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Direct linkLeaf, Justin B.; Leaf, Jeremy A.; Alcalay, Aditt; Kassardjian, Alyne; Tsuji, Kathleen; Dale, Stephanie; Ravid, Daniel; Taubman, Mitchell; McEachin, John; Leaf, Ronald – Exceptionality, 2016
This study compared most-to-least prompting to flexible prompt fading for teaching four children with an autism spectrum disorder various expressive tasks. Using a parallel treatment design nested into a multiple probe design, researchers taught each participant how to expressively label six pictures with most-to-least prompting and six pictures…
Descriptors: Comparative Analysis, Prompting, Autism, Pervasive Developmental Disorders
Leaf, Justin B.; Leaf, Ronald; Leaf, Jeremy A.; Alcalay, Aditt; Ravid, Daniel; Dale, Stephanie; Kassardjian, Alyne; Tsuji, Kathleen; Taubman, Mitchell; McEachin, John; Oppenheim-Leaf, Misty L. – Focus on Autism and Other Developmental Disabilities, 2018
Today, the use of formal preference assessments, including paired-stimulus preference assessments, is widely utilized to help determine which items to use as reinforcers during intervention. A second way to determine potential reinforcers is to analyze multiple dimensions of a stimulus in the moment, a procedure known as in-the-moment reinforcer…
Descriptors: Comparative Analysis, Preferences, Reinforcement, Stimuli
Leaf, Justin B.; Dale, Stephanie; Kassardjian, Alyne; Tsuji, Kathleen H.; Taubman, Mitchell; McEachin, John J.; Leaf, Ronald B.; Oppenheim-Leaf, Misty L. – Education and Training in Autism and Developmental Disabilities, 2014
One of the basic principles of applied behavior analysis is that behavior change is largely due to that behavior being reinforced. Therefore the use of positive reinforcement is a key component of most behavioral programs for individuals diagnosed with autism. In this study we compared four different classes of reinforcers (i.e., food, praise,…
Descriptors: Comparative Analysis, Expressive Language, Autism, Pervasive Developmental Disorders
Smith, Molly; Ayres, Kevin; Mechling, Linda; Smith, Katie – Education and Training in Autism and Developmental Disabilities, 2013
The purpose of this study was to compare the effects of two forms of video modeling: video modeling that includes narration (VMN) and video models without narration (VM) on skill acquisition of four adolescent boys with a primary diagnosis of autism enrolled in an Extended School Year (ESY) summer program. An adapted alternating treatment design…
Descriptors: Video Technology, Modeling (Psychology), Comparative Analysis, Autism
Bailey, Benjamin; Arciuli, Joanne; Stancliffe, Roger J. – Scientific Studies of Reading, 2017
This study explored the effects of an evidence-based literacy program, ABRACADABRA, on the spelling abilities of children with autism spectrum disorder (ASD). Twenty children with ASD aged 5-11 years were assigned to matched instruction and waitlist control groups. Children in the instruction group received 26 hrs of individualized, home-based…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Spelling Instruction
Sainato, Diane M.; Morrison, Rebecca S.; Jung, Sunhwa; Axe, Judah; Nixon, Patricia A. – Journal of Early Intervention, 2015
To date, reports of empirically validated comprehensive intervention programs for children with autism spectrum disorder (ASD) have been limited to preschool-age children. We examined the effects of a model inclusive kindergarten program for children with ASD. Forty-one children received instruction in an inclusive kindergarten program with their…
Descriptors: Inclusion, Mainstreaming, Early Intervention, Kindergarten
