The current study evaluated the effectiveness of using a modified "TAGteach"™ procedure and correction to decrease toe-walking in a 4-year-old boy with autism. Two conditions were analyzed: correction alone and correction with an audible conditioned reinforcing stimulus. Correction alone produced minimal and inconsistent decreases in…

This study examined the relationship between aspects of maternal scaffolding and Chinese preschoolers' self-regulation. Thirty-three children aged 3-5 (12 boys and 21 girls) and their mothers from one kindergarten in Nanning, China, participated in 2 dyadic problem-solving tasks. The children's self-regulation was assessed using the tapping task…

Teachers' perceptions of self-efficacy are one of the few individual characteristics that predict teacher practice. There is limited research linking teachers' perceptions of self-efficacy and actual classroom practices. The study examined teacher' perceptions of self-efficacy and actual instructional and behavior management practices using the…

Self-monitoring (SM) is a behavioral intervention with a long history of successful implementation for students with autism spectrum disorder. Despite the development of sophisticated software applications, they are rarely incorporated into data collection procedures for SM interventions. The current study evaluated an SM application, goal…

This study investigated the effects of varying opportunities to respond when using a behavior management program with three elementary school students with developmental disabilities in a small group special education setting. These students exhibited both academic and behavioral difficulties. With the implementation of Class-Wide Function-Related…

Addressing racial disparities in school discipline is an urgent and widespread issue facing U.S. schools. One approach to improve racial equity in school discipline practice is to enhance the contextual fit of empirically validated school-wide practices. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a widely implemented…

The purpose of the present study was to assess whether intraverbal behavior, in the form of answers to questions, emerges as a result of listener training for five children diagnosed with autism. Listener responses were targeted and taught using prompting and differential reinforcement. Following successful acquisition of listener responses, the…

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.…

In the current study, the differential effects of reinforcement on a self-monitoring intervention were evaluated. Three students nominated by their teachers for having a marked difficultly maintaining on-task behaviors participated in the study. Using an alternating treatments single-case design to assess self-monitoring with and without…

Although using higher rates of positive to negative feedback is one best practice often recommended to teachers, particularly when it comes to students experiencing behavioral problems in classroom settings, research on the use of positive feedback in classroom teaching practice has revealed inconsistent results. Research has documented…

Stimulus over-selectivity refers to the phenomenon whereby behavior is controlled by a subset of elements in the environment at the expense of other equally salient aspects of the environment. The experiments explored whether this cue interference effect was reduced following a surprising downward shift in reinforcer value. Experiment 1 revealed…

Food selectivity is the most commonly reported feeding problem in children with Autism Spectrum Disorder (ASD.) Schreck et al. (2004) surveyed 472 caregivers of children between 5 and 12 years of age. They found that 72% of those children diagnosed with ASD had feeding difficulties, significantly higher than same-age peers without ASD.…

Elopement occurs when an individual runs away from or leaves a supervised area. Elopement is a dangerous behavior that requires diligence from school personnel in order to effectively reduce its occurrence. Using a step-by-step process to identify the reasons goal-directed elopement occurs and then implementing an intervention to effectively teach…

Five reinforcing activities were presented to and interrupted for two participants with autism. An errorless teaching procedure was then introduced with two similar activities prompting the participants to request information saying "How?" in order to resume the activity. The dependent variable included both the cumulative number of…

There is substantial empirical evidence that the Functional Behavioral Assessment (FBA) process is an effective means to reduce student problem behavior and increase desirable behaviors (e.g., What Works Clearinghouse, 2016). The use of an FBA as the basis for a behavior intervention plan (BIP) has been a requirement for certain disciplinary…