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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. [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]

Visual analysis is a cornerstone of decision‐making in Applied Behavior Analysis. Individuals responsible for implementing behavioral interventions and analyzing data are often behavior technicians who may not be provided with the training necessary to be proficient in visual analysis. Therefore, there is a need for an effective and streamlined method to train visual analysis. Previous research has suggested using a decision‐making algorithm (DMA) to aid individuals in making decisions about time‐series data. The current study further evaluated the effects of a DMA on accurate visual analysis of time‐series data. We presented graduate students with time‐series graphs, each graph depicting 10 data points which resembled one of the four options depicted in the DMA. The results indicated five of the six participants demonstrated an increase in correct responding when the DMA was introduced. One participant (Participant 4) required an asynchronous feedback session. Correct responding maintained for five of the six participants when the DMA was removed. Following the maintenance probe, high levels of percentage of correct responding maintained for four of the six participants. [ABSTRACT FROM AUTHOR]

Applied Behavior Analysis (ABA) is the branch of behavior science focused on solving problems of social significance. For over six decades, ABA researchers and practitioners have sought to improve the lives of people with intellectual and developmental disabilities (IDD) through application of evidence-based supports. Influenced by the disability rights movement which gained momentum in 1970s and 80 s, the field of ABA has developed an array of procedures to enhance autonomy and choice of people with IDD. These include assessing individual preferences, teaching choice making, augmentative and alternative communication, and techniques for supporting greater self-control. We present behavior analytic definitions of autonomy and choice, illustrate how each of these strategies enable greater autonomy and choice of people with IDD, and discuss unresolved issues and future directions. [ABSTRACT FROM AUTHOR]

Though the value of choice‐making opportunities in behavioral interventions is well established, specific demonstrations of its applications are limited. In this study, we first taught participants to independently complete two types of activity schedules: a choice activity schedule (i.e., one that allowed the participants to choose the sequence of activities) and a no choice activity schedule (i.e., one in which the sequence was predetermined by the researcher). Then, we evaluated participant preference between the before‐mentioned schedules, and a control activity schedule (i.e., baseline contingencies). Obtained preference was idiosyncratic across participants, highlighting the importance of individualized preference assessments in the context of play. Implications and future directions are discussed, including a refined framework for incorporating choice into independent activity schedule completion. [ABSTRACT FROM AUTHOR]

Behavior analysts make dozens of practice-related decisions every day. Past research has extensively examined practice-related decision making by medical and other healthcare professionals, but decision making by practicing behavior analysts has garnered little research attention. The purpose of this proof of concept study was to begin a translational research agenda toward understanding what variables influence behavior analyst decision making and precisely how those variables do so. Behavior analyst decision making often involves data and the most fundamental characteristics of data are those indicating data trustworthiness—validity, reliability, and accuracy. To isolate a single independent variable, we used a lengthening data path procedure to parametrically assess how reducing data accuracy changed decisions to continue or modify an intervention in 30 students of behavior-analytic masters or doctoral programs. When data accuracy was 100%, most participants waited 9–10 trials before intervening. When data accuracy was below 60%, most participants waited 4–6 trials before intervening. To begin exploring potential behavioral processes underlying the influence of data accuracy on practice-related decisions, we also examined how well one popular description of decision making described participant choice—probability discounting. Probability discounting described the pattern of choices well for 16 of the 30 participants, suggesting other analytic frameworks should be explored. Nevertheless, data accuracy systematically influenced the majority of participants choices to continue or modify an intervention, although the degree of influence differed on an individual basis. [ABSTRACT FROM AUTHOR]

In this study, we evaluated three lessons from a manualized social play skills intervention, Play20. Play20 is a focused intervention that is designed to improve early social skill development in children with autism spectrum disorder through naturalistic play. First, we evaluated the procedural fidelity of instructor implementation of Play20, and we also evaluated the effects of an added instructor self-monitoring checklist in further improving instructor behavior. Finally, we evaluated the effects of Play20 on child play outcomes. Instructor procedural fidelity increased in the presence of the Play20 lessons, and further improved in the presence of the instructor self-monitoring checklist. Child outcomes moderately improved as well. Implications and future directions are discussed. [ABSTRACT FROM AUTHOR]

Over the past decade, a newer class of interventions has emerged specifically designed for young children with or at high likelihood of autism, which are called Naturalistic Developmental Behavioral Interventions (NDBIs). NDBIs are particularly well-suited as a discipline agnostic, primary intervention for young children with autism and other social communication challenges; however, community providers from multiple disciplinary backgrounds who serve these children typically do not develop competencies in areas crucial for effectively implementing NDBI. The goal of this commentary is to: (a) describe the interdisciplinary competencies needed to deliver NDBIs effectively and (b) provide recommendations for moving the field of early intervention for autism and social communication delays forward. Resources for building these competencies for providers at the pre- and in-service level are also provided. [ABSTRACT FROM AUTHOR]

