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ABSTRACT Single‐case designs can rule out confounding variables with a variety of procedures which can be tailored to various contexts; thus, giving a practitioner the confidence in decision‐making. Currently, some decision‐making tools exist to help users with research questions; however, these tools may be less suited for the practice setting. This study aimed to develop and describe a problem‐solving tool to assist clinicians in selecting SCDs in practice. After receiving survey results indicating the tool's potential utility, the tool was developed with input from subject matter experts and then evaluated in a preliminary study with six participants. All participants—either junior‐status behavior analysts or graduate students in a behavior analytic program—reported feeling more confident in their selections and noted that the tool and table helped them consider additional factors relevant to the practice context. The implications of this tool within a supervisory model are discussed.

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Abstract The current study examined the effect of an online relational skills training program, strengthening mental abilities with relational training (SMART), on scores on standardized classroom diagnostic assessments. Several previous studies suggested that this novel intervention has a reliable impact on intelligence scores and some domains of cognitive ability relevant in the educational setting. The current study employed a single-blind design and a matched control group in the delivery of the SMART intervention in 45-min sessions 1–3 times per week over approximately 10 weeks, with students completing the intervention within two weeks of each other. Standardized classroom diagnostic assessments were delivered pre- and post-intervention. The results showed that, controlling for baseline scores, the intervention group performed significantly better than the controls in the mathematics and reading domains post-intervention. Gains in both reading and mathematics were large and significant from pre- to post-intervention for the treatment group, but modest significant gains were also found for the control group.

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Abstract This study included a retrospective consecutive controlled case series analysis of 17 function-based elopement treatments developed for 14 children with autism in an inpatient setting. Results from functional analyses indicated elopement was most frequently maintained by access to tangible items, followed by automatic reinforcement. All treatments used a combination of multiple consequence-based or antecedent- and consequence-based strategies. Individual treatment components and strategies for testing treatment generality are reviewed to provide examples of how such treatments may be implemented to reduce elopement attempts. Effective treatments, defined as reducing elopement by at least 80%, were developed for 13 children. These findings may help guide clinicians as they plan for the safe assessment and treatment of this difficult and dangerous behavior.

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