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This study compared simultaneous prompting with an error correction procedure for teaching three children diagnosed with autism spectrum disorder expressive labels. Using a parallel treatment design nested within a multiple probe design, the researchers taught each participant how to expressively label pictures of sports teams or cartoon characters using either simultaneous prompting or an error correction procedure. The goal was to evaluate the effectiveness, efficiency, and acquisition during teaching for each participant across the two conditions. Results indicated that both teaching procedures were effective, with high rates of maintenance, and all participants responded correctly during the majority of teaching trials.

For over 50 years, intervention methods informed by the principles of applied behavior analysis (ABA) have been empirically researched and clinically implemented for autistics/individuals diagnosed with autism spectrum disorder (ASD). Despite the plethora of evidence for the effectiveness of ABA-based interventions, some autism rights and neurodiversity activists have expressed concerns with ABA-based interventions. Concerns have included discontent with historical events and possible harm from the procedures and goals targeted. The purpose of this manuscript is to examine some expressed concerns about ABA-based intervention and suggest productive ways of moving forward to provide the best outcomes for autistics/individuals diagnosed with ASD. The authors represent stakeholders from multiple sectors including board certified behavior analysts, licensed psychologists, parents, and autistics/individuals diagnosed with ASD.

Autistics/individuals diagnosed with autism spectrum disorder (ASD) commonly display qualitative impairments in social behavior that commonly result in the use of interventions directly targeting the development of social skills. The COVID-19 pandemic has highlighted the need for effective social skills interventions that can be delivered directly via telehealth. The Cool Versus Not Cool procedure has continually been documented as effective within the literature. However, its reported use has been limited to in-person delivery. The purpose of this study was to evaluate the effectiveness of the Cool Versus Not Cool procedure conducted via telehealth to teach three children diagnosed with ASD to change the conversation when someone is bored. The results of a nonconcurrent multiple-baseline across-participants design demonstrated that all three participants reached the mastery criterion in four to eight sessions. Responding generalized to another adult for two of the three participants, and all three participants maintained correct responding. Social validity measures indicated the skill was important to teach, the intervention was acceptable and effective, and the telehealth format was an acceptable replacement for in-person intervention for these three participants.

Research addressing food selectivity has involved intrusive techniques such as escape extinction. It is possible that observational learning methods employed in previous studies could provide the desired results with respect to food selectivity without the need for invasive physical interventions. The purpose of this study was to evaluate the effectiveness of an observational learning procedure on the selection of food items of three children diagnosed with autism spectrum disorder. Baseline consisted of a simple task after which a choice was presented between high- and low-preferred foods. The intervention consisted of observing an adult engage in the same task and selecting the low-preferred food while making favorable comments and engaging with the food in novel ways. The results of a reversal design demonstrated that selection of the low-preferred food only occurred following the introduction of the intervention, and all three participants engaged in flexible responding as a result of the intervention.

The Behavior Analyst Certification Board (BACB®) created a third level of certification, the Registered Behavior Technician™ (RBT®) in 2014. The RBT® was created based upon the requests of stakeholders who wanted to credential those individuals who make direct contact with clients under the supervision of a Board Certified Behavior Analyst®. There has been tremendous growth in the number of RBTs® with over 60,000 individuals certified to date. The BACB® recently sent out a newsletter outlining changes to the RBT® certification, including the processes of training, supervising, and becoming an RBT®. These changes represent a number of potential concerns. The purpose of this paper is to highlight these concerns and to propose solutions to improve the RBT® certification.

Embedded instruction offers a potentially effective, non-disruptive, and socially acceptable intervention approach for individuals diagnosed with autism spectrum disorder (ASD) in general education settings. However, the literature using embedded instruction has not frequently provided data on embedded instruction targets and targets within the ongoing lessons or maintenance of the acquired skills. This study evaluated the effectiveness of embedded instruction to teach three individuals diagnosed with ASD communication skills during the course of existing lessons. Data were collected on embedded instruction targets, academic targets (i.e., targets within existing lessons), and maintenance of mastered targets. The results of a non-concurrent multiple baseline design indicated embedded instruction was effective for all three participants and the acquired skills maintained. The results are discussed with respect to future research and clinical application of the methods evaluated.

