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Study objective: To examine the establishment of contingency adduction in a visual method for learning braille and the efficacy of that procedure. Des …

AbstractClinicians report primarily using functional behavioral assessment (FBA) methods that do not include functional analyses. However, studies examining the correspondence between functional analyses and other types of FBAs have produced inconsistent results. In addition, although functional analyses are considered the gold standard, their contribution toward successful treatment compared with other FBA methods remains unclear. This comparative effectiveness study, conducted with 57 young children with autism spectrum disorder, evaluated the results of FBAs that did (n = 26) and did not (n = 31) include a functional analysis. Results of FBAs with and without functional analyses showed modest correspondence. All participants who completed functional communication training achieved successful outcomes regardless of the type of FBA conducted.

AbstractPrevious behavior‐analytic research to improve dance performance has separately demonstrated the efficacy of TAGteach and self‐evaluative video feedback. However, no research has directly compared these two interventions. In this study, we used an adapted alternating‐treatment design to examine the effects of TAGteach versus self‐evaluative video feedback to improve the accuracy of dance movements among four beginner‐level dance students. All participants performed better on movements that were taught using TAGteach compared with those that were taught using video self‐evaluation. However, conclusions about the superiority of TAGteach should be tempered until further research on this topic is conducted.

AbstractA well‐established imitative repertoire can facilitate the acquisition of functional communication, social behaviors, and observational learning. Although early intensive behavioral intervention programs for young children with autism incorporate imitation training, learners with autism may exhibit difficulties in acquiring an imitative repertoire. Few studies have evaluated the types of models responsible for acquisition when teaching imitation to children with autism. A preliminary evaluation with fixed and repetitive model targets suggested that children with autism may acquire imitation more rapidly when taught with repetitive models (Deshais & Vollmer, 2020). The purpose of the current study was to compare the rates of acquisition when teaching with repetitive and fixed models for six children with autism. The findings suggested that (a) fixed models resulted in the most efficient acquisition for 10 of 16 comparisons, (b) fixed and repetitive models had similar efficacy for four comparisons, (c) and the repetitive condition was most efficient for two comparisons.