Effects of a Self-Management with Peer Training Intervention on Academic Engagement for High School Students with Autism Spectrum Disorder Abstract Self-management interventions have been shown to improve behavioral, social, and academic outcomes across age-groups and settings; yet, a dearth of research exists on the impact of self-management interventions on academic engagement of high school students with autism spectrum disorder (ASD). The present study uses an ABAB withdrawal design to examine the effects of a self-management with peer trainer (SM + PT) intervention on the academic engagement of two high school students with ASD. The peer trainer in this study also had ASD. Additionally, the study examines the extent to which the peer trainer with ASD implemented a peer training session with fidelity and the social validity of the SM + PT intervention. Based on the What Works Clearinghouse Procedures and Standards Handbook guidelines (Institute of Education Sciences 2017), this study found moderate evidence for a causal relationship of the SM + PT intervention and academic engagement for both students. Data suggest that the peer trainer implemented the peer training component with fidelity. Social validity results suggest that the intervention was feasible, acceptable, and effective. Limitations include the presence of naturally occurring variations in the teacher-assigned tasks, school-imposed time constraints, and data outliers in both students’ second baseline phases. Future research is needed to investigate the extent to which SM + PT interventions can be effectively implemented and generalized to more inclusive high school settings.

Teaching Leisure Activities with Social Initiations Through Video Prompting Abstract Children with autism typically have a limited repertoire of activities they engage in during their free time and are often observed to engage in inappropriate or non-functional play. Previous research has suggested that deficits in leisure skills are not only a factor of the diagnosis, but also influenced by structural constraints such as lack of resources, support, and opportunity. This study used a multiple probe across participants design to assess the effects of video prompting and error correction on the acquisition of a leisure activity and social initiation for three children with autism. Results indicate that video prompting may be effective in increasing appropriate engagement in a leisure activity. However, findings are mixed concerning the use of video prompting to teach a social initiation. This study expands on previous research by systematically selecting a leisure activity to teach and by including a social component.

Incorporating the Portable Operant Research and Teaching Laboratory into Undergraduate Introduction to Behavior Analysis Courses Abstract The use of operant chambers for research and teaching in behavior analysis is in decline due to the expense, maintenance, and ethical considerations of such complex mechanical apparati (Venneman and Knowles in Teach Psychol 32(1):66–68, 2005. https://doi.org/10.1207/s15328023top3201_13). Other technologies for testing and demonstrating behavioral principles have emerged in the pursuit of creating free operant paradigms that are accessible and effective for students and economical for institutions. One example is virtual programs that emulate the behavior of organisms such as CyberRat and Sniffy (Graham et al. in Behav Res Methods Instrum Comput 26(2):134–141, 1994. https://doi.org/10.3758/bf03204606; Ray in CyberRat (version 1.0), Brown & Benchmark, Madison, 1996; Behav Philos 39:203–301, 2011). Recently, a new instrument has been developed—the Portable Operant Research and Teaching Lab (PORTL; Rosales-Ruiz and Hunter in Operants 4:34–36, 2016). PORTL is a tabletop apparatus comprised of various objects and tools that enable students to experience and manage free operant situations. In addition to its instructional benefits, PORTL provides a setting for basic research to be completed quickly and ethically with human participants. The purpose of this paper is to outline how to incorporate PORTL into undergraduate behavior analysis courses. Several examples of how PORTL has been incorporated into such courses, including sample exercises, are provided as a model for other course instructors.

Interdependent Group Contingencies Reduce Disruption in Alternative High School Classrooms Abstract Group contingencies have been indicated to be effective in reducing disruptive behavior and increasing academic engagement in school settings. Previous research has demonstrated their efficacy with a wide range of student ages, but there have been few studies with older students who engage in severe disruptive behavior. In the current study, we implemented an interdependent group contingency in three high school classrooms of students aged 14–19 years with histories of delinquency, emotional and behavioral disorder diagnoses, or both. Results indicated that interdependent group contingencies can be effective in reducing the disruptive classroom behavior of these students. Implications for future research and special considerations for this population are discussed.

The Effects of the Concrete-Representational-Abstract Sequence for Students at Risk for Mathematics Failure Abstract Students who have difficulty with mathematics may have trouble understanding underlying concepts of numbers and operations. The concrete-representational-abstract (CRA) instructional sequence of instruction provides a way for teachers to help students gain meaning from numbers and the mathematical concepts those numbers represent. This study addresses evidence-based practices and applies CRA methods to instruction address concepts such as rounding, regrouping, and equivalent fractions. The purpose of this study was to investigate the effects of CRA instruction on the performance of elementary students across varied areas of need related to poor conceptual understanding and proficiency in completing tasks related to numbers and operations. The researchers implemented a multiple baseline across behaviors design for two students who were at risk for mathematics failure. A functional relation was found for CRA intervention and rounding, regrouping, and fraction concepts for the two students. Results and implications are discussed.