There are three branches of science of behavior analysis [i.e., experimental analysis of behavior, behavior analysis, and applied behavior analysis (ABA)]. ABA can be defined as a systematic approach to understanding behavior of social interest. For the past 40 plus years, researchers have evaluated ABA and ABA based procedures (e.g., behavioral intervention) as they relate to individuals diagnosed with autism spectrum disorder (ASD) and have implemented behavioral intervention in clinical settings for individuals diagnosed with ASD. In this paper, we discuss some of the pivotal contributions in the field of ABA in research and clinical practice. Additionally, we provide recommendations for the science and clinical practice of behavioral intervention in the next 40 years.

Errorless learning and error correction procedures are commonly used when teaching tact relations to individuals diagnosed with autism spectrum disorder (ASD). Research has demonstrated the effectiveness of both procedures, as well as compared them. The majority of these studies have been completed through the use of single-subject experimental designs. Evaluating both procedures using a group design may contribute to the literature and help disseminate research related to the behavioral science of language to a larger audience. The purpose of the present study was to compare an errorless learning procedure to an error correction procedure to teach tact relations to 28 individuals diagnosed with ASD through a randomized clinical trial. Several variables were assessed, including the number of stimulus sets with which participants reached the mastery criterion, responding during pre- and postprobes, responding during teaching, efficiency, and the presence of aberrant behavior. The results indicated that both procedures were effective, efficient, and unlikely to evoke aberrant behavior, despite participants in the error correction condition engaging in significantly more independent correct responses and independent incorrect responses.

Interdisciplinary collaboration is challenging, but necessary, to meet the needs of individuals with autism spectrum disorder. Among the dyadic interactions in interdisciplinary teams, the relationships between occupational therapy practitioners and board certified behavior analysts are uniquely challenging. The disciplines define evidence-based practice differently and approach intervention from different angles. Furthermore, there are fundamental differences in worldview between the disciplines. Both disciplines offer necessary treatment, and successful collaboration between these disciplines is essential for maximizing outcomes. Hence, finding ways to help bridge the gap between these professions, in particular, is essential. Common barriers to developing collaborative alliances include misperceptions of the other discipline, differences in terminology, and unprofessional behavior. This article reviews the history and foundational concepts of both disciplines, and the common approaches associated with each. In addition, models of collaboration are discussed, with suggestions for enhancing interdisciplinary communication and treatment. Successful collaborative treatment is predicated on an understanding of the value and expertise offered by different disciplines, and requires mutual respect and professional dialogue.

There has been rapid growth in the number of behavior analysts and interventionists in the world today. With this growth it is imperative to ensure that each behavior analyst and interventionist receives quality training. The training should be comprehensive (i.e. training multiple areas of behavior analysis) and should not conclude until the trainee is able to perform each behavior analytic procedure to a high degree of fidelity. The purpose of this study was to evaluate the effectiveness of a training package to train four participants how to implement multiple behavior analytic procedures. Using a multiple baseline design across participants the results indicate that each participant improved their implementation of behavioral intervention. Additionally, the participants maintained their skills over time.

Token systems often involve a predetermined number of tokens required prior to exchange for a terminal reinforcer. The effectiveness of token systems implemented in this manner has been well documented within the literature; however, some have discussed the possibility of a fixed earning requirement creating a context in which the learner no longer emits the desired behavior once the terminal number is achieved. A possible alternative to a fixed earning requirement is selecting the earning requirement based upon learner responding and leaving the requirement unknown to the learner until the moment of exchange. The purpose of this study was to evaluate the effectiveness of a token system with a flexible earning requirement to increase the frequency of comments during snack for 3 children diagnosed with autism spectrum disorder. The results of a nonconcurrent multiple-baseline design demonstrated the flexible token system was effective at increasing the rate of comments in addition to the cumulative number of novel comments.

