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No abstract is available for this article.

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ABSTRACT Students with autism spectrum disorder (ASD) are often taught within inclusive classrooms, which provide opportunities to develop social communication and peer interaction skills. Pivotal response training (PRT) and peer‐mediated intervention (PMI) are evidence‐based practices that promote social skill development. We used a concurrent multiple probe across peers design to evaluate the effects of training three third‐grade peers to use PRT as a PMI to promote the social communication and play behaviors of a classmate with ASD during recess. Generalization measures were conducted in the classroom during free play. Results indicated a functional relationship between training peers on PRT and increased use of PRT and between peers' use of PRT and the target child's communication to peers, confirmed by Tau‐U and visual analysis. A functional relation between peers' use of PRT and the target child's play with peers was not demonstrated. Similar effects were observed in the generalization environment.

This review is a research autobiography of the author. It is organized around the inductive method of research modeled by B. F. Skinner and described in his 1956 article, A case history in scientific method. Starting with an experiment on punishment effects on behavioral interactions in a multiple schedule of reinforcement, following the results of successive experiments illustrates how the inductive method spawns new research areas and embellishes extant ones. As the research program expands, some areas fade into the background, disappear, reappear, and morph into other areas, but their influence on contemporary research remains. Along the way, incidents and people that affected the course of the research are discussed. The research areas reviewed and connected are response-reinforcer relations, the role of dependency and contiguity in establishing and maintaining operant responding, delay of reinforcement, behavioral history, operant response resurgence, and extinction. The final section considers some general issues related to the inductive method, notably the interplay between objective and subjective assessments of research. The role of aesthetics in behavioral research and its impact on both the consumer and producer of the research also is discussed.

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