Pub Date : 2024-02-26DOI: 10.1177/10883576241230924
Emily C. Bouck, Holly Long, Carrielynn O’Reilly
Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three high school students with IDD learning to solve making change with coins problems. Researchers provided students with an intervention package consisting of a virtual money manipulative, modeling, and the system of least prompts (SLP). A functional relation was suggested between the dependent variable of independent accuracy and the intervention package. Students also increased their percentage of task analysis steps completed independently following receipt of the intervention package. All three students maintained their percentage of task analysis steps completed independently and their independent accuracy was higher than baseline. However, generalization to real-life experiences was not examined.
{"title":"Learning to Make Change Via Virtual Money Manipulative, System of Least Prompts, and Modeling Online","authors":"Emily C. Bouck, Holly Long, Carrielynn O’Reilly","doi":"10.1177/10883576241230924","DOIUrl":"https://doi.org/10.1177/10883576241230924","url":null,"abstract":"Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three high school students with IDD learning to solve making change with coins problems. Researchers provided students with an intervention package consisting of a virtual money manipulative, modeling, and the system of least prompts (SLP). A functional relation was suggested between the dependent variable of independent accuracy and the intervention package. Students also increased their percentage of task analysis steps completed independently following receipt of the intervention package. All three students maintained their percentage of task analysis steps completed independently and their independent accuracy was higher than baseline. However, generalization to real-life experiences was not examined.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"65 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139981191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-19DOI: 10.1177/10883576241232893
Meredith Saletta Fitzgibbons, Amy Buros Stein, Omar M. Khan
Text comprehension can be facilitated in many ways, including enabling the listener to see pictures illustrating the story, to read along silently, or to read along aloud. The purpose of this study was to determine whether any of these three supports facilitated text comprehension in adults with intellectual and/or developmental disability (IDD). Researchers read four stories aloud to 26 adults with IDD under four conditions: listening only and listening while receiving each of the abovementioned three supports. Following each story, the participants responded orally to “wh-” comprehension questions. Participants’ reading and visuospatial skills were quantified. Results indicated that only participants with strong reading skills benefited from reading along silently or aloud and that illustration support did not appear to be an effective strategy. We provide implications and discuss the importance of adapting instruction to students’ strengths and preferences.
{"title":"Facilitating Text Comprehension in Adults With Intellectual and/or Developmental Disability","authors":"Meredith Saletta Fitzgibbons, Amy Buros Stein, Omar M. Khan","doi":"10.1177/10883576241232893","DOIUrl":"https://doi.org/10.1177/10883576241232893","url":null,"abstract":"Text comprehension can be facilitated in many ways, including enabling the listener to see pictures illustrating the story, to read along silently, or to read along aloud. The purpose of this study was to determine whether any of these three supports facilitated text comprehension in adults with intellectual and/or developmental disability (IDD). Researchers read four stories aloud to 26 adults with IDD under four conditions: listening only and listening while receiving each of the abovementioned three supports. Following each story, the participants responded orally to “wh-” comprehension questions. Participants’ reading and visuospatial skills were quantified. Results indicated that only participants with strong reading skills benefited from reading along silently or aloud and that illustration support did not appear to be an effective strategy. We provide implications and discuss the importance of adapting instruction to students’ strengths and preferences.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"253 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139949918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-16DOI: 10.1177/10883576241230929
Lisa M. Tereshko, Mary Jane Weiss, Justin B. Leaf, Thomas Marsh, George McClure
Effective treatment of challenging behaviors in young children with autism spectrum disorder requires identifying consequences that maintain the behavior under specific environmental circumstances. Assessment strategies help to identify environmental factors setting the occasion for the behaviors to continue to occur. Many studies have used antecedent–behavior–consequence (ABC) data collection strategies, but few have examined its ability to effectively identify the function. Research supports the use of the trial-based functional analysis (TBFA) but few studies examine its effectiveness in the home setting. The current study attempted to answer which assessments might work best in the home setting. Treatment was implemented for each participant based on the results of their assessments. All assessments identified the function of behavior as verified by function-based treatments, but the ABC assessment identified additional functions for three of the participants while the TBFA was more precise. Implications and limitations are reviewed, along with future directions for behavioral assessment in the home.
