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Abstract For speakers belonging to multiple verbal communities, functional analyses of verbal behavior allow for dynamic control over response topography. The simple practice of allowing the speaker the freedom to select the language of instruction minimizes cultural bias and hegemony. We extended the research on functional analyses of verbal behavior to include a speaker of multiple languages in a quasi-experimental case study. We employed verbal operant experimental (VOX) analyses as a repeated measure of language acquisition with a linguistically diverse, 7-year-old Indian boy with autism. The VOX analyses were conducted as part of the child’s early intensive behavioral intervention, and we observed the impact of an immersive foreign language experience on his verbal repertoire with follow-up VOX analyses conducted in three topographically distinct languages: English, Telugu, and Tamil. The results show a dynamic hierarchy of strength between the three languages, with overarching patterns across the three assessments. The implications for using VOX analyses to assess the functional language skills of multilingual speakers with autism are discussed, and areas of future research are highlighted.

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AbstractDuring the COVID‐19 pandemic, applied behavior analysis services for many autistic individuals were transitioned to telehealth. The current study assessed caregiver‐reported quality of life (QoL) and social validity for families of autistic children receiving only telehealth services (n = 96) or a combination of telehealth and in‐person services (n = 173). Barriers to the telehealth experience were analyzed via an ANOVA, and the impact of funding source was analyzed using an independent samples t‐test. Caregivers reported benefit across QoL and social validity items, with scores ranging from 3.31 to 4.44 (1 = least benefit, 5 = most benefit). While many caregivers reported no barriers regarding technology (44.61%), childcare (69.52%), and employment (64.68%), the presence of those barriers significantly impacted QoL and social validity scores. Funding source was not found to have a significant impact. Overall, caregivers found value in their child's telehealth services. Clinicians have an obligation to mitigate barriers to ensure the success of the intervention.

AbstractTransitions from one daily activity to the next can occasion problem behavior (e.g., aggression). Inspired by clinical descriptions of children with autism, we compared the effects of fixed‐sequence and variable‐sequence transitions on problem behavior using a multiple baseline across participant design. In the fixed‐sequence condition, participants were exposed to the same sequence of activities. In the variable‐sequence condition, the sequence of activities was varied semi‐randomly. Results showed that transition‐related problem behavior was more likely to occur in the variable‐sequence condition. Advance notice of the upcoming transition, in the form of auditory and visual cues, was effective at reducing transition‐related problem behavior in the variable‐sequence condition for two participants. Results are discussed in light of the effect of uncertainty of outcomes, and suggestions for future cross‐disciplinary research are provided.

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AbstractIndividuals diagnosed with autism spectrum disorder (ASD) often engage in stereotypic behavior that is challenging to treat due to difficulties isolating the maintaining reinforcer. The purpose of this study was to identify and treat motor stereotypy in an infant at risk of ASD. Although several studies have investigated the prevalence and topographies of stereotypy in young children, none have identified the age at which it emerges and treated it before 1 year of age. Redirection of stereotypy to toy play and reinforcement for toy engagement was implemented in a multiple baseline design across topographies of stereotypy. Results indicate decreases in all topographies of stereotypy to near‐zero levels across the course of the study. These findings are discussed as they relate to the implications of identifying stereotypy in infancy and intervening as soon as it is identified.

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