A systematic review of social-validity assessments in the Journal of Applied Behavior Analysis: 2010-2020.

We conducted a systematic review of studies published in the Journal of Applied Behavior Analysis between 2010 and 2020 to identify reports of social validity. A total of 160 studies (17.60%) published during this time included a measure of social validity.

On differentiating auditory processing disorder (APD) from attention deficit disorder (ADD): an illustrative example using the Cattell-Horn-Carroll (CHC) model of cognitive abilities.

To clarify the distinction between Auditory Processing Disorder (APD) and Attention Deficit Disorder (ADD) using the CHC Model. A cross-sectional study compared responses of caregivers about their children's behaviour to identify characteristics of APD (CHC Model) and ADD (DSM-5). Caregivers, mostly mothers (92%), of 149 children (M 61%; F 39%) aged from 6 to 16 years, referred for "Auditory Processing Assessment" of their child, were shown an A4 card displaying the characteristics of AP from the CHC Model on one side, and of ADD from DSM-5 on the other.

Comparing the effectiveness of virtual reality and video modelling as an intervention strategy for individuals with Autism Spectrum Disorder: Brief report.

Unlabelled: The increasing numbers of individuals diagnosed with Autism Spectrum Disorder (ASD) has foreshadowed a greater need for effective intervention procedures to aid learning.

Purpose: This study compared the effectiveness of video modelling (VM) and virtual reality (VR) for teaching adults with ASD.

Methods: Using an alternating treatments design without baseline two participants completed paper folding projects of varying difficulty following exposure to either VM or VR task modelling.

Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training.

A multiple probe design across skills was used to examine the effects of behaviour skills training (BST) on teaching four reading comprehension skills (predicting, questioning, clarifying, and summarizing) to a 7th grade student with autism. Following baseline, the student received 12 sessions of BST during which each skill was taught to criterion. At each session, data was also collected on the accuracy of oral responses to 10 comprehension questions.

Effects of video modeling with video feedback on vocational skills of adults with autism spectrum disorder.

Objective: To examine the effectiveness of a video modeling (VM) with video feedback (VFB) intervention to teach vocational gardening skills to three adults with autism spectrum disorder (ASD).

Method: A multiple probe design across skills was used to assess the effects of the intervention on the three participants' ability to perform skills accurately.

Results: The use of VM with VFB led to improvements across skills for two of the participants.