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Homework is a task that teachers assign to students that is typically completed outside of class time to supplement in-school academic activities (Olympia et al., 1994) and has demonstrated to have positive effects on academic achievement (H. Cooper et al., 2006). There are many benefits of homework on student learning. Unfortunately, not all students can develop independent homework completion skills and reap the benefits. Students with developmental disabilities particularly struggle with independent homework completion. One approach that may help individuals with developmental disabilities with homework completion is self-management instruction. Given the effectiveness of self-management strategies in providing support to students with developmental disabilities with homework completion, it is important that strategy instruction is included as part of a student's daily routine. This article provides a step-by-step guide for how to teach self-management of homework completion to a student with developmental disabilities.

Previous research has commonly evaluated preference stability over time and across multiple preference assessment administrations. No studies have evaluated shifts in preference across consecutive rounds of a single preference assessment, where rounds refer to each time the experimenter resets the stimulus‐presentation array. The purpose of the present study was to examine the stability of stimulus selections across successive rounds of a multiple‐stimulus‐without‐replacement (MSWO) preference assessment with different classes of stimuli for children with autism. The study involved a secondary data analysis and calculation of preference stability across consecutive rounds using Spearman rank‐order correlation coefficients (Spearman's ρ) for 17 participants across 40 MSWO preference assessments. Patterns of preference stability were observed in 24 out of the 40 assessments (60%) indicating that children's preferences in this study were slightly more likely to be classified as stable than other observed patterns of responding. [ABSTRACT FROM AUTHOR]

Positional bias is a pattern of responding to a specific location that can be influenced by response effort and/or prior learning history. Prior research on positional bias within stimulus preference assessments have focused primarily on its use in paired stimulus assessments due to the complex nature of the multiple stimulus without replacement (MSWO) preference assessment. The present study is a secondary data analysis that utilized four different methods to measure side and center bias in a MSWO preference assessment for 19 young children with autism spectrum disorder. Participants displayed varying degrees of biased responding but collectively engaged in minimal biased responding. This study includes an analysis of the four methodologies, discussion of general patterns of responding, and general recommendations for the application of these methodologies in future research. [ABSTRACT FROM AUTHOR]

The purpose of this review was to identify and compare methodological components of preference displacement research and outcomes. We coded, categorized, and defined patterns of preference displacement for a total of 133 participants across 10 studies. We found that patterns of displacement differed within and across studies, and over 46% of participants did not engage in patterns of displacement. Therefore, the commonly held notion that edible stimuli are more likely to displace tangible stimuli is not as ubiquitous as once thought. However, due to considerable variation in methodology and reporting across reviewed studies, it is difficult to determine what variables may be responsible for obtained study outcomes. We conclude that future researchers consider the importance of each methodological variable coded in our review, and make methodological decisions in the context of the research question they are looking to answer. We also provide additional suggestions for future research and clinical practice. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to replicate previous research on preference displacement with edible and leisure stimuli. In the present study, the experimenters evaluated preference displacement in 25 children with autism spectrum disorder using combined multiple stimulus without replacement preference assessments that consisted of highly preferred edible and leisure stimuli. In addition, the experimenters used a block randomization procedure to evaluate if assessment order influenced displacement outcomes. The experimenters observed patterns of complete displacement by edible stimuli for four participants and complete displacement by leisure stimuli for two participants; assessment order did not influence outcomes. The results and implications are discussed. [ABSTRACT FROM AUTHOR]

This review included a systematic search and analysis of studies targeting teaching mand frames to individuals with autism. Articles were selected through a search of databases limited to English language peer-reviewed articles. Using predetermined inclusion criteria, six studies were identified. Findings were summarized in terms of (a) participant, setting and publishing journals; (b) mand frame training procedures; (c) contriving establishing and abolishing operations; (d) generalization; and (e) varied responding. All six studies demonstrated that participants acquired targeted mand frame responses. Additional intervention outcomes, such as generalization and varied responding, also occurred in some cases. The need for future research and implications for practice are discussed. [ABSTRACT FROM AUTHOR]

Telehealth is an acceptable service delivery mechanism for applied behavior analytic interventions and has led to positive outcomes for decreasing problem behavior and increasing skill acquisition in individuals with autism spectrum disorder. Literature regarding best practices for providing behavior analytic services via telehealth has increased; however, limited literature exists on training, best practices, implementation guidelines, and troubleshooting resources when providing supervision to supervisees via telehealth. Therefore, the purpose of this study was to understand the barriers to supervision via telehealth of BCBAs and those pursuing their BCBA credential. Following survey distribution and completion, participant data were analyzed for specific barriers encountered while providing behavioral supervision during telehealth and the strategies participants used to address or mitigate those barriers. Based on our findings, we also present troubleshooting resources and recommendations to help supervising behavior analysts prepare for and mitigate any supervisory barriers that may occur in the future., Competing Interests: Conflict of InterestThe authors do not have any conflict of interest to disclose., (© Association for Behavior Analysis International 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)

The purpose of this study was to evaluate the effects of performance-based feedback delivered via email on teacher candidates' implementation of a multiple stimulus without replacement (MSWO) preference assessment with an adult confederate. Six participants enrolled in a special education teacher preparation program were recruited to participate. After exposure to an introductory MSWO training video, participant fidelity of MSWO administration was measured. Following baseline, performance feedback was delivered via e-mail to each participant after the completion of each research session. Results indicate that performance feedback delivered via e-mail improved fidelity of implementation for all six participants. Implications and future directions are discussed., Supplementary Information: The online version contains supplementary material available at 10.1007/s10864-022-09496-z., Competing Interests: Conflict of interestThe authors do not have any conflict of interest to disclose., (© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022, Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)

Objectives: The purpose of this paper is to describe a university program, Spartan Caregiver Support, that provided free on-demand telehealth services to caregivers of people with autism during the State of Michigan's 2020 Stay-at-Home order., Method: Participants ( n  = 17) were caregivers of people with autism residing within the State of Michigan. Participants engaged with program members over video-conference technology, where participants received specific advice to support social and behavioral needs., Results: We found that caregivers reported a variety of social and behavioral concerns, including concerns related to problem behavior, social/play skills, school/academics, and daily living., Conclusions: This program description provides a framework for how to deliver on-demand telehealth support to caregivers of people with autism, especially during moments of crisis or emergency., Supplementary Information: The online version contains supplementary material available at 10.1007/s41252-022-00281-7., Competing Interests: Conflict of InterestThe authors declare no competing interests., (© The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022, Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)