Purpose Kupferstein (2018) surveyed 460 respondents and found that 46 percent of respondents met the diagnostic threshold for posttraumatic stress disorder after exposure to applied-behavior-analysis-based intervention. The purpose of this paper is to provide an evaluation a critical analysis of Kupferstein (2018) including the experimental methods and discussion of the results. Design/methodology/approach The authors evaluated the Kupferstein’s methodological rigor with respect to the use of hypothesis testing, use of indirect measures, selection of respondents, ambiguity in definitions, measurement system, and framing of the experimental question when conducting the correlational analysis in addition to Kupferstein’s analysis and discussion of the results. Findings Based upon the analysis, Kupferstein’s results should be viewed with extreme caution due to several methodological and conceptual flaws including, but not limited to, leading questions used within a non-validated survey, failure to confirm diagnosis, and incomplete description of interventions. Originality/value It is the authors’ hope that this analysis provides caregivers, clinicians, and service providers with a scientific lens which will useful in viewing the limitations and methodological flaws of Kupferstein.

Research generally supports the use of error-correction procedures that require active student responses (ASRs). However, some recent research suggests that requiring ASRs after errors is not always advantageous for individuals with autism spectrum disorder (ASD). We examined acquisition in a receptive identification task for two learners with ASD under three error-correction conditions: required ASRs, model, and modified model that minimized spontaneous ASR. In the model condition, both individuals emitted spontaneous responses to the model even though none was required, extending previous research to the receptive domain. For both learners, the model error-correction was effective; however, minimizing the spontaneous ASR in the modified model condition impacted its efficacy compared to the required ASR condition for one learner. For the other learner, error-correction procedures that required ASRs were not effective. Results are discussed in terms of empirical evaluation of error-correction procedures and suggest that imitative behavior (e.g., emitting an ASR when none is required) might function as a prerequisite skill that predicts the efficacy of model-based error-correction procedures for learners with ASD.

The present study evaluated the effects of instructive feedback embedded within a group discrete trial teaching to teach tact relations to nine children diagnosed with autism spectrum disorder using a nonconcurrent multiple-baseline design. Dependent variables included correct responses for: primary targets (directly taught), secondary targets (taught via instructive feedback), primary observational targets (directly taught to other members of the group), and secondary observational targets (taught via instructive feedback provided to other members of the group). Results showed that all nine participants reached the mastery criterion for the primary targets, as well as acquired the secondary and observational targets without direct teaching. Clinical implications and areas for future research are provided.

(1) What are the effects of a least-to-most (LTM) prompting procedure on the production of multisymbol messages during storybook reading for six children diagnosed with autism spectrum disorder (AS...

In this study we evaluated a social skills group which employed a progressive applied behavior analysis model for individuals diagnosed with autism spectrum disorder. A randomized control trial was utilized; eight participants were randomly assigned to a treatment group and seven participants were randomly assigned to a waitlist control group. The social skills group consisted of 32, 2 h sessions. Teachers implemented a variety of behaviorally based procedures. A blind evaluator measured participants’ behavior immediately prior to intervention, immediately following intervention, and during 16 and 32-week maintenance probes. Results of the study demonstrated that participants made significant improvements with their social behavior (p

In this study, we evaluated the effects of positional prompts on teaching receptive identification to six children diagnosed with autism spectrum disorder (ASD). The researchers implemented a most-to-least prompting system using a three level hierarchy to teach receptive picture identification. Within the prompting hierarchy, only positional prompts were used. The most assistive prompt was placing the target stimulus 12 in. closer to the participant, the less assistive prompt was placing the target stimulus 6 in. closer to the participant, and no prompt was placing the target stimulus in line with the alternative stimuli. A non-concurrent multiple baseline design across behaviors was used to evaluate the effectiveness of the positional prompt. Results indicated that the implementation of positional prompts resulted in participants reaching mastery criterion and maintaining skills at follow-up for the majority of the participants. The results of the study have both future clinical and research implications.

The current study investigated the efficacy of a self-managed activity schedule to teach 2 participants how to effectively order food items from a local community bakery. 2 participants who were on...

