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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.

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]

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]

Background: Regulator of G protein Signaling (RGS) proteins inhibit G protein-coupled receptor (GPCR) signaling, including the signals that arise from neurotransmitter release. We have shown that RGS12 loss diminishes locomotor responses of C57BL/6J mice to dopamine transporter (DAT)-targeting psychostimulants. This diminution resulted from a brain region-specific upregulation of DAT expression and function in RGS12-null mice. This effect on DAT prompted us to investigate whether the serotonin transporter (SERT) exhibits similar alterations upon RGS12 loss in C57BL/6J mice. Aims: Does RGS12 loss affect (a) hyperlocomotion to the preferentially SERT-targeting psychostimulant 3,4-methylenedioxymethamphetamine (MDMA), (b) SERT expression and function in relevant brain regions, and/or (c) serotonergically modulated behaviors? Methods: Open-field and spontaneous home-cage locomotor activities were quantified. 5-HT, 5-HIAA, and SERT levels in brain-region homogenates, as well as SERT expression and function in brain-region tissue preparations, were measured using appropriate biochemical assays. Serotonergically modulated behaviors were assessed using forced swim and tail suspension paradigms, elevated plus and elevated zero maze tests, and social interaction assays. Results: RGS12-null mice displayed no hyperlocomotion to 10 mg/kg MDMA. There were brain region-specific alterations in SERT expression and function associated with RGS12 loss. Drug-naïve RGS12-null mice displayed increases in both anxiety-like and anti-depressive-like behaviors. Conclusion: RGS12 is a critical modulator of serotonergic neurotransmission and serotonergically modulated behavior in mice; lack of hyperlocomotion to low dose MDMA in RGS12-null mice is related to an alteration of steady-state SERT expression and 5-HT uptake. [ABSTRACT FROM AUTHOR]