{"title":"Comparison of Descriptive Assessment and Trial-Based Functional Analysis as the Basis of Treatment in Homes","authors":"Lisa M. Tereshko, Mary Jane Weiss, Justin B. Leaf, Thomas Marsh, George McClure","doi":"10.1177/10883576241230929","DOIUrl":"https://doi.org/10.1177/10883576241230929","url":null,"abstract":"Effective treatment of challenging behaviors in young children with autism spectrum disorder requires identifying consequences that maintain the behavior under specific environmental circumstances. Assessment strategies help to identify environmental factors setting the occasion for the behaviors to continue to occur. Many studies have used antecedent–behavior–consequence (ABC) data collection strategies, but few have examined its ability to effectively identify the function. Research supports the use of the trial-based functional analysis (TBFA) but few studies examine its effectiveness in the home setting. The current study attempted to answer which assessments might work best in the home setting. Treatment was implemented for each participant based on the results of their assessments. All assessments identified the function of behavior as verified by function-based treatments, but the ABC assessment identified additional functions for three of the participants while the TBFA was more precise. Implications and limitations are reviewed, along with future directions for behavioral assessment in the home.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"151 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139949917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-06DOI: 10.1177/10883576231221781
McKenna M. Halverson, Sara E. Lowmaster
Peer mentors play a crucial role in campus-based living and support programs that assist autistic students in their transition to college. However, limited research has examined the characteristics of potential peer mentors and incentives that may be necessary to staff such programs. The present study evaluated the relationship between the characteristics of college students and their intention to participate in an autism spectrum disorder-specific living and support program. Undergraduate students ( N = 210; 83% females, Mage = 18.9 years, SD = 1.2) completed questionnaires assessing personality characteristics, acceptance of individuals with disabilities, and intrinsic and extrinsic motives for potential participation. Results suggest that participants would be highly motivated to participate if course credit toward their major or monetary incentives were offered. In addition, a history of contact with autistic individuals and agreeableness emerged as the most robust predictors of students’ intention to participate. Findings from this study may improve inclusivity on college campuses.
{"title":"Campus-Based Autism Spectrum Disorder Support Programs: Predictors of College Students’ Intentions to Participate","authors":"McKenna M. Halverson, Sara E. Lowmaster","doi":"10.1177/10883576231221781","DOIUrl":"https://doi.org/10.1177/10883576231221781","url":null,"abstract":"Peer mentors play a crucial role in campus-based living and support programs that assist autistic students in their transition to college. However, limited research has examined the characteristics of potential peer mentors and incentives that may be necessary to staff such programs. The present study evaluated the relationship between the characteristics of college students and their intention to participate in an autism spectrum disorder-specific living and support program. Undergraduate students ( N = 210; 83% females, Mage = 18.9 years, SD = 1.2) completed questionnaires assessing personality characteristics, acceptance of individuals with disabilities, and intrinsic and extrinsic motives for potential participation. Results suggest that participants would be highly motivated to participate if course credit toward their major or monetary incentives were offered. In addition, a history of contact with autistic individuals and agreeableness emerged as the most robust predictors of students’ intention to participate. Findings from this study may improve inclusivity on college campuses.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"11 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139380792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-04DOI: 10.1177/10883576231221760
Anat Kali, Esther Y. Scheiner
This case study of an inclusive classroom examined neurotypical (NT) children’s perspectives on their relationships with their classmates with autism spectrum disorder (ASD). Data were collected through observations and interviews. Findings showed that social relationships between NT children and their classmates with ASD in integrated classrooms presented in two distinct forms, either as friendships or as instrumental partnerships. We also examined four naturally occurring mixed friendships between young children with and without disabilities. In these mixed dyads, several factors influenced the quality of the friendships, including the opportunity to engage in similar activities, the social status of the NT child, and the social skills of both children. Educational implications and suggestions for further research are included.