Between 30 and 50% of individuals with Autism Spectrum Disorder (ASD) do not develop vocal language deemed functionally acceptable to meet their daily communication needs. As a result, individuals with ASD may require intervention alternatives to vocal speech, such as augmentative and alternative communication (AAC). However, very little is known about how members of the public may respond to forms of AAC. The purpose of this study was to evaluate how two commonly used AAC formats, manual sign and a selection-based speech generating device (SGD), result in access to reinforcement in the natural environment. To do this, we approached naïve adults (i.e., individuals unfamiliar with the aims of the study) and asked questions that were likely to result in reinforcement. We measured whether or not naïve adults accurately responded to each question, and we collected additional descriptive information about their reaction to that form of AAC. This study has important implications for social validity and long-term considerations of AAC. [ABSTRACT FROM AUTHOR]

Behavior analysts visually analyze graphs to interpret data in order to make data-based decisions. Though front-line employees implement behavioral interventions on a daily basis, they are not often trained to interpret these data. A clinical decision-making model may aid front-line employees in learning how to interpret graphs. A multiple-baseline-across-participants design was used to evaluate the effectiveness of a clinical decision-making model on the percentage of correct responses when interpreting line graphs. All of the participants increased their percentage of correct responses after the introduction of the clinical decision-making model. Two of the eight participants required additional feedback. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

By engaging with family members through video-chat technology, children with autism spectrum disorder (ASD) may access additional opportunities to develop social connections to build familial cohesion and access emotional support. The purpose of this study was to evaluate a behavioral intervention package in teaching social conversation via video-chat. Using a non-concurrent multiple-baseline across participants with an embedded alternating treatments design, three seven-year-old males with ASD were taught two variations of a social conversation. Their conversation skills generalized to unfamiliar adults, some of whom had no prior experience with children with ASD. When visual supports were removed, participants appropriately varied their social conversations. Social conversations continued to occur 2 weeks following the completion of the study. Results and implications are discussed. [ABSTRACT FROM AUTHOR]

The first purpose of this study was to attempt to replicate previous findings that video‐based preference assessments without access to selected stimuli may accurately predict relative reinforcing efficacy of stimuli. To do this, we conducted a concurrent operant reinforcer assessment in which we evaluated the relative reinforcing value of highly preferred and less preferred items identified in a video‐based preference assessment. The second purpose of this study was to begin to evaluate the potential behavioral mechanisms responsible for the validity of this assessment. To conduct this analysis, we evaluated the relative reinforcing value of those same stimuli depicted in video format and then compared results to results obtained during the reinforcer assessment for tangible stimuli. For all five participants, stimuli identified as highly preferred functioned as reinforcers, and four of five participants, responding during the reinforcer assessment was similar in the presence of tangible stimuli and videos depicting those stimuli. [ABSTRACT FROM AUTHOR]

Special education teachers often make decisions about interventions to help reduce student problem behavior. There are many variables that impact how teachers make decisions regarding behavioral interventions, and the current study aimed to quantitatively evaluate how delay to treatment outcomes affect teacher decision-making. This study used the delay discounting framework to examine the effects of delays to treatment outcomes on special education teacher decision-making. Participants completed an online hypothetical delay discounting task based on the behavioral economic theory that the value of an outcome (e.g., treatment outcome) diminishes as the delay to that outcome increases over time. Our results indicate that most special education teachers discount delays in treatment effects, suggesting that special education teachers may prefer interventions that result in more immediate behavior change. Implications for future research and consultative practice are discussed. [ABSTRACT FROM AUTHOR]

We evaluated the effects of an activity schedule embedded within an iPad on varied play across applications. After establishing a pattern of repetitive gameplay, we taught three children with autism to follow the activity schedule using physical guidance. All participants increased their varied play to four applications per session and demonstrated independent and accurate activity schedule usage. The activity schedule was removed, and responding decreased to baseline levels, demonstrating the activity schedule's control over varied responding. The activity schedule was reintroduced and participant responding maintained when engaging with novel applications. [ABSTRACT FROM AUTHOR]

A primary effort of preference assessment research has been to develop strategies to identify potential reinforcers for educational, social, and behavioral programming for individuals with disabilities, including children with autism. However, little attention has been paid to the identification of preferred stimuli children with autism may not have previous experience with. The purpose of this study was to evaluate the extent to which a video-based preference assessment may accurately identify preference for novel stimuli. We compared the results of the video-based preference assessment with no access to novel stimuli to the results of a preference assessment conducted in a tangible format with access. We then conducted the same video-based preference assessment a second time to evaluate the extent to which exposure to stimuli affected assessment results. The results provide preliminary support that a video-based preference assessment may accurately identify preference for novel stimuli. Implications and future directions are discussed. [ABSTRACT FROM PUBLISHER]

