This article describes a process for the incidental teaching of conversation skills to students with autism spectrum disorder (ASD) in inclusive settings. The incidental teaching of conversation skills is an effective naturalistic intervention for assisting students with ASD to improve their social communication skills. Special educators and other…

Positive behavioral interventions and supports (PBIS) is a widely adopted framework to support the social, emotional, and behavioral growth of all students. This article addresses two key questions related to supporting students with disabilities through PBIS: (a) Why focus on universal classroom PBIS practices?--without support, students with…

The school-based consultation literature includes a variety of empirically supported procedures for increasing teachers' implementation of classroom management strategies. However, teachers may respond differently to empirically supported consultation procedures. This study used a multiple baseline design across three elementary teachers to test…

Identifying potentially effective practices for improving outcomes for individuals with autism spectrum disorder (ASD) is a complex process. In this article, we respond to recent reviews of evidence-based practices for individuals with ASD. We identify possible problems and make suggestions in relation to identifying well-specified practices,…

Manding for preferred items and activities is a critical skill for young children with autism spectrum disorder (ASD). However, little research has evaluated procedures to teach children with ASD to mand with their peers. This study evaluated the effects of a teaching package involving least-to-most prompting to increase peer-directed vocal…

Multitreatment designs were used to evaluate the relative effectiveness of multicomponent Stay, Play, Talk (SPT) interventions on peer social behaviors for two groups of children, each including one Participant With Autism Spectrum Disorder (PWA) and two socially competent peers. Children were trained to use buddy strategies during 5-min free-play…

There has been growing interest in the field of education regarding the use of technology in classrooms to improve student outcomes. Specifically, researchers have demonstrated positive outcomes for using mobile technology with students with autism spectrum disorder (ASD). Fewer studies have used mobile technology with students with emotional and…

Teaching classwide behavior expectations and using specific praise (SP) are considered light behavior-management strategies that teachers might find acceptable to implement because they require little time or materials (McNamara, 1984; Oswald, Safran, & Johanson, 2005). Their use also is beneficial to students with mild disabilities who might…

Response-prompting procedures are a form of systematic direct instruction based on the principles of ABA. Researchers have identified six specific and distinct response-prompting procedures for teaching both academic and functional skills: (1) graduated guidance; (2) most-to-least prompting; (3) system of least prompts; (4) progressive time delay;…

Active supervision is a practical strategy for increasing student engagement and decreasing student disruptive behavior. In this article, we describe a step-by-step process for using active supervision, with teaching tips to assist with successful implementation. Throughout the article we offer lessons from the field featuring the perspectives of…

The purpose of this systematic literature review was to summarize single-case intervention studies involving paraprofessional-implemented systematic instruction for students with disabilities. In the 19 reviewed studies, 60 paraprofessionals received training to implement systematic instruction with most learning naturalistic language strategies,…

Modeling (MD) can be used to increase a learner's ability to perform a target behavior. Modeling involves the learner observing someone correctly performing a target behavior. The demonstration of the behavior "before" the learner is expected to demonstrate the behavior serves as a primer for the behavior. In addition, modeling can be…

Noncompliance is a common behavior problem exhibited by typically developing children, as well as individuals with intellectual disabilities, and is correlated with a number of psychiatric diagnoses later in life. We begin this manuscript by describing the definition and prevalence of noncompliance. We then review the assessment procedures that…

The most researched and effective practice for instructing children with Autism Spectrum Disorder (ASD) is applied behavior analysis (ABA; Baer, Wolf, & Risley, 1968; Reichow, 2012; Smith & Eikeseth, 2011; Virués-Ortega, 2010). ABA is a scientific approach to systematic instruction, data collection, and data analysis based on observable…

The purpose of this article is to discuss the application of behavior analytic procedures for advancing and evaluating methods for teaching literacy skills in the classroom. Particularly, applied behavior analysis has contributed substantially to examining the relationship between teacher behavior and student literacy performance. Teacher…