This study compared most-to-least prompting to flexible prompt fading for teaching four children with an autism spectrum disorder various expressive tasks. Using a parallel treatment design nested into a multiple probe design, researchers taught each participant how to expressively label six pictures with most-to-least prompting and six pictures with flexible prompt fading. The researchers evaluated effectiveness, maintenance, efficiency, and performance across both prompting conditions and across all participants. Results indicated that both prompting procedures were effective across all four participants. Results also indicated that flexible prompt fading led to a higher percentage of independent correct responding during teaching trials. For three of the participants, flexible prompt fading was also a more efficient procedure. Results were mixed in terms of maintenance across the four participants.

Grow and LeBlanc (2013) described practice recommendations for conducting conditional discrimination training with children with autism. One recommendation involved using a specially designed datasheet to provide the preset target stimulus for each trial along with counterbalancing the location of stimuli if a three-item array of comparison stimuli. This study evaluated whether the recommended data sheet would lead to higher procedural integrity of counterbalancing trials compared to a standard data sheet (i.e., targets and arrays are not pre-set). Forty behavior therapists from two provider agencies participated. Participants were randomly assigned to either the standard data sheet condition or the enhanced data sheet condition. Participants watched a short video on Grow and LeBlanc's practice recommendations for a matching task and an orientation to the datasheet for the assigned condition, and then implemented the matching task with a confederate serving in the role of the child with autism. The enhanced data sheet resulted in higher accuracy of implementation on counterbalancing than the standard data sheet, with the largest difference for rotation of the target stimulus across trials and for counterbalancing the placement of the correct comparison stimulus in the array.

J. B. Leaf et al. (Behavior Analysis in Practice, 9, 152–157, 2016) wrote a commentary on social thinking (ST), an intervention commonly implemented for individuals diagnosed with autism spectrum disorder (ASD). The authors described what constitutes scientific, pseudoscientific, and antiscientific evidence and contended that ST aligns with the definition of pseudoscience and, to date, is not empirically supported or evidence based. Crooke and Winner (Behavior Analysis in Practice, 9, 403–408, 2016) responded, arguing that ST meets their definition of an evidence-based practice and identifying purported misconceptions and inaccuracies described by J. B. Leaf et al. In the current article, the authors clarify the original arguments, critically evaluate Crooke and Winner’s definition of what constitutes evidence-based practice, further evaluate the research on ST, discuss issues regarding how ST is conceptualized, and express concerns about the endorsement and use of an eclectic approach to treating ASD. As this response was written by behavior analysts, it specifically addresses the conceptual consistency of this approach from a behavior–analytic worldview.

The teaching of receptive labels (i.e., auditory-visual conditional discriminations) is common among early intervention programs for individuals diagnosed with autism spectrum disorder (ASD). Discrete trial teaching (DTT) is a common approach used to teach these receptive labels. Some have argued that the stimuli within the array, target and non-target, must be counterbalanced to prevent the development of undesired stimulus control. The purpose of the present study was to evaluate the effectiveness of three different approaches to stimulus rotation to teach receptive labels to five young children diagnosed with ASD. These approaches included counterbalanced, fixed, and clinician’s choice. The results of an adapted alternating treatment design replicated across three stimulus sets and five participants indicated that all three methods of rotation were effective. Maintenance and generalization for targets taught in all three conditions was also assessed. The implications of the results with respect to current teaching practices in early intervention programs are discussed.

Prompts are commonly used during discrete trial teaching for individuals diagnosed with autism spectrum disorder (ASD). Three commonly used prompting systems include constant time delay, most-to-least prompting, and flexible prompt fading. Most of the research demonstrating the effectiveness of these three prompting strategies have been completed through the use of single subject experimental designs. Some within the field of behaviorally based approaches to ASD interventions have called for more randomized clinical trials of these approaches. The purpose of the present study was to compare these 3 prompting systems to teach tact relations for 27 individuals diagnosed with ASD through a randomized clinical trial without a control group with respect to pre-post responding, generalization, sessions to mastery, and responding during teaching. Overall, minimal differences were observed across the 3 systems. The results are discussed with respect to future research and clinical application of the methods evaluated.

