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ABSTRACT Visual schedules (VS) are often recommended with individuals with autism to improve transitions in educational settings based on the assumption that enhanced predictability will improve transitions. However, previous literature reviews have not examined the evidence that the VS intervention component contributes to improved transitions. We searched peer‐reviewed journals in the APA PsychInfo database and included studies in which researchers implemented a VS and measured increases in appropriate behavior (e.g., on‐task) and/or decreases in problem behavior (e.g., aggression). Based on the current review, the included studies provided insufficient evidence that the VS component of the intervention contributed to improved transitions with individuals diagnosed with ASD. We found that VS are typically presented along with other treatment components with documented efficacy, and few component analyses have been conducted. Practice recommendations and areas for future research are discussed.

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ABSTRACTWith the widespread use of electronic recording applications in healthcare, and recently in applied behavior analysis (ABA) therapy sessions that teach autistic learners, researchers have begun examining how the recording instruments influence the behavior of the clinicians who use them. Although prior research has suggested that electronic recording consumes more of the behavior technician's time than pen‐and‐paper recording, it is unclear how this impacts the overall flow of ABA sessions. The present study examined (a) the rate of teaching trials that behavior technicians presented and (b) the percentage of learning trials that the behavior technicians inputted data for as a function of two electronic recording instruments and pen‐and‐paper recording. The findings suggested that the recording instrument did not impact either of these measures. However, the participants ranked electronic recording more favorably than pen‐and‐paper recording. Given the present results and prior research, electronic recording does not seem to pose practical or clinical disadvantages over pen‐and‐paper recording.

ABSTRACT Competing stimulus assessments (CSAs) are used to identify high‐competition stimuli that effectively reduce challenging behavior. Despite their efficacy, CSAs can be time consuming to complete. Recently, Imler and Weyman examined the efficacy of a latency‐based CSA (LBCSA) to improve assessment efficiency. Although results suggested that there may be some utility to the LBCSA, it was not compared to a traditional rate‐based CSA. The current study's purpose was to replicate and extend the work of Imler and Weyman by conducting an LBCSA followed by a rate‐based CSA to examine the correspondence among outcomes for two individuals with automatically maintained self‐injury. Results indicated that the CSA outcomes were similar. During the extended treatment evaluation, high‐competition stimuli reduced self‐injury. However, when stimuli were associated with mixed outcomes across CSAs, the results of the traditional CSA were more accurate. Avenues for future research on LBCSAs are discussed.

ABSTRACT The high‐probability instructional sequence has been shown to be effective to increase cooperation with low‐probability requests. However, for some individuals, it may be difficult to identify high‐probability instructions, and some high‐probability instructions may become less likely to evoke cooperation over time. Thus, under some circumstances medium probability instructions, or instructions which may be less likely to evoke cooperation than high‐probability instructions, may be a useful temporary alternative to increase cooperation. In the current study, we compared medium probability instructions to high probability instructions to increase cooperation among three children with autism spectrum disorder. The results showed that for two participants, the medium probability instructions improved cooperation as much as the high‐probability instructions. For a third participant, the medium probability instructions improved cooperation over baseline, but not to the level observed with the high‐probability instructions. Results are discussed in terms of the mechanisms responsible for the effects of instructional sequences.

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Abstract Individuals with autism spectrum disorder (ASD) often have limited opportunities to participate in leisure activities, and behavior analysts need guidance in identifying activities their clients prefer. To support both groups, we present a user-friendly assessment that considers client preference and activity engagement when determining suitable leisure activities for individuals with ASD. Three adults with ASD who required significant support participated across three phases. During the first phase, concurrent operant arrangements were used to develop a preference profile for three leisure activity components: social interaction versus no interaction, electronic versus nonelectronic activities, and stationary activities versus those requiring movement. All participants showed clear preferences. The second phase used the resulting preference profile to assess engagement and the occurrence of problem behavior with leisure activities that matched or did not match their profile. Participants were more engaged with matched activities. Although problem behavior was rare, it occurred at lower rates with activities matched to the preference profile. The final phase assessed preference for matched versus unmatched leisure activities, with all participants preferring matched activities. These findings add to the literature by demonstrating an objective method for designing and evaluating new leisure experiences under controlled but naturalistic conditions. • The current study provides a new data-driven approach to identifying leisure preferences for adults with ASD. • The current study evaluates components of leisure activities to tailor leisure options effectively. • Leisure activities aligned with preferences result in higher engagement and fewer problem behaviors. • The assessment is adaptable for various populations, including transition planning and aging clients. • The current study fills a gap by offering an efficient means of evaluating preference for leisure activities.

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