Using Brief Experimental Analysis to Identify the Right Math Intervention at the Right Time Abstract Brief experimental analysis (BEA) is a methodology of rapidly implementing interventions and observing the effect each has on student performance. Extensive research exists demonstrating the utility of BEA in identifying effective reading interventions for students, but comparatively little research exists regarding BEA and mathematics. The current study utilized BEA procedures to identify an intervention targeting skill- or performance-based deficits that would be effective for remediating 4 middle school students’ two-digit by two-digit multiplication skills. Each student had a clearly differentiated intervention identified by BEA as being most effective. Findings from the current study provide evidence for the utility of BEA in matching deficits with mathematics interventions and illustrate their sensitivity to changes in student performance.

Exploring Procedural Manipulations to Enhance Student Performance on SAFMEDS in Undergraduate Introduction to Behavior Analysis Courses Abstract Research into the fluency-building tactic named Say All Fast Minute Every Day Shuffled (SAFMEDS) has implications for instruction at all academic levels. Several researchers have studied the effects of SAFMEDS in undergraduate courses; however, not all of the salient variables, or the relationships among variables, have been fully analyzed. The numerous procedural variations may pose specific challenges for college instructors who wish to implement SAFMEDS in their course design or for students who are attempting to use SAFMEDS on their own. We collected behavioral data across four semesters of undergraduate introductory behavior analysis courses. The effects of two procedural manipulations were evaluated in relation to undergraduate students’ performance frequencies on weekly checkouts with two or four decks of see term/say definition SAFMEDS. The authors describe how SAFMEDS were implemented and modified over the course of four semesters of instruction. SAFMEDS’ procedures were modified each semester based on student outcomes in the prior semester in an effort to improve our student outcomes and to assist other course instructors who might wish to utilize SAFMEDS in their university courses. An overview of the decision-making process and student outcomes allows for the authors to make recommendations for course instructors who employ SAFMEDS in their courses and suggestions for future research to improve our understanding of how SAFMEDS affect student performance.

Effect of Task Sequence and Preference on On-Task Behavior Abstract This study compared effects of student choice of task sequence to two variations in teacher-manipulated task sequences on on-task behavior of elementary-aged students with disabilities. Researchers modified Call et al.’s (J Appl Behav Anal 42: 723–728, 2009) demand assessment to determine high-, moderate-, and low-probability tasks. Next, researchers applied the results from the demand assessment to inform teacher-manipulated variations in task sequences: a high- to low-probability task sequence and low- to high-probability task sequence. These sequences were then embedded in a visual activity schedule (VAS). Results of task sequence manipulation embedded in a VAS indicated slightly higher median percentages of on-task behavior for the high- to low-probability task sequence. Future directions for research based on these preliminary data are discussed.

A Systematic and Quality Review of Parent-Implemented Language and Communication Interventions Conducted via Telepractice Abstract The purpose of this study was to systematically review the literature researching telepractice and parent-implemented language and communication interventions. A total of 12 studies met inclusion criteria and comprise the final study sample. A majority of the included articles were single-case research studies, and two were randomized controlled trials. We analyzed participant characteristics, intervention types, outcomes, and research quality in all 12 studies. All telepractice-based parent-implemented interventions reported improvements in parent and/or child outcomes. We evaluated the rigor of the studies against single-case research and group design quality indicators as well as What Works Clearinghouse standards. Of the 10 single-case research studies, one met single-case research design standards and six met standards with reservations, and of the two group design studies, only one met all quality indicators and standards. Results are discussed and future directions are provided.

Effects of Response Cards on Fourth-Grade Students’ Participation and Disruptive Behavior During Language Arts Lessons in an Inclusive Elementary Classroom Abstract Many teachers state that disruptive behavior in their classroom is one of their main challenges, and it often results in a loss of instructional time. Teachers also have difficulty in providing opportunities for their students to be actively engaged in their own learning. This study used an ABAB reversal design to investigate the effects of preprinted response cards on students’ participation and disruptive behavior in a fourth-grade inclusive elementary classroom during language arts instruction. The findings of this study showed that the use of preprinted response cards resulted in increased participation for all five target students. Limitations of the study, areas for future research to investigate, and implications for practice are discussed.