Background Children with autism spectrum disorder have impairments in social behaviours that require systematic intervention. The purpose of this study was to evaluate the cool versus not cool procedure implemented in a small group (dyad).Method The cool versus not cool procedure consisted of the researcher demonstrating the targeted behaviour both correctly and incorrectly and having the participants discriminate the demonstration. If the participants were unable to reach mastery, additional components were added. The researchers utilised a multiple-probe design to evaluate the cool versus not cool procedure.Results Results indicated that participants were able to reach mastery criterion on some of the social skills with the demonstration alone whereas some skills required either role-playing or feedback during probes.Conclusions The results showed that the cool versus not cool procedure was somewhat effective in increasing social behaviours; however, some skills required additional components fo...

Individuals with autism spectrum disorder (ASD) have qualitative impairments in social interaction and often prefer food or tangible reinforcement to social reinforcement. Thus, therapists who work with children with ASD often use food or tangible items as reinforcers to increase appropriate behaviors or decrease problem behaviors. The goal of the present study was to shift children's preferences from a highly preferred tangible item to an initially nonpreferred social reinforcer using an observational conditioning procedure. Participants observed a known peer engage in a simple task and select the social reinforcer that was not preferred by the participant. This procedure resulted in a shift of preference toward the social reinforcer by all participants. Maintenance data showed that although the preference change did not maintain for 1 of the participants, it was quickly reestablished with additional observational trials. Results provide further support for the use of observational procedures to alter preferences.

We evaluated the cool versus not cool procedure to teach social behaviors to three children diagnosed with autism. The researchers demonstrated each targeted behavior four times (two appropriate and two inappropriate demonstrations). Each participant then had to discriminate and state why the demonstration was appropriate or inappropriate. This was followed by the participant role-playing the targeted behavior with the researchers. We utilized a multiple baseline design to evaluate the procedure and the results indicated that the procedure was effective in teaching each targeted social behavior.

Applied behavior analysis (ABA) is a science and, therefore, involves progressive approaches and outcomes. In this commentary we argue that the spirit and the method of science should be maintained in order to avoid reductionist procedures, stifled innovation, and rote, unresponsive protocols that become increasingly removed from meaningful progress for individuals diagnosed with autism spectrum disorder (ASD). We describe this approach as progressive. In a progressive approach to ABA, the therapist employs a structured yet flexible process, which is contingent upon and responsive to child progress. We will describe progressive ABA, contrast it to reductionist ABA, and provide rationales for both the substance and intent of ABA as a progressive scientific method for improving conditions of social relevance for individuals with ASD.

This review evaluated a total of 22 research papers on observational learning as it applies to individuals diagnosed with autism spectrum disorders. The researchers divided the papers into three domains. The first domain was comparing the observational learning behavior of individuals diagnosed with autism spectrum disorders to typically developing and non-typically developing individuals. The second domain was how observational learning was taught to individuals diagnosed with autism spectrum disorders. The third domain was the reported levels of observational learning as an ancillary measure. The results of this review have both implications for clinicians as well as future areas of research which should be investigated.

Individuals with autism have been noted to have restricted interests and repetitive behavior such as nonfunctional manipulation of objects. In this study, we used an observational conditioning procedure to switch the preference of items for four individuals diagnosed with autism who are considered lower functioning. The procedure consisted of the participant observing an adult playing with toys that were initially non-preferred by the participant in a functional and engaging manner. For two participants, results were similar to the findings by Leaf; one participant required additional conditioning procedures, and we were unable to switch the preference for the other participant. Copyright © 2015 John Wiley & Sons, Ltd.

In Hong Kong, today’s students diagnosed with an Autism Spectrum Disorder (ASD) receive their educational intervention through the public school system. This paper describes an application of a behaviorally based model to the only privately funded autism school in Hong Kong that serves up to 70 students diagnosed with ASD. General information about the school, information about the students enrolled in the 2011 to 2012 school year, teacher recruitment, teacher training, classroom set up, curriculum, and preliminary results for the 2011 to 2012 school year will be provided. In addition, we will provide implications and recommendations for teachers and school administrators, as well as issues surrounding replicability of the school in the United States.