We compared the results of a brief video-based multiple-stimulus without replacement preference assessment with no access to chosen activities ( MSWO-NO) to the results of the same assessment with access ( MSWO-WA) with four children with autism. We also compared instructor rankings of activities to MSWO-WA results. Strong to moderate correlations between MSWO-NO and MSWO-WA assessment results were found across all participants. The correlation between MSWO-WA and instructor rankings ranged from strong to low across all participants. Implications and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

We investigated the effects of a script-fading and discrimination-training procedure on mand variability in preschoolers with autism. Participants were taught to vary their vocal mands in the presence of written scripts, a green placemat, and a lag schedule of reinforcement. They were also taught to engage in repetitive mands in the presence of the same written scripts and a red placemat. When the scripts were removed, all 3 participants continued to engage in varied manding in the presence of the green placemat and lag schedule, and they continued to engage in repetitive manding in the presence of the red placemat. When the lag schedule was also removed, 2 of the 3 participants continued to engage in varied responding in the presence of the green placemat and repetitive responding in the presence of the red placemat. Finally, all 3 participants demonstrated generalization and maintenance of mand variability during snack sessions with their peers. [ABSTRACT FROM AUTHOR]

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]

Linked activity schedules were used to establish appropriate game play in children with autism during a game of hide-and-seek. All 6 participants demonstrated acquisition of appropriate play skills in the presence of the activity schedules and maintained responding during subsequent phases. When the schedules were removed, responding decreased to baseline levels, demonstrating that the schedules controlled responding. Implications for future research on the use of activity schedules to teach social behavior are discussed. [ABSTRACT FROM AUTHOR]

One antecedent-based intervention – choice-making opportunities – is an easy and effective way to motivate students with autism to stay on task, complete academic tasks, and engage in appropriate behavior during academic instruction. The purpose of this article is to discuss three main methods for incorporating choice-making opportunities and describe how educators of students with autism can incorporate choice-making opportunities during academic instruction. Seven steps for implementing choice-making opportunities and examples of how to implement choice-making opportunities during instruction are provided. We intend for readers to: (1) read and comprehend the three methods for implementing choice-making opportunities during instruction, (2) apply the seven steps when implementing choice-making, and (3) use the tables as guide when implementing choice-making during instruction. [ABSTRACT FROM AUTHOR]

In addition to continuing education mandates by the Behavior Analyst Certification Board (BACB), behavior-analytic professional organizations may adopt systems that teach and maintain ethical behavior in its employees. Systems of ethical supervision and management may allow for an organization to customize training that prevents ethical misconduct by employees. These systems may also allow supervisors to identify ethical problems in their infancy, allowing the organization to mitigate concerns before they further develop. Systems of ethical management and supervision also may help to improve services and promote consumer protection. Additional benefits might include both avoiding litigation and loss of consumers and income. These systems may promote the field of Behavior Analysis as a desirable, consumer-friendly approach to solving socially significant behavior problems. [ABSTRACT FROM AUTHOR]

Impairments in empathic responding are related to decreased social interactions and fewer friendships for adolescents with autism spectrum disorder (ASD). Teaching adolescents to respond empathetically during conversation may promote the development of healthy social relationships. The current study examined the effectiveness of an affective empathy video feedback intervention package to teach empathic communication to four adolescents with ASD (11–14 years old) using a multiple baseline across participants design. Two out of the four participants met mastery criterion, maintained empathy skills up to 4 weeks after intervention, and generalized empathy to a different conversational partner. Effects and implications of the intervention and results are discussed as well as future directions for research. [ABSTRACT FROM AUTHOR]

Adults with intellectual and developmental disabilities (IDD) are at risk of experiencing social victimization and should be taught to respond to potential victimization they may encounter in a workplace. Using a multiple probe across participants design, the current study evaluated the effectiveness of behavioral skills with multiple exemplar training (BS + MET) to teach four young adults with IDD a four‐step response to coworker victimization protocol. Two participants demonstrated mastery of this response after only BS + MET, while the other two participants demonstrated mastery of the response after BS + MET and additional in situ training (IST). Three of the four participants demonstrated generalization across settings, across exemplars, and with coworkers, and they maintained the response up to two months after the completion of training. This study expands research of BS + MET and IST to teach safety skills to adults with IDD. Implications for further research 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]

