Comparison of Traditional and Embedded DTT on Problem Behavior and Responding to Instructional Targets.

Embedded discrete trial training (DTT) involves the presentation of instructional targets in an activity-based situation, and serves as an alternative to traditional, table-top instruction (Geiger, Carr, LeBlanc, Hanney, Polick, et al. , 49-59, 2012). The current study compared the effects of Traditional and Embedded DTT on responding to instructional targets and problem behavior for one child with autism.

Employing a Fixed-Lean Multiple Schedule in the Treatment of Challenging Behavior for Children With Autism Spectrum Disorder.

Despite its utility, there is limited applied research on employing fixed-lean (FL) schedules of reinforcement in treatment packages to address challenging behavior. One potential reason is that abrupt shifts to terminal schedules of reinforcement have been associated with immediate increases in challenging behavior before subsiding to clinically acceptable levels. The purpose of the present study was to (a) provide evidence demonstrating the utility of a FL multiple schedule (MS) in the treatment of challenging behavior in applied settings, (b) examine the potential effects of alternative stimuli on challenging behavior during a FL MS, and (c) assess the social validity of this treatment package with participants and caregivers.

Comparing the effects of massed and distributed practice on skill acquisition for children with autism.

We replicated and extended the findings of Haq and Kodak (2015) by evaluating the efficiency of massed and distributed practice for teaching tacts and textual and intraverbal behavior to 3 children with autism. Massed practice included all practice opportunities conducted on 1 day during each week, and distributed practice included practice opportunities conducted across several days during the week. The results indicated that distributed practice was more efficient for all participants.

Evaluating the effects of massed and distributed practice on acquisition and maintenance of tacts and textual behavior with typically developing children.

This study evaluated the effects of massed and distributed practice on the acquisition of tacts and textual behavior in typically developing children. We compared the effects of massed practice (i.e.