Researchers have demonstrated that comprehensive behavioral intervention can result in significant improvements in the lives of individuals diagnosed with autism spectrum disorder (ASD; e.g.; Lovaas, Journal of Consulting and Clinical Psychology 55(1):3-9, 1987; McEachin et al., American Journal of Mental Retardation 97(4):359-372, 1993). This intervention has occurred in a variety of settings (e.g., school, home, and clinic). Even though procedures based upon the principles of applied behavior analysis (ABA) can be implemented across a variety of settings, there is often confusion about the differences and relative advantages of home- versus clinic-based settings. The purpose of this paper is to provide a discussion of home- and clinic-based intervention within the context of a progressive approach to ABA and discus possible advantages of each type of setting.

In 2014, the Behavior Analyst Certification Board (BACB®) initiated a program for credentialing behavior technicians. The new credential, Registered Behavior Technician™ (RBT®), is for providers of behavioral intervention to a wide range of individuals with mental health needs and developmental delays, including individuals diagnosed with autism spectrum disorder (ASD). The RBT® would represent the entry-level position within the range of the BACB® credentials. Despite the increasing acceptance of this newest level of credential from the behavioral community, the authors of this paper have substantial concerns with the RBT® credential as it relates to the delivery of intervention to individuals diagnosed with ASD. The purpose of this paper is to detail these concerns and propose remedies that would ensure that individuals diagnosed with ASD receive effective behavioral intervention.

Prompting systems are guidelines of when to provide learners with prompts and when to fade prompts. Today, there are several prompting systems implemented to teach receptive labeling to individuals diagnosed with autism spectrum disorders and other disabilities. This study compared most-to-least prompting to an error correction procedure involving feedback and remedial trials for teaching two children with autism a variety of receptive labels. All teaching was implemented in a one-to-one instructional setting. Researchers taught each participant how to receptively identify 18 pictures; nine were taught using error correction and nine were taught using most-to-least. The researchers utilized an adapted alternating treatment design nested into a multiple probe design to evaluate the two procedures. Results indicated that participants were able to reach mastery criterion on 100% of skills taught using the error correction and were able to reach mastery criterion on 88.9% of skills taught using most-to-least. Additionally, error correction tended to require fewer trials for participants to reach mastery criterion.

This study compared the teaching interaction procedure to social stories implemented in a group setting to teach social skills to three children diagnosed with autism spectrum disorder. The researchers taught each participant one social skill with the teaching interaction procedure, one social skill with the social story procedure, and one social skill was assigned to a no intervention condition. The teaching interaction procedure consisted of didactic questions, teacher demonstration, and role-play; the social story procedure consisted of reading a book and answering comprehension questions. The researchers measured participants' performances during probes, responses to comprehension questions, and responding during role-plays. The results indicated that the teaching interaction procedure was more efficacious than the social story procedure across all three participants.

This study compared flexible prompt fading to an error correction procedure involving feedback and remedial trials for teaching four children with Autism Spectrum Disorder. Using a parallel treatment design nested into a multiple probe design, researchers taught each participant how to expressively label six pictures of Muppet characters with the flexible prompt fading procedure and six pictures of Muppet characters with the error correction procedure. The researchers evaluated the effectiveness, maintenance, efficiency, and acquisition during teaching for each participant across the two teaching conditions. Results indicated that both teaching procedures were effective, resulted in high rates of maintenance, and that participants responded correctly during the majority of teaching trials. However, flexible prompt fading was more efficient in terms of total number of trials and sessions, as well as total amount of time for participants to learn all targeted skills.

This study compared most-to-least prompting to an error correction procedure involving feedback and remedial trials for teaching two children with autism a variety of expressive labels. Using an adapted alternating treatment design nested into a multiple probe design, experimenters taught each participant how to expressively label different pictures of cartoon characters or comic book characters. Results indicated that, while both procedures were effective, participants learned more skills with the error correction procedure, and the error correction procedure was more efficient than most-to-least prompting.

Parents and/or other primary caregivers play an integral part in treatment delivery. Their participation is critical for maximizing the amount of therapy that can be provided while also promoting generalization. This chapter highlights the different methods and benefits of parent training. Different techniques and procedures of parent training are discussed along with a review of the research base.

