Children with autism spectrum disorder (ASD) often demonstrate deficits in spontaneous language during play and other social interactions. The purpose of this study was to evaluate the efficacy of an instructional procedure that could be used during play to increase tacts by three 4-year-old children with ASD. A multiple-probe across behaviors…

The current study sought to internationally expand the use of applied behavior analysis services by applying discrete trial training (DTT) to preschool students with autism, in the Kingdom of Saudi Arabia (KSA). At a university setting in the United States, the trainer provided the training to three teachers at the KSA Qodrah Center, a center for…

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…

Research supports small-group emergent literacy intervention to boost preschool children's early skills and provide a solid foundation for continued literacy learning. Although such interventions are increasingly available to preschool teachers, we have limited understanding as to how these are implemented under routine conditions in authentic…

This Special Issue contains some substantially expanded versions of conference papers that were originally presented at the Immersive Learning Research Network's (iLRN) 2018 conference, along with others outside of the conference. iLRN is an international organization of developers, educators, and research professionals collaborating to develop…

This article describes Prevent-Teach-Reinforce for Young Children (PTR-YC), a model based on extensive research that is designed for feasibility and effectiveness for treating challenging behaviors in classroom settings. This model is designed to meet the needs of children with and without disabilities who engage in challenging behavior that…

How can you help preschoolers with autism thrive in inclusive classrooms? Support their success with this comprehensive, school-based program for children ages 3 to 5 with autism spectrum disorder. Blending best practices from applied behavior analysis and early childhood special education, the DATA Model is a proven program rooted in…

We used a multiple baseline design across skills to evaluate the effects of a program to teach a classroom of children to respond to their name and a group call (i.e., precursors) as well as to peer mediate these precursors to promote compliance with a variety of multistep instructions. Teachers taught these skills via classwide behavior skills…

This mixed methods study examined behavior management strategies used by preschool teachers to address student noncompliance in the classroom. Specifically, the study aimed to (1) examine the methods that preschool teachers are currently using to respond to noncompliant behavior in their classrooms, (2) measure the frequency with which each…

Early intensive behavioral intervention is generally effective for children with autism spectrum disorder but is associated with variability in treatment outcome and quality of treatment delivery may contribute to this. This study examined the relationship between therapist personality, attitude toward individuals with a disability, and perceived…

Chronic disruptive behaviors during early childhood are associated with many poor developmental outcomes including, but not limited to, school dropout and conduct disorder during adolescence. Much is known regarding effective intervention procedures for disruptive classroom behaviors by preschool children. Unfortunately, evidence-based…

This 5-month study examined the impact of a behaviorally based naturalistic teaching strategy, milieu teaching, on the communication skills of preschool-aged children with Autism Spectrum Disorder (ASD) in an early childhood special education (ECSE) classroom. A multiple baseline across participants design was used. Communication targets were…

"Milieu teaching" is a practice that involves manipulating or arranging stimuli in a preschool child's natural environment to create a setting that encourages them to engage in a targeted behavior. For example, a teacher might place a desirable toy in a setting to encourage a student to request that toy (where requesting a toy is the…

The purpose of this study was to compare the effects of simultaneous prompting instruction with high and low treatment integrity on the learning of children with developmental disabilities. Low treatment integrity was defined as not delivering a controlling prompt during 30% of the teaching trials. Three preschool children with autism and…

Social interaction is a core deficit in individuals with autism spectrum disorder (ASD). Therefore, parents and teachers need effective interventions to support students with ASD. This synthesis provides a quantitative analysis of single-subject studies that examine interventions to support social interactions in children with ASD. Results suggest…