Research has shown video modeling to be effective for training adult service providers to administer evidence-based practices to children with autism. This study examined the effects of video modeling training (VMT) on neurotypical adolescents' performance of peer mediated social interaction (PMSI), a 10-step procedure of simplified behavioral…

This study evaluated the measurable impact of the use of virtual interactive training agents (ViTA) as a way to practice interviewing and gain confidence in responding to questions asked during job interviews. Of the total participants (n = 153), the majority were male (72.55%) with an average age of 21.71 years old (SD = 3.14 years). Autism…

Imaging technologies such as positron emission tomography (PET) and magnetic resonance imaging (MRI) present unparalleled opportunities to investigate the neural basis of autism spectrum disorder (ASD). However, challenges such as deficits in social interaction, anxiety around new experiences, impaired language abilities, and hypersensitivity to…

Social participation is one of the most important predictors of the children's physical and mental health. Although it is evidenced that children with autism spectrum disorder (ASD) have restricted social participation, it is unclear which factors play a significant role. This research aimed to uncover perceived barriers of social participation by…

The present study examined the effects of a visual-based biofeedback training on improving balance challenges in autism spectrum disorder (ASD). Twenty-nine youth with ASD (7-17 years) completed an intensive 6-week biofeedback-based videogame balance training. Participants exhibited training-related balance improvements that significantly…

The specific neuropsychological and sensory profile found in persons with autism spectrum disorders complicate dental procedures and as a result of this, most are treated under general anesthesia or unnecessary sedation. The main goal of the present study was to evaluate the effectiveness of a short treatment and education of autistic and related…

Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one…

Social initiations make up a core deficit for children with autism spectrum disorder (ASD). In particular, initiated questions during social interactions are often minimal or absent in this population. In the context of a multiple baseline design, the efficacy of using the motivational procedures of Pivotal Response Treatment to increase social…

Discrete-trial training (DTT) relies critically on implementation by trained tutors. We report three experiments carried out in the development of "DTkid"--interactive computer simulation software that presents "SIMon", a realistic virtual child with whom novice tutors can learn and practise DTT techniques. Experiments 1 and 2 exposed groups of…

Twenty profoundly retarded children (mean chronological age 14 years) were trained to play with ordinary toys, half by behavior modification and half by a control procedure. Operant training led to some increases in total toy contact but was not significantly more effective than the control technique in promoting independent constructive play.…

This study examined the effectiveness of using "subject-performed tasks" to improve memory efficiency of eight autistic children. The procedure involved instructing children to carry out and later remember a series of actions. The procedure's effectiveness was attributed to autistic subjects' lack of verbal encoding strategies and…

A sensory extinction procedure (white noise programed through earphones) substantially reduced the stereotypic vocalization of two autistic children (9 years old) but had little practical effect on the clapping and object-dropping responses. (Author/CL)

The study compared the effectiveness and efficiency of constant time delay and system of least prompts in teaching two eight-year-old students with autism to name numerals. Results indicated that both procedures were effective but the constant time-delay procedure was more efficient with these two subjects. (Author/DB)

Signs were used successfully with a blind 10-year-old autistic girl. After eight months of training, she was able to acquire a functional sign vocabulary relying primarily on the tactile-kinesthetic and the auditory modalities. This newly acquired skill had a beneficial impact on the child's general functioning. (Author)

Four nonverbal autistic boys (ages 11-16) were successfully taught sign language action-object phrases following an intervention composed of prompting, fading, stimulus rotation, and differential reinforcement. The skill generalized to new situations. (Author/DB)