Many teachers struggle with implementing self-help eating goals for children with autism spectrum disorder (ASD). No group programs exist to target this important problem. We used findings from applied behavior analysis research and adapted single-subject interventions into a group-based eating program. In describing the program using two…

To test reports that the development of programs for producing durable extra-therapy responding lags behind the development of programs for producing initial behavior change, responding was recorded continuously in both the therapy and extra-therapy settings for three autistic males (7 to 11 years old). (Author)

The literature on the use of physical restraint with adults and children with mental retardation is reviewed, including person-to-person restraint, mechanical devices, and voluntary self-restraint. Conclusions regarding outcomes of contingent and noncontingent restraint, maintenance, reinforcing effects of restraint, and risk of injury are…

An intermittent reinforcement procedure using tangible reinforcers was successful in maintaining the occurrence of nutritious snack choices by three developmentally normal preschoolers (ages 4-5), behaviors which had initially been established using correspondence training procedures. (JW)

Following an initial school inservice workshop on functional assessment and differential reinforcement procedures with five children having severe behavior problems, on-site technical assistance was provided to local school personnel working in transdisciplinary teams. Functional analysis was effective in identifying individual maintaining…

The study evaluated a positive behavior therapy approach to managing disruptive screaming and crying in a classroom setting by a ten-year-old female with severe retardation, visual impairment, and physical disabilities. Auditory stimulation decreased disruptive behavior to zero levels, and gains were maintained at five-month followup. (Author/DB)

A 13-year-old deaf-blind boy who exhibited disruptive problem behaviors during mobility training sessions was successfully treated in a program that incorporated contingent reinforcement for reduced rates of responding. A 1-year follow-up assessment revealed continued behavioral improvement. (Author/JDD)

The maintenance of learned behavior is a problem frequently faced by teachers of persons with severe disabilities. The study examined the use of a self-management procedure to improve and maintain the work performance of 6 young adults (ages 18-20) with severe retardation in integrated job settings. Students were taught to self-monitor their work…