Identifying and Training Skill Acquisition Protocol Development: A Preliminary Investigation.

According to the Behavior Analyst Certification Board (BACB), services commonly provided by behavior analysts include writing and revising protocols for teaching new skills. To our knowledge, there are currently no published, peer-reviewed articles or texts focused on developing skill acquisition protocols. The purpose of this study was to develop and evaluate the effectiveness of a computer-based instruction (CBI) tutorial on acquisition of skills related to writing an individualized protocol based on a research article.

Using Video Prompting to Teach Leg Shaving to Women with Disabilities.

This was the first study to evaluate procedures for teaching leg shaving to individuals with disabilities. Using a video prompting teaching package in a concurrent multiple baseline design across participants with different diagnoses (i.e.

Using computer-based instruction to teach implementation of behavioral skills training.

Behavioral skills training (BST) is considered one of the most effective staff training techniques to implement a wide variety of behavioral technologies; however, research has found a lack of implementation of BST across human service settings due to a shortage of organizational time and resources. The purpose of the present study was first to demonstrate the effectiveness of computer-based instruction (CBI) in teaching BST, and then to demonstrate that the CBI module was effective in training trainers to implement BST with trainees. Results of the present experiment not only demonstrate the effectiveness of CBI in teaching BST, but also demonstrate the generality of the BST to teach behavior therapists.

A Descriptive Review of Telehealth for Individuals With Autism Spectrum Disorder.

Since the early 2000s, telehealth has been used to provide behavior analytic intervention to individuals with autism spectrum disorder (ASD). Evaluating evidence supporting telehealth remains valuable, especially as there has been increased accessibility since the COVID-19 pandemic. Although there is empirical support for telehealth as an effective service-delivery option, important variables (e.

Evaluating the Effects of Computer-Based Instruction on Trial-Based Functional Analyses Procedures.

Children who engage in problem behavior are often educated in the public schools. A trial-based functional analysis (TBFA) is an experimental functional analysis whereby conditions are embedded into scheduled activities of the school day to identify environmental variables responsible for problem behavior. To be included in this process, it is important that staff are trained effectively and efficiently.

Effects of video modeling on abduction-prevention skills by individuals with autism spectrum disorder.

Deficits in safety skills and communication place individuals with autism spectrum disorder (ASD) at risk of danger. Abduction prevention remains an understudied area. Video modeling has proven to be effective in some research on teaching safety skills to individuals with ASD.

Effects of preliminary class membership on subsequent stimulus equivalence class formation.

The present study examined the effects of including stimuli previously trained as members of functional classes or equivalence classes on subsequent equivalence class formation, and isolated the effects of preliminary training from those of the acquired function stimuli. Fifty-six adults were assigned to 1 of 5 conditions. The control group (CONT) received no preliminary training prior to the terminal phase.

The influence of instructive feedback presentation schedule: A replication with children with autism spectrum disorder.

Instructive feedback (IF) is a modification to discrete trial instruction that may increase instructional efficiency for individuals with autism spectrum disorder. Several variations of IF have recently been evaluated in the literature; however, few studies have assessed the effectiveness and efficiency of presenting secondary targets on continuous versus intermittent presentation schedules. The current study evaluated the effectiveness and efficiency of various presentation schedules of secondary targets during discrete trial instruction.

Evaluation of Manualized Instruction to Train Staff to Implement a Token Economy.

All components of behavioral skills training may not be necessary to effectively train staff to implement behavior-analytic technologies with children with disabilities. This study evaluated manualized instruction to train inexperienced staff to implement a token economy with a confederate and collect data on learner responding. A nonconcurrent multiple-baseline design across staff trainees was used to evaluate the effectiveness of manualized instruction to increase the staff trainees' accurate implementation of a token economy.

A Comparison of Video Modeling and Video Prompting by Adolescents with ASD.

Video-based instruction has been effective in teaching a range of skills, including functional living skills, to individuals with autism spectrum disorder. Few studies have compared the efficacy and efficiency across video modality-specifically, comparing video modeling to video prompting. Consequently, practitioners have little empirical guidance when selecting between procedural variations of video-based instruction.

Assessment to identify learner-specific prompt and prompt-fading procedures for children with autism spectrum disorder.

