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AbstractChildren with autism spectrum disorder engage in restricted and repetitive behavior. Some of these children engage in problem behavior when these rituals are interrupted. The purpose of the current study was to evaluate the use of the trial‐based functional analysis to assess problem behavior related to ritual interruption and to treat the problem behavior using functional communication training plus a multiple schedule. We found that the trial‐based functional analysis correctly identified the presence of a rituals function and the treatment was effective in four of four participants, and the treatment generalized to additional rituals for three of three participants.

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There are several effective training packages (e.g., behavioral skills training, video modeling, and self‐instruction packages) available to train staff. Despite their efficacy, these training procedures require substantial time or preplanning and resources to create materials. Teach‐back, an empirically validated method used in the healthcare setting to enhance communication between clinicians and patients, does not require any preplanning or materials. However, this method has yet to be investigated in the context of training and supervision. The purpose of this experiment was to evaluate the efficacy of teach‐back in training participants to implement preference assessments and a token economy. The teach‐back method improved procedural integrity to at least 88%, and the addition of vocal‐verbal feedback resulted in all participants achieving 100% integrity in all skills. We discuss the implications of these findings.

The current study investigated the effects of female and male audiences on gender‐biased verbal behavior and self‐editing using an online chat environment analog. The chat analog allowed access to self‐editing behaviors, which are frequently covert, thus providing additional information about verbal episodes. We examined whether the strength and the dimensions of verbal responses differentially varied across the female and male audience conditions using visual inspection and statistical analysis. Participants were 28 typically developing adults. Overt responses were recorded for interrupting, and both overt and covert responses were recorded for disagreeing, pressuring, and self‐editing. Visual inspection revealed differentiated overt and covert disagreeing, pressuring, and interrupting for some participants, while statistical analysis using Fisher's exact test did not reveal significant differences in the dependent variables between audience's perceived gender and participants' gender. Differentiated responding between female and male audiences suggests that perceived gender can exert stimulus control over a speaker's behavior. Although we didn't observe consistent gender‐biased responding for all the participants, our experimental evaluation functions as a proof‐of‐concept study that can encourage the use of this methodology to study complex social behavior.

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