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ABSTRACTKicking is an important fundamental motor skill that is seldom studied. Young children who can kick with competence have opportunities to increase their physical activity and engage in social interactions. We examined the effects of developmentally aligned kicking instruction taught to five children (7–8 years old) with autism spectrum disorder (ASD). A multiple baseline design across participants was used to examine the effects of developmentally aligned kicking instruction. The primary dependent measure was percentage of correct kicking trials and this was supplemented by two outcome measures, (a) the TGMD‐2 kicking subtest score and (b) the kicking developmental sequence, which were measured at pretest, the end of baseline, post‐intervention, and 3 weeks following intervention. All five participants improved their kicking performance, demonstrating that the intervention was an effective strategy for learning kicking skills for children with ASD.

ABSTRACTThere is limited behavior analytic research evaluating the impact of teaching in both the familial and culturally dominant languages in bilingual children with autism. The purpose of this study was to examine the effects of instructional sequences and language preference on the rate of acquisition of a receptive identification task targeting English and Spanish nouns with three Spanish‐English bilingual children with autism. An adapted alternating treatments design was employed to compare three instructional sequences: (1) English‐Spanish, (2) Spanish‐English, and (3) mixed. Results for one participant demonstrated the mixed language training sequence to be the most efficient training sequence, while the Spanish‐English sequence was most efficient for the other two participants. Language preference did not appear to impact learning. The results of this study are discussed in terms of the Naming Theory (Horne and Lowe 1996), and providing culturally responsive care to bilingual learners with autism.

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ABSTRACT Children on the autism spectrum who exhibit a restricted range of interests may engage less in appropriate toy play and display stereotypy, which may negatively affect their social engagement and task performance. Our study replicated and extended prior research by implementing response‐stimulus pairing to increase appropriate toy play and decrease inappropriate toy play and stereotypy in three Chinese children (aged 4–5 years) on the autism spectrum. We used a multiple probe design across participants. Results indicated that the intervention effectively increased appropriate toy play while decreasing inappropriate toy play and stereotypy. These improvements were also observed during free play. Two weeks after the completion of the intervention, all participants maintained the target behavior. Future research should consider collecting generalization data from home settings and conducting more rigorous functional behavior assessments.

ABSTRACT The purpose of the current study was to test the effects of two interventions, sensory integration (SI) therapy and physical exercise (PE), as treatments for automatically maintained stereotypy. The study was conducted with two sets of two preschool students with ASD using a counterbalanced, multiple treatment design to test for a functional relation between the interventions, the participants' individualized, prescribed SI diets or PE and the dependent variable, their episodes of stereotypy. The results do not support the use of SI as a treatment for stereotypy and showed positive results and the need for future research on PE and its effects on stereotypy.

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Abstract Two experiments measured the effects of adding a social label to one of the stimuli in an equivalence class and then examining the distribution of resources among two three-member equivalence classes (A1, B1, C1 and A2, B2, C2) comprising nonsense syllables. Across a number of conditions, a social label was assigned to C2 (YIM). The social labels described YIM as either a “GOOD,” “BAD,” or “neither a GOOD or BAD” person. Participants then were instructed to distribute tokens to each of the six stimuli; the sequence of exposure to the social labels varied across experiments. Results showed that the label that was assigned influenced the distribution of tokens. When the label for YIM was “GOOD,” Class 2 received the most tokens; with YIM receiving the most tokens in this class. When the label for YIM was “BAD,” Class 1 received more tokens than Class 2. The “NEITHER GOOD or BAD” label resulted in equal distributions of tokens between classes. Across experiments, the sequence in which the social labels were assigned had no significant effect on the transfer of function within Class 2. Results are discussed in the context of transfer of function in equivalence classes and its potential use in experimental social psychology.

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Abstract These procedures examined the impact of teacher–student ratios on staff and student behavior in a therapeutic day school. Ratios (teacher:student) of 5:4, 4:4, 3:4, and 2:4, involving the teacher, paraprofessionals, and four junior high students with autism were measured. Using momentary time sampling, environment, organization, student, and staff activity data were collected. Higher ratios correlated with increased student engagement and fewer behavioral interventions, while lower ratios led to decreased staff–student interactions and more behavioral interventions. • Authors discussed the impacts of teacher–student ratios in educational settings for children with autism. • State guidelines need revision to be sensitive to classroom composition. • Researchers have focused on academic outcomes and teacher perceptions. • Momentary time sampling is a practical approach for clinicians to use when objectively assessing variables in the classroom setting.