Strategies such as reinforcement and stimulus fading have been shown to be effective in the acquisition of skills, particularly for individuals with developmental disabilities. Teleconsultation is a promising service delivery modality to support teachers and staff in the implementation of effective strategies to address the needs of underserved…

The Good Behavior Game (GBG) is an effective intervention to reduce disruptive behavior. The GBG typically involves immediate stimulus presentation (e.g., delivery of a token) following disruptions; however, experimenters have also removed tokens contingent upon disruptions. In the present study, we compared the effects of the GBG-stimulus…

The school-based consultation literature includes a variety of empirically supported procedures for increasing teachers' implementation of classroom management strategies. However, teachers may respond differently to empirically supported consultation procedures. This study used a multiple baseline design across three elementary teachers to test…

The experimenter conducted three experiments to compare incidental language acquisition of familiar and non-familiar stimuli, and asses the effects of specific pairing experiences on the emergence of bidirectional naming (BiN) for familiar and non-familiar stimuli. In Experiment I the experimenter assessed the numbers of accurate untaught listener…

The ability of educators to identify consequences that act as reinforcers may predict the success of behavior change strategies predicated on the use of reinforcement. Supported for individuals with severe disabilities, research concerning the effectiveness of choice-stimulus assessment for students with emotional disturbance (ED) remains limited.…

Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods to increase teachers' use of behavior-specific…

We evaluated functional communication training (FCT) combined with a chained schedule of reinforcement procedure for the treatment of challenging behavior exhibited by two individuals diagnosed with Asperger syndrome and autism. Following functional analyses that suggested that challenging behavior served multiple functions for both participants,…

The effect of a fixed-time (FT) schedule involving the delivery of preferred stimuli prior to the issuance of a low-probability instruction was evaluated with 2 young children with autism. The FT schedule was introduced according to a reversal design with 3 target instructions, 1 for the first child and 2 for the second child. Compliance increased…

The current exploratory study examined the ability of three stimulus preference assessments to identify effective reinforcers for general education students. Four students from Grades K through 5 and their teachers participated. A student nomination, teacher nomination, and ongoing (daily) stimulus preference assessment were evaluated. The results…

The current study examined the accuracy of the multiple-stimulus without replacement (MSWO) preference assessment for identifying preferred common classroom activities as reinforcers with children with behavioral disorders. The accuracy of predictions from the MSWO regarding high, medium, and low stimulus preference was tested by providing…

This study compared the effectiveness of a multiple-stimulus-without-replacement (MSWO) preference assessment and teacher preference ranking in identifying reinforcers for use in a general education setting with typically developing elementary-school children. The mean number of digits correctly answered was greater in the MSWO-selected reward and…

We conducted an experimental analysis of children's relative problem-completion rates across two workstations under conditions of equal (Experiment 1) and unequal (Experiment 2) problem difficulty. Results were described using the generalized matching equation and were evaluated for degree of schedule versus stimulus control. Experiment 1 involved…

Few studies have made use of B. F. Skinner's (1957) behavioral analysis of language and precise taxonomy of verbal behavior when describing the controlling variables for the mand relation. Consequently, the motivating operation (MO) has not typically been identified as an independent variable and the nature of a spontaneous mand has been…