Notes

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We evaluated written instructions plus video modeling-and when necessary, in vivo prompting and feedback-to teach 3 parents to implement a structured meal procedure to decrease food selectivity among their children with autism. In addition to data on correct parent implementation, we also collected data on child bite acceptance. Results showed that instructions and video modeling were effective to achieve the mastery criteria for 1 parent; the other 2 parents required in vivo prompts and feedback. see more Two of the children exhibited an increase in bite acceptance during the structured meal procedure.Skinner's (1957) classification of mand responses has spawned decades of research related to teaching individuals with developmental disabilities. However, few studies have evaluated how to teach individuals with autism to progress from simple to more complex mands for desired items and activities. The present study used a treatment package consisting of errorless teaching, differential reinforcement, and systematic decision rules to increase the number of words per mand utterance used by 6 children with autism. Daily probes were conducted in the absence of prompting and differential reinforcement throughout every stage of the treatment. Results showed that all children showed significant developmental gains in the mean length of utterances. Increased rates of manding, increased emission of mand frames, and decreased instances of indicating responses (i.e., pointing, reaching) in the absence of mands were also observed. Implications regarding the feasibility of intensive mand training in practice are discussed.Direct instruction (DI) is an evidence-based approach to education that has been shown to be effective across a wide variety of student populations. Growing evidence suggests that DI may be an efficacious strategy for individuals with autism spectrum disorder (ASD). The current study aimed to evaluate the feasibility of using DI with students with ASD who utilize speech-generating devices (SGDs); 3 students with ASD whose primary mode of communication was an SGD were exposed to the Language for Learning Curriculum, Lessons 1-10. Student performance on pre- and posttests was measured, as well as student performance on exercises within each lesson. The average time to complete an exercise, number of repetitions, number of terminated sessions, and student affect were also evaluated. Results indicated that all 3 students could participate and complete exercises with some modifications to support SGD use. The students demonstrated improved performance, positive affect, and overall timely completion of exercises. Taken together, these findings suggest that DI may be feasible for some students with ASD who utilize SGDs.Children diagnosed with autism spectrum disorder (ASD) often engage in low levels of peer social interactions; therefore, we often need to explicitly teach these skills. In the current study, we implemented a combined tactile and textual prompt, delivered via a text message sent to an Apple Watch®, to prompt social initiations from children with ASD to peers during free play. Results showed that the text message prompts increased the frequency of independent social initiations for both participants. Furthermore, 1 participant continued to emit high levels of independent social initiations during a 1-month follow-up with no prompts.Children with autism spectrum disorder (ASD) are at an increased risk of injury, making safety skills training essential. Whether such training is conducted in the natural environment or in contrived settings is an important consideration for generalization and safety purposes. Immersive virtual reality (VR) environments may offer the advantages of both contrived and natural environment training settings, providing structure to create repeated learning opportunities in a safe and realistic analogue of the natural environment. The current study evaluated the effectiveness of an immersive VR safety skills training environment in teaching 3 children with ASD to identify whether it is safe to cross the street. After modifications to the VR training environment, all 3 participants reached mastery criteria in both VR and natural environment settings. Findings suggest that immersive VR is a promising medium for the delivery of safety skills training to individuals with ASD.As individuals age out of the public school system, they encounter what is colloquially referred to as the "services cliff." Although supports and services are readily available during school-age years, the lack of available resources for adults with autism spectrum disorder (ASD) is striking. Although schools are charged with preparing students for life after graduation, individuals with ASD are often woefully unprepared for integration into the workforce. Employment rates for adults with autism are lower than those reported for any other population of adults with disabilities (Burke, Andersen, Bowen, Howard, & Allen, 2010; Bush & Tassé, 2017; Newman, Wagner, Cameto, Knokey, & Shaver, 2010). In the present investigation, a skill-based vocational assessment was developed and implemented with 6 individuals diagnosed with ASD. The results of the assessment were used to design matched and unmatched jobs to determine if performance varied as a function of the assessment's results. The assessment resulted in varied job profiles across the participants. All the participants performed better (i.e., more on-task, less disruptive behavior) while completing jobs matched to their assessment results. In addition, when participants were allowed to choose between matched and unmatched jobs, they consistently chose to complete jobs that matched their profile results. Results from the current investigation suggest that a brief, skill-based vocational assessment may be a viable tool for improving employment outcomes for adolescents and adults with ASD.The acceptability and understanding of acceptance and commitment therapy (ACT) and relational frame theory (RFT) from the perspective of the practicing Board Certified Behavior Analyst (BCBA) are missing in the literature. It has been stated that our field has become stagnant and that the dissemination of the basic research on derived stimulus relations is lacking in its translation to applied work. A survey was used in the present article to collect data on practicing BCBAs' perceptions of ACT and RFT, their acceptability in applied work, and whether they are perceived to be within the scope of applied behavior analysis. The outcomes of the survey suggested a majority of BCBAs acknowledged that ACT is within the scope of ABA (n = 161, 53%), but they do not perceive it as being part of their personal scope of practice (n = 152, 50.16%). Additionally, the outcomes suggested BCBAs acknowledged that RFT is within the scope of applied behavior analysis (n = 190, 62.70%). Furthermore, the outcomes indicated that BCBAs were interested in learning about ACT (n = 275, 90.
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