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Abstract Children with autism may have difficulties identifying and responding to lies, which can leave them vulnerable to manipulation and exploitation. Ranick et al. (2013) described efficacious procedures for teaching children with autism to identify deceptive statements. We replicated Ranick et al. with procedural modifications that included incorporating naturalistic differential reinforcement baselines, evaluating for faulty stimulus control, and including naturalistic probes in training. The treatment package consisted of multiple‐exemplar training while the investigator and the participant played board games. Three boys between the ages of 6 and 9 years, diagnosed with autism, were presented with five trained deceptive statements and five probe deceptive statements. All three participants learned to challenge deceptive statements and distinguish them from nondeceptive statements, and all three maintained the skill after 1 month and generalized to novel deceivers.

Abstract This study evaluated the effects of a single training on the self‐advocacy skills of five direct care staff working in a human service organization. A nonconcurrent multiple‐baseline design across participants was used to evaluate the effects of a video‐based behavioral skills training package. Participants received training on how to self‐advocate in the context of two types of supervisor responses: (1) A supervisor responds positively to an employee's issue but does not provide a solution and (2) a supervisor responds negatively to an employee's issue but provides a solution. Results showed that the training increased self‐advocacy accuracy to mastery levels during one target condition for all five participants and during both target conditions for three participants. In addition, all participants' self‐advocacy skills generalized to two untrained types of supervisor responses. Participants reported moderate to high levels of satisfaction with the training procedures.

ABSTRACT Manding for information is a critical skill implicated in social, academic, and vocational success. It may be challenging to teach individuals diagnosed with autism spectrum disorder (ASD) to mand for information as information may not function as a reinforcer. In this study, experimenters evaluated the effects of three distinct establishing operations (EO) interspersed with a control condition in which the EO for information was absent (i.e., there was an abolishing operation (AO) for information), and a progressive echoic prompt delay to teach three children with ASD to mand for information in the form of “Why?”. All three participants acquired the “why” mand for information (MFI) under all three EOs. Generalization of the “why” MFI across EOs within the study was observed for one participant.

Abstract To assess the degree of temporal control in the midsession reversal task, pigeons learned a simultaneous discrimination with two stimuli, S1 and S2. Choices of S1 were reinforced on the first 40 trials and choices of S2 on the last 40. Variable intertrial intervals (ITIs) separated the trials. The pigeons learned to reverse preference from S1 to S2 near trial 40. To see if pigeons had learned a temporal discrimination, we either doubled or halved the mean of the ITIs during test sessions. If choices were based on temporal cues, preference should reverse at the same time in the session but on half as many trials into the session when the mean ITI doubled and twice as many trials later when the mean ITI halved. Variable ITIs should reduce generalization decrement and thereby reveal temporal control more clearly. The reversal trial changed in the directions predicted by timing, but the magnitude of the change was smaller than predicted. Most individual choice patterns were consistent with temporal control, but a few were consistent with control by trial number or by the events of the previous trial. Variable ITIs seem to reduce the weight of temporal cues relative to the weight of nontemporal cues.

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Because research has shown that strong academic instruction also supports classroom behavior, this meta-analysis examined the empirical evidence supporting the use of instructional choice as a classroom management strategy. We aimed to describe the characteristics of the literature base, calculate the average effect of instructional choice on classroom behavior, and identify the variables that contributed to heterogeneity within findings. We searched for published and gray literature across seven databases. Studies eligible for inclusion (a) took place in grades K-12 educational settings, (b) used instructional choice as the primary intervention, (c) measured student behavioral outcomes, and (d) were conducted using a single-case research design. The analysis includes 34 studies, including 89 individual students and 170 cases. We found instructional choice significantly increased desired classroom behaviors (log response ratio [ LRR ] = .186, 95% confidence interval [CI] = [.042, .330]), but did not significantly decrease challenging behaviors ( LRR = −.468, 95% CI = [−1.1, .163]). Moderator analyses indicated instructional choice is associated with significantly larger increases in behavior for secondary students and when preference assessments are not given. Primary limitations included unexplained heterogeneity and evolving procedures for conducting single-case meta-analyses. Implications for research and practice are discussed.

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ABSTRACT We evaluated the utility of the high‐probability (high‐ p ) instructional sequence to increase bite acceptance and consumption of foods to which three children with autism spectrum disorder exhibited varying levels of interaction in a pre‐assessment. We first conducted food preference assessments to identify each participants' most preferred foods. Next, to identify high‐interaction, medium‐interaction, and low‐interaction foods, we conducted a food interaction assessment, which consisted of assessing participants' cooperation with instructions to touch, smell, and consume foods. We then incorporated the identified high‐preference foods into high‐ p instructions (i.e., “Take a bite of high‐p food ”) and evaluated their utility to increase cooperation with three low‐probability (low‐ p ) instructions (i.e., “Take a bite of low‐p food” ) for each participant. The low‐ p instructions varied according to the level of participant interaction with the food as identified in the food interaction assessment (i.e., foods presented in the low‐ p instruction were either high‐interaction, medium‐interaction, or low‐interaction foods). Results show that the high‐ p instructional sequence was effective to increase bite acceptance and consumption across all three levels of low‐probability instructions for one participant, but ineffective to increase acceptance and/or consumption for the other two participants. We discuss the utility of the high‐ p instructional sequence to increase food consumption.

Age-appropriate use of social skills throughout a student’s K-12 career has been linked to a variety of favorable academic and behavioral outcomes. Delays in social skill development are often present in the secondary setting, especially among at-risk students, and research has highlighted 9th grade as a key transition period to address social skills due to the demands of high school. This U.S. study employed a pre- and post-test control group design within one high school implementing Tier 1 School-Wide Positive Behavior Supports and Interventions to fidelity to examine if involvement in supplemental social skill lessons targeted for 9th grade students resulted in increased teacher and/or student perceptions of social competence related to the demands of the high school setting. Results from this study indicate the supplemental lessons were effective for all 9th grade students, and hold promise for students at risk of social, emotional, or behavioral challenges, and students with disabilities according to teacher report. Alternatively, self-report student data was not significant. Teachers found the lessons socially valid and feasible to implement. Implications and future research are discussed.

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