Descriptive assessments involve recording naturally occurring instances of behavior and corresponding antecedent and consequent events. Authors have argued for the use of two forms of descriptive assessment, structured and narrative Antecedent-Behavior-Consequence recording, because these methods may require little training. However, the extent to…

Activity schedules, guided compliance, and differential reinforcement are often used to reduce transition-related problem behavior in children with autism. One potential way to increase the effectiveness of these procedures when transitioning children from preferred to nonpreferred activities is to alter the motivating operations for…

In two experimental and exploratory studies, we wanted to test the differentiated effects on preschoolers with externalizing behavior (EB) of two short-term social information processing (SIP) and Theory of Mind (ToM) training sessions, in comparison with typically developing (TD) preschoolers or with preschoolers with EB whom didn't receive…