The current study examined the efficacy and efficiency of incorporating instructive feedback within matrix training to teach children with autism spectrum disorder (ASD) to label common characters and cities. Experimenters taught one set of responses using a non-overlapping matrix, a second set of responses using an overlapping matrix, and a third…

Educator attitudes towards inclusive education impact its success. Attitudes differ depending on the SEN cohort, and so the current systematic review is the first to focus solely on students with autism spectrum disorders (ASD). Seven databases searched yielded 13 relevant articles. The majority reported positive educator attitudes towards ASD…

The number of students with autism spectrum disorder (ASD) in PreK-12 schools has increased over time. However, paraeducators supporting students with ASD typically receive limited training and are unprepared for their roles. As part of a larger survey study, we conducted a content analysis of responses by paraeducators in one U.S. state across…

Functional communication training (FCT) provides an efficient means for reducing a variety of challenging behaviors while increasing social communication. After establishing a functional communication response (FCR), interventionists may need to design a program to thin the schedule of reinforcement to provide more durable effects and maintenance…

Discrete trial teaching (DTT) is a common teaching methodology used within intervention for autistics/individuals diagnosed with autism spectrum disorder (ASD). Practice recommendations related to using DTT for receptive language instruction includes the desired size of the array of stimuli to be presented. Some recommendations include ensuring…

Communication deficits are one of the main characteristics of autism spectrum disorder (ASD). Self-injurious behavior (SIB) in individuals with ASDs often occurs due to the individuals' lack of social-communicative abilities to express what they want (e.g., attention; access to tangible items; help). Many researchers have successfully used…

The present study evaluated the use of computerized equivalence-based instruction (EBI) to teach classes representing schedules of reinforcement to staff members. Four, 5-member classes representing fixed ratio, fixed interval, variable ratio, and variable interval schedules of reinforcement were taught. The participants were 16 staff members…

Naturalistic language interventions are commonly recommended to educators when teaching children to reliably share their wants, interests, and feelings with others. Recommendations include providing focused attention on a child and embedding multiple instructional opportunities within and across activities. Although such practices are commonly…

Our main purpose in this study was to investigate the levels of and the relationship between familiarity, confidence, training, and use of problem behavior interventions by special education teachers working with learners with autism spectrum disorder (ASD) in school settings. A total of 80 special education teachers in South Carolina and Virginia…

This study investigated school psychologist's professional self-efficacy in working with students with autism spectrum disorders (ASD), applied behavioral analysis (ABA), and other general domains. This study recruited 215 specialist and doctoral level school psychologists or school psychology interns. The Applied Behavior Analysis Efficacy Scale…

School and medical settings often use different identification criteria for autism spectrum disorder (ASD), a neurodevelopmental disability affecting social-communication, behavioral patterns, and sensory experiences. Further, individual states may use varied definitions for special education eligibility. On January 1, 2019, the State of Oregon…

Background: Autistic youth primarily receive services in public schools from educators who persistently report variable training and use of evidenced-based practices (EBPs). Educational achievement of individualized goals may be hindered by inconsistent implementation of EBPs. Objective: To better understand EBP training practices, this study…

This study was a qualitative examination of special education teachers' perceptions of social skills training for students with autism. The problem is that without social skills training, individuals with autism are not learning the social skills necessary for independence. Those impacted by social vulnerabilities are individuals with autism,…

This study evaluated acquisition, preference, and generalization of two forms of augmentative and alternative communication (AAC) during functional communication training (FCT) with two students with autism spectrum disorder (ASD). Acquisition of FCT responses, using a picture-based communication system and speech-generating device (SGD; Apple…

This study evaluates the effectiveness of a brief functional analysis and functional communication training conducted via telehealth. Three interventionist-child dyads took part in the study including one speech and language pathologist and two school teaching assistants, each working with one child with autism spectrum disorder. Interventionists…