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Maya J. Fallon; Kevin C. Luczynski; Nicole M. Rodriguez; Christine Felty; Javid A. Rahaman – Journal of Applied Behavior Analysis, 2025
Children diagnosed with autism spectrum disorder are at high risk of being bullied, but research on teaching children with autism self-protection skills for bullying situations is scant. We taught five children self-protection skills for two types of bullying (threats and unkind remarks) and consecutive bullying occurrences. We first evaluated…
Descriptors: Autism Spectrum Disorders, Children, Bullying, Skill Development
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Michael A. Aragon; Nicole M. Rodriguez; Kevin C. Luczynski; Ciobha A. McKeown – Journal of Applied Behavior Analysis, 2024
Rodriguez et al. (2022) discovered that teaching four component skills was sufficient to facilitate the emergence of intraverbal tacts across four applications with three participants. Our study replicated and evaluated an extension of this procedure that was directed at facilitating intraverbal tacts when a child learns the component skills but…
Descriptors: Autism Spectrum Disorders, Children, Skill Development, Verbal Communication
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Kendra E. Guinness; Edward G. Feil – Journal of Applied Behavior Analysis, 2025
Research shows that caregivers of children with autism can be taught a variety of behavioral strategies, but there is little research on teaching caregivers to prioritize rapport building over skill acquisition during play. The current study evaluated the effects of a digital training package on the rapport-building skills of four caregivers of…
Descriptors: Caregivers, Children, Autism Spectrum Disorders, Interpersonal Relationship
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Samantha K. Martinez; Raymond G. Miltenberger; Shreeya S. Deshmukh – Journal of Applied Behavior Analysis, 2024
This study compared the effects of video feedback (VF) as a stand-alone intervention and video modeling plus video feedback (VMVF) for improving soccer players' static ball control skills. Research has suggested that VF alone and VMVF produce substantial improvements for young athlete's skills, though no studies have compared the two. Therefore,…
Descriptors: Video Technology, Feedback (Response), Team Sports, Psychomotor Skills
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Capalbo, Alexandra; Miltenberger, Raymond G.; Cook, Jennifer L. – Journal of Applied Behavior Analysis, 2022
Scant literature exists assessing the effectiveness of video modeling (VM) alone in the sports literature. Further evaluations of VM to improve sports skills is warranted because VM is an accessible and efficient procedure that has successfully improved skills in other fields of practice (e.g., staff training, medical procedures). Additionally,…
Descriptors: Team Sports, Video Technology, Modeling (Psychology), Skill Development
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Jessica D. Slaton; Morgan Davis; David A. DePetris; Katherine J. Raftery; Salvatore Daniele; Christina M. Caruso – Journal of Applied Behavior Analysis, 2024
There are several considerations to address when conducting functional communication training for challenging behavior in a school setting, such as the need for schedule thinning and maintenance across staff and the need to establish a variety of appropriate classroom skills. There are several strategies for conducting schedule thinning following…
Descriptors: Training, Behavior Problems, Children, Autism Spectrum Disorders
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Brittney M. Sureshkumar; Kimberley L. M. Zonneveld – Journal of Applied Behavior Analysis, 2024
Unintentional injuries are one of the leading causes of morbidity and mortality among children with intellectual and developmental disabilities (IDD). First aid training involves teaching critical first aid skills, some of which are designed to treat unintentional injuries. To date, no study has (a) evaluated the effects of a video-prompting…
Descriptors: Telecommunications, Computer Mediated Communication, Video Technology, Health Services
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Rodriguez, Nicole M.; Aragon, Michael A.; McKeown, Ciobha A.; Glodowski, Kathryn R. – Journal of Applied Behavior Analysis, 2022
Intraverbal tacts are an example of multiply controlled verbal behavior. More specifically, they are verbal responses under control of both a nonverbal (visual) stimulus (e.g., a green ball) and a verbal (auditory) stimulus (e.g., "What color?" vs. "What shape?"). Studies have shown that verbal behavior training can be arranged…
Descriptors: Autism, Pervasive Developmental Disorders, Verbal Communication, Children
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Kodak, Tiffany; Halbur, Mary; Bergmann, Samantha; Costello, Dayna R.; Benitez, Brittany; Olsen, Miranda; Gorgan, Ella; Cliett, Terra – Journal of Applied Behavior Analysis, 2020
Previous studies on skill acquisition have taught targets in stimulus sets composed of different numbers of stimuli. Although the rationale for selection of a stimulus set size is not clear, the number of target stimuli trained within a set is a treatment decision for which there is limited empirical support. The current investigation compared the…
Descriptors: Skill Development, Stimuli, Training, Children
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Quinn, Mallory; Blair, Kwang-Sun Cho; Novotny, Marissa; Deshmukh, Shreeya – Journal of Applied Behavior Analysis, 2022
Dance instructors have limited access to training and professional development in behavioral coaching. Manualized interventions have the potential benefits of being readily accessible and affordable to dance instructors wanting to implement evidence-based behavioral coaching procedures. This study examined the potential efficacy of a manualized…
Descriptors: Dance Education, Coaching (Performance), Evidence Based Practice, Intervention
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Petit-Frere, Paula; Miltenberger, Raymond G. – Journal of Applied Behavior Analysis, 2021
Accidental poisonings can occur for children with disabilities as a result of ingesting household products, such as medications and cleaning chemicals, if the products are not stored safely. Behavioral approaches such as behavioral skills training (BST) have been used in previous research to teach safety skills to children with disabilities.…
Descriptors: Behavior Modification, Behavioral Objectives, Poisoning, Children
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Cariveau, Tom; La Cruz Montilla, Astrid; Gonzalez, Elizabeth; Ball, Sydney – Journal of Applied Behavior Analysis, 2019
Error correction procedures are remedial strategies presented following an incorrect response that increases the probability that a correct response will occur in the future. Error correction is commonly used during skill acquisition programs for children with developmental disabilities; however, the specific strategy used may differ considerably.…
Descriptors: Error Correction, Developmental Disabilities, Children, Skill Development
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Clements, Andrea; Fisher, Wayne W.; Keevy, Madeleine – Journal of Applied Behavior Analysis, 2021
Children with autism spectrum disorder (ASD) have difficulty generalizing from directly trained responses to untrained responses (i.e., emergent responding). In this study, we used a chain prompt combined with matrix training to teach 2 participants with ASD to tact 192 three-digit numerals. We used a multiple-baseline design across matrices to…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Prompting
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Richling, Sarah M.; Williams, W. Larry; Carr, James E. – Journal of Applied Behavior Analysis, 2019
The acquisition of skills by individuals with developmental disabilities typically includes the attainment of a certain mastery criterion. We conducted a survey of practitioners who indicated the most commonly used mastery criterion as 80% accuracy across three consecutive sessions. Based on these results, we conducted a series of three…
Descriptors: Developmental Disabilities, Mastery Learning, Skill Development, Correlation
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Welsh, Fernanda; Najdowski, Adel C.; Strauss, Danielle; Gallegos, Lindabeth; Fullen, Jesse A. – Journal of Applied Behavior Analysis, 2019
We evaluated procedures for teaching three children diagnosed with autism spectrum disorder the perspective-taking component skill of tacting what others are sensing across all five senses: see, taste, feel, hear, and smell. Using a multiple baseline across participants design, we evaluated a training package consisting of multiple exemplar…
Descriptors: Perspective Taking, Children, Autism, Pervasive Developmental Disorders
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