This study examined the associations between sleep and challenging behaviors for average and night-to-night fluctuations in sleep, in 39 children with autism spectrum disorder (ASD) receiving intensive behavioral intervention (IBI). Child sleep was recorded (via actigraphy) for five nights in conjunction with clinician-reported observations of challenging behaviors. Results indicated that on average, poor sleep was associated with higher rates of repetitive behavior, negative affect, and a composite of overall challenging behaviors. These findings suggest that average sleep patterns are important within the context of IBI (rather than night-to-night fluctuations). Interventions aimed at improving overall patterns of sleep may have important cascading effects on challenging behaviors and developmental outcomes for children with ASD and their families. [ABSTRACT FROM AUTHOR]

Background/aims/methods: While there are many benefits to regular engagement in physical activity, individuals with autism spectrum disorder often do not engage in healthy levels of physical activity. The purpose of this study was to compare praise delivered through multiple means on increasing engagement in physical activity for individuals with autism spectrum disorder. A single-case alternating treatment design was used to compare two conditions for delivering praise statements, in-person and through technology, for three young adults with autism spectrum disorder and accompanying intellectual disability.Procedures/outcomes: The study consisted of training; baseline, comparison, best-treatment, thinning, and generalization phases; and social validity interviews. For each session, data were collected on the number of laps completed, duration, and resting/ending heart rates.Results/conclusions: The number of laps completed increased for all participants during intervention, however, results were mixed regarding the more effective and preferred condition. Participants who excelled in the technology condition also maintained performance levels when praise statements were thinned and generalized performance to a new setting.Implications: Praise statements can be used to increase levels of physical activity in young adults with autism spectrum disorder and intellectual disability. Exposing individuals to multiple conditions can impact their preferred method for receiving support. [ABSTRACT FROM AUTHOR]

Applied behavior analysis (ABA) involves the use of reinforcement to increase appropriate behaviors in individuals with autism spectrum disorder (ASD). Children with ASD often struggle to remain on-task when completing assignments in the academic setting. However, few studies have explored on-task behavior and attention to academic tasks in the home environment. The present research utilized a case study design and compared the relative effectiveness of material versus social reinforcement on in-home time-on-task behavior in an individual with high-functioning autism (HFA). Results indicated that the participant engaged in a higher percentage of time-on-task behaviors with the use of material reinforcement than social reinforcement in the home environment. Additionally, the participant engaged in more time-on-task behaviors over time with the use of material reinforcement, and less time-on-task behavior over time with the use of social reinforcement. These findings suggested that positive rein forcement may be an effective tool for increasing academic task motivation and on-task behavior in children with HFA. Practical implications and suggestions for future research are discussed. [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]

Although research shows early intensive behavioral intervention is efficacious when delivered in university or private intervention centers, little is known about effectiveness or feasibility of disseminating early intensive behavioral intervention to larger communities. The Michigan State University Early Learning Institute was developed to address gaps in distribution of early intensive behavioral intervention to community settings, with an emphasis of serving children and families on Medicaid. This short report describes the Early Learning Institute's approach and preliminary utilization data among Medicaid families. Results suggest the model has potential for dissemination within community settings and promote utilization among Medicaid children. Although research shows early intensive behavioral intervention can be very beneficial for children with autism spectrum disorder when delivered in university or private intervention centers, little is known about the best way to provide early intensive behavioral intervention within the broader community. The Michigan State University Early Learning Institute was developed to address challenges with providing early intensive behavioral intervention in community settings, with an emphasis on serving children and families on Medicaid. This short report describes the approach taken by the Early Learning Institute and reports data regarding enrollment and utilization among Medicaid families. Results suggest the model has potential to be used within community settings and that children on Medicaid are likely to consistently attend their treatment sessions. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effects of a shared reading intervention on narrative story comprehension and task engagement of students with autism spectrum disorder (ASD). A single-case multiple baseline design was used, and three elementary-aged students with ASD participated in this study. The shared reading intervention included before, during, and after reading strategies (i.e., topic anticipation, dynamic reading, story retelling). Results of this study indicated that all participants demonstrated noticeable improvements in reading comprehension. Despite the longer duration of intervention sessions as compared to baseline sessions, participants showed similar or better task engagement with intervention. Improved reading outcomes were maintained at follow up for all participants. Implications for practical implementation and future research were discussed. [ABSTRACT FROM AUTHOR]

Discrete-trial instruction (DTI) is a teaching strategy that is often incorporated into early intensive behavioral interventions for children with autism. Researchers have investigated time- and cost-effective methods to train staff to implement DTI, including self-instruction manuals, video modeling, and interactive computer training (ICT). ICT combines the best components of self-instruction manuals and video models, and have the same benefits; however, there is limited research on this training method. Therefore, the purpose of this study was to investigate ICT to teach university students to implement DTI with children with autism. All participants' teaching fidelity increased during both role-plays with an adult and instructional sessions with a child with autism. In addition, participants demonstrated an increase in teaching fidelity with untrained instructional programs. All participants were able to complete training in an average of 2 hr, and social validity ratings were high. [ABSTRACT FROM AUTHOR]