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Abstract Youth with autism often require additional instruction in common vocational social skills to improve their employment outcomes. This study examined the effects of an assessment-based intervention involving video modeling plus feedback to teach common workplace social skills in a simulated work environment. Three transition-aged youth with autism participated in the study. We found the intervention to be highly effective at teaching the initial acquisition of skills; however, we observed mixed results regarding generalization of skills to new supervisors and to a community work setting.

AbstractThe purpose of this study was to extend the limited research on group stimulus preference assessment (SPA) procedures. The study occurred in two sections of a middle school special education classroom and included 20 students with multi-categorical disabilities. A paired stimulus group SPA was used to identify a preference hierarchy for each class, and results were validated using single case designs in which baseline conditions were compared to group contingency conditions with alternating sessions of the highest-preferred (high-p) and lowest-preferred (low-p) consequences. Both group contingency conditions increased the percentage of students prepared for class relative to baseline; however, consistently higher levels of students were prepared for class during high-p sessions. Student responses on a daily quiz were similar in both conditions, but social validity surveys indicated students felt the most motivation and enjoyment during high-p sessions.

AbstractAn exclusion training procedure involves presenting a sample stimulus with an unrelated comparison stimulus that is presented alongside other comparison stimuli that previously have acquired a negative relation to the sample stimulus. Due to the already established negative comparisons, the participant selects the unrelated stimulus, establishing a relation between the two stimuli. Of the large body of research on exclusion, there has been no research conducted that has combined respondent conditioning with an exclusion training procedure. This study used a respondent-type matching-to-sample (ReTMTS) exclusion training procedure with probe trials to train 3, three-member equivalence classes. A–B relations were trained using the ReTMTS procedure, and A–C relations were trained via exclusion using the ReTMTS procedure. Of the 10 participants who reached the test phase, only 2 failed to reach the criterion required to demonstrate equivalence responding. These findings are discussed in the context of previous research on exclusion training.

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