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Provision of small “sensory” fidget toys during group activities is a low-effort intervention that may be used during group activities to encourage attendance and engagement by children with autism spectrum disorders (ASD). The purpose of this study was to evaluate the noncontingent provision of fidget toys during a group activity. Research activities occurred at a summer camp designed to improve social skills for young children with ASD. The impact of fidgets was compared with a baseline condition and contingent provision of tokens using a single case alternating treatments design. Results suggest contra-therapeutic effects or decreased engagement over time for the fidget condition. Practitioners should consider using evidence-based alternatives to improve engagement or should engage in careful data-based decision-making when fidgets are used with the intent to improve engagement in group activities.

Multitreatment designs were used to evaluate the relative effectiveness of multicomponent Stay, Play, Talk (SPT) interventions on peer social behaviors for two groups of children, each including one Participant With Autism Spectrum Disorder (PWA) and two socially competent peers. Children were trained to use buddy strategies during 5-min free-play sessions in an inclusive preschool classroom. Additional components were systematically introduced, including a self-monitored group contingency and recorded reminders. Dependent variables were the percentage of intervals peers spent staying near and playing with the PWA, as well as the number of verbal social interactions between the peers and the PWA. Functional relations were identified for some behaviors for some participants, with the SPT variation including recorded reminders and the group contingency associated with the most positive outcomes. Further research is needed to determine effects of the group contingency and recorded reminders without peer training.

Withdrawal and multitreatment single subject research designs were used to evaluate the effectiveness of stay-play-talk (SPT) interventions on social behaviors of preschool-aged peers to children with disabilities. Each group included at least one socially competent peer and one child with Down syndrome who used an augmentative and alternative communication (AAC) device as a primary mode of communication. Peers were trained to use SPT strategies during free play sessions, and a modified reinforcement system and modified peer arrangement were introduced for one group. For one group, results indicate a functional relation between the original SPT intervention and increased stay and play behaviors. For the other group, results indicate a functional relation between SPT with modified arrangement and increased stay and play behaviors. Future research is needed to determine effectiveness of SPT interventions for children with disabilities who have more sophisticated functional play skills, as well as utility of creating peer dyads compared with peer triads.

An antecedent exercise (AE) intervention was conducted with two young children who demonstrated challenging behaviors during a large group circle time activity in a preschool classroom; outcomes were evaluated in the context of alternating treatments designs. Results from the initial visual analysis suggested no overlap between conditions, with small, consistent effects favoring the AE condition. However, plotting reliability data suggested observer bias was present for one participant. Subsequently (post hoc), a blind observer coded data from all conditions for that participant. Results suggested that no functional relation was present for that participant. Implications include the need for blind data collectors and additional, highly rigorous studies assessing the effectiveness of AE.