations. This study investigated the effectiveness and efficiency of the IISCA in determining the function of problem behavior for three non-vocal children with autism spectrum disorder and intellectual disabilities in a school setting. The effectiveness of the skill-based treatment process associated with the IISCA was also evaluated, as were the acceptability of these treatment procedures and the fidelity with which they were implemented. The IISCAs yielded differentiated outcomes immediately for two participants and following a secondary analysis for the third participant. Assessment results informed the design of treatments involving functional communication training and delay- and denial-tolerance training evaluated using a changing-criterion design. Implications and limitations are discussed and recommendations for future research are offered. [ABSTRACT FROM AUTHOR]

Research examining behavioural fluency to date has demonstrated positive outcomes in relation to the efficacy of such interventions to increase the rate of correct responding with targeted mathematics skills. Equally as important is the necessity to investigate potential moderators of behavioural fluency so that the most effective instructional approaches can be implemented. The current study investigated the ability of individual differences and implementation variables to moderate outcomes of a frequency building intervention targeting mathematics skills with 71 participants. Participant age, grade, gender, standardised measures of mathematical ability, pre-intervention rates of correct responding with instructional materials, and intervention intensity were investigated as moderating variables. Participant age, pre-test rates of correct responding, and intervention intensity demonstrated the greatest ability to moderate intervention outcomes. The findings are discussed in relation to the importance of matching frequency building interventions to individual students' needs. [ABSTRACT FROM AUTHOR]

The Preschool Life Skills (PLS; Hanley et al., 2007) program is a preventive program targeting 13 important school readiness skills for preschool children. The PLS program addresses communication and social skill development and aims to prevent the development of problem behavior. These skills have been identified as core skills for success in later educational settings by kindergarten teachers and are the most commonly taught functionally equivalent and alternative skills in intervention for problem behavior. The current study evaluated the PLS program within an Irish educational context. Results indicated increases in target preschool life skills and decreases in problem behavior following intervention. Evidence of generalization and maintenance also were observed. [ABSTRACT FROM AUTHOR]