Few studies have evaluated the use of assessment to identify the most efficient instructional practices for individuals with autism spectrum disorder. This is problematic as these individuals often have difficulty acquiring skills, and the procedures that may be efficient with one individual may not be for others. The experimenters conducted instructional assessments to identify the most efficient prompt type (model, partial physical, full physical) and prompt-fading procedure (progressive delay, most-to-least, least-to-most) for teaching auditory-visual conditional discriminations for individuals with autism spectrum disorder.

Using video modeling to teach play comments to dyads with ASD.

Individuals with autism spectrum disorder (ASD) often display deficits in social and conversational skills. One method used to improve social deficits includes video modeling. When targeting conversational skills, few studies have included individuals with ASD as conversational partners.

Comparing skill acquisition under varying onsets of differential reinforcement: A preliminary analysis.

The purpose of the current study was to evaluate the effect of implementing differential reinforcement at different times relative to the onset of teaching new skills to learners with autism spectrum disorder. Specifically, we first determined the most efficient differential reinforcement arrangement for each participant. Using the most efficient arrangement, we evaluated if differential reinforcement from the immediate onset, early onset, or late onset is the most efficient for learners to acquire a new skill.

The Effects of a Video-Enhanced Schedule on Exercise Behavior.

Research focusing on physical exercise and individuals with autism spectrum disorder (ASD) is limited. Activity- and video-enhanced schedules have successfully increased leisure, academic, social, and daily living skills for individuals with ASD and may be effective in increasing exercise. We evaluated the effects of a video-enhanced schedule presented on an iPad® on exercise behavior with adolescents with ASD using a multiple probe across participants design.

Reinforcer Choice on Skill Acquisition for Children with Autism Spectrum Disorder: a Systematic Replication.

Providing students with autism spectrum disorder (ASD) a choice of putative reinforcers during learning trials may confer advantage during skill acquisition programming. However, such advantage should not be assumed and may not be associated with the most efficient instructional arrangement. In the current study, we taught labels of common object or conditional discriminations to participants with ASD and evaluated efficiency of instruction across child- and experimenter-choice instructional conditions.

Teaching help-seeking when lost to individuals with autism spectrum disorder.

Deficits in safety skills and communication deficits place individuals with autism spectrum disorder (ASD) at an increased risk of danger. We used a multiple-probe across-participants design to evaluate the effects of video modeling and programming common stimuli to teach low- and high-tech help-seeking responses to children with ASD when lost. Participants acquired answering or making a FaceTime call and exchanging an identification card in contrived and natural settings.

Effects of computer-based training on procedural modifications to standard functional analyses.

Few studies have evaluated methods for training decision-making when functional analysis data are undifferentiated. The current study evaluated computer-based training to teach 20 graduate students to arrange functional analysis conditions, analyze functional analysis data, and implement procedural modifications. Participants were exposed to training materials using interactive software during a 1-day session.

Using Video Modeling with Voice-over Instruction to Train Public School Staff to Implement a Preference Assessment.

The identification of putative reinforcers is a critical component of programming for individuals with disabilities. A multiple stimulus without replacement preference assessment is one option for identifying putative reinforcers; however, staff must be trained on the steps necessary to conduct the assessment for it to be useful in practice. This study examined the effectiveness of using video modeling with voice-over instruction (VMVO) to train two public school staff to conduct this assessment.

Establishing Concurrent Mands for Items and Mands for Information about Location in Children with Autism.

This study replicated and extended the methodology used in Howlett et al. (Journal of Applied Behavior Analysis, 44, 943-947 2011) to bring the mands "Where's (item)?" and "I want (item)" under appropriate antecedent control in two boys diagnosed with autism. Trials were alternated in which items were present, missing, and within view (but inaccessible) and missing and out of view.

The effects of parent-implemented PECS training on improvisation of mands by children with autism.

The present study examined the extent to which mothers were able to train their children, 2 boys with autism, to exchange novel pictures to request items using the picture exchange communication system (PECS). Generalization probes assessing each child's ability to mand for untrained items were conducted throughout conditions. Using a multiple baseline design, results demonstrated that both children improvised by using alternative symbols when the corresponding symbol was unavailable across all symbol categories (colors, shapes, and functions) and that parents can teach their children to use novel pictorial response forms.

An examination of preference for augmentative and alternative communication devices with two boys with significant intellectual disabilities.

Selecting an appropriate mode of communication is an important clinical decision when beginning an augmentative and alternative communication (AAC) intervention. In the present study, we investigated whether two boys with significant intellectual disabilities would show a preference for using one of three AAC devices. Initially, the boys were taught to use three AAC devices (i.