This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

This study evaluated the utility of the cool versus not cool procedure for teaching three structured indoor games to eight children diagnosed with autism spectrum disorder (ASD). The study took place as part of a social skills group for individuals diagnosed with ASD, and this study was one component of that group. The cool versus not cool procedure consisted of the teacher demonstrating each game the cool (i.e., appropriate) and not cool (i.e., inappropriate) way and having the participants provide a rationale as to why the demonstration was either cool or not cool. This was followed by giving the participants the opportunity to role-play the game in front of the group. The teachers utilized unprompted performance probes with no programmed reinforcement to create opportunities for the participants to display the targeted behavior (s). A multiple baseline design across behaviors and replicated across participants was utilized. The results indicated that seven of the eight participants mastered each of the games taught.

Children with an autism spectrum disorder (ASD) may play with limited objects or toys, making it difficult for teachers to identify reinforcers to use in teaching new skills. The goal of this study was to alter children's preferences from highly preferred toys to toys that were originally less preferred using an observational pairing procedure. Child participants observed a preferred adult playing with toys that were initially less preferred by the child. This intervention resulted in a shift in preference toward the item manipulated by the adult. Maintenance of the changed preference was idiosyncratic across participants. Results suggest a procedure for expanding the range of items that students with ASD will select.

This study compared social stories and the teaching interaction procedure to teach social skills to 6 children and adolescents with an autism spectrum disorder. Researchers taught 18 social skills with social stories and 18 social skills with the teaching interaction procedure within a parallel treatment design. The teaching interaction procedure resulted in mastery of all 18 skills across the 6 participants. Social stories, in the same amount of teaching sessions, resulted in mastery of 4 of the 18 social skills across the 6 participants. Participants also displayed more generalization of social skills taught with the teaching interaction procedure to known adults and peers.

This case study evaluated the effects of a time-in procedure for decreasing aberrant behavior for one adolescent diagnosed with autism. The time-in procedure consists of having the learner wear a visual stimulus and providing reinforcement for the absence of aberrant behavior. If the learner, however, engaged in the aberrant behavior, the visual stimulus was removed and a consequence was provided. An alternating treatment design compared rates of aberrant behavior during periods of time when the time-in procedure was being implemented and periods of time when the time-in procedure was not being implemented. Results of this study indicated that the participant engaged in less aberrant behavior when the time-in procedure was being implemented, as compared with times when the time-in procedure was not being implemented.

Siblings are important “peers” for children. Unfortunately, children with autism often do not play or interact often with their typically developing siblings. The purpose of this study was to teach three typically developing children (ages 4–6) skills that were likely to increase the amount and quality of social play interactions with their brothers who have autism. A teacher used the teaching interaction procedure to teach typically developing children to provide clear instructions and prompt and reinforce appropriate play behavior such as joining into a play activity, sharing toys, and engaging in appropriate toy play. All three typically developing children learned the targeted skills during role-plays with a teacher and, to a large part, generalized the skills when they played with their brothers with autism. In addition, some children who learned these skills increased their positive interactions and decreased negative interactions during a free-play period with their sibling with autism.

Deficits in social skills are a common problem for children with autism. One method of developing appropriate social skills in children with autism has been group instruction. To date, however, group instruction has produced mixed results. The purpose of this article is to describe a promising method of teaching social skills to children in small groups.

Autism Spectrum Disorders (ASD) impact all areas of a person’s life resulting in deficits in language, social behavior, and intellectual abilities as well as the development of repetitive behaviors that can greatly restrict access to the community and quality of life. Intensive behavioral intervention (IBI) has repeatedly been shown to be effective in improving functional skills and intellectual scores as well as minimizing problem behaviors in individuals diagnosed with ASD. In previous studies, some children who received intensive behavioral intervention became indistinguishable from their peers and were served in typical educational environments with no supplemental supports. However, the majority of the published studies on this intervention describe university-affiliated grant funded programs. This program description provides details about a private community-based agency that provides IBI for children and adolescents with ASD. Information about staff training, the therapies implemented, the population served, and instructional and programmatic content is offered and a preliminary analysis is provided of the outcomes achieved for a subsample of the clients served (i.e., 64 of 181). These findings suggest that increases in functional skills and intellectual scores were achieved for all clients and that many clients met criteria similar to those established in prior landmark studies.