{"title":"Mixed Friendships in the Classroom: Perspectives of Neurotypical Children on Their Friends With ASD","authors":"Anat Kali, Esther Y. Scheiner","doi":"10.1177/10883576231221760","DOIUrl":"https://doi.org/10.1177/10883576231221760","url":null,"abstract":"This case study of an inclusive classroom examined neurotypical (NT) children’s perspectives on their relationships with their classmates with autism spectrum disorder (ASD). Data were collected through observations and interviews. Findings showed that social relationships between NT children and their classmates with ASD in integrated classrooms presented in two distinct forms, either as friendships or as instrumental partnerships. We also examined four naturally occurring mixed friendships between young children with and without disabilities. In these mixed dyads, several factors influenced the quality of the friendships, including the opportunity to engage in similar activities, the social status of the NT child, and the social skills of both children. Educational implications and suggestions for further research are included.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"6 4","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139384545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/10883576231223154
Sara K. Snyder, Jessica L. Herrod, Erinn E. Whiteside, Kevin M. Ayres
Functional communication training (FCT) provides an efficient means for reducing a variety of challenging behaviors while increasing social communication. After establishing a functional communication response (FCR), interventionists may need to design a program to thin the schedule of reinforcement to provide more durable effects and maintenance in the natural environment. Hanley et al. provided one means for thinning schedules that involved the systematic introduction of extinction (or denial trials) following a process of delaying reinforcement. This study evaluates a classroom application of this thinning process with three elementary age students who engaged in a variety of aggression, self-injury, disruption, and crying. The results indicate positive effects of the FCT program with systematic introduction of denial trials once the participants demonstrated proficiency with the FCR. In addition, data for two participants show prolonged effects post-intervention. Results are discussed in terms of extending Hanley et al. and how these procedures can be used within typical school-based settings.
{"title":"Functional Communication Training Including Discrimination and Tolerance to Denial for Elementary Age Students With Autism","authors":"Sara K. Snyder, Jessica L. Herrod, Erinn E. Whiteside, Kevin M. Ayres","doi":"10.1177/10883576231223154","DOIUrl":"https://doi.org/10.1177/10883576231223154","url":null,"abstract":"Functional communication training (FCT) provides an efficient means for reducing a variety of challenging behaviors while increasing social communication. After establishing a functional communication response (FCR), interventionists may need to design a program to thin the schedule of reinforcement to provide more durable effects and maintenance in the natural environment. Hanley et al. provided one means for thinning schedules that involved the systematic introduction of extinction (or denial trials) following a process of delaying reinforcement. This study evaluates a classroom application of this thinning process with three elementary age students who engaged in a variety of aggression, self-injury, disruption, and crying. The results indicate positive effects of the FCT program with systematic introduction of denial trials once the participants demonstrated proficiency with the FCR. In addition, data for two participants show prolonged effects post-intervention. Results are discussed in terms of extending Hanley et al. and how these procedures can be used within typical school-based settings.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"31 7","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139129010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.1177/10883576231221751
Daiana Maria Rusu, Dejan Stevanović, V. Enea
Parental stress among parents of children with autism spectrum disorder (ASD) is well-documented in the literature. This study investigated the relationship between the phenomenon of affiliate stigma and parental stress among parents of children diagnosed with ASD using the mediation model. This cross-sectional study involved 196 parents aged between 22 and 65 years, with a child diagnosed with ASD, their ages being between 2 and 22 years. The correlations between affiliate stigma, shame, and parental stress were confirmed. Therefore, affiliate stigma was positively associated with shame and parental stress. The results also indicated that the relationship between the phenomenon of affiliate stigma and parental stress is mediated by shame. A practical implication of our findings is that parents of children with ASD participating in stress-reducing interventions should be trained on how to cope with feelings of shame.
{"title":"Affiliate Stigma and Parental Stress Among Parents of Children With Autism Spectrum Disorder: The Mediating Role of Shame","authors":"Daiana Maria Rusu, Dejan Stevanović, V. Enea","doi":"10.1177/10883576231221751","DOIUrl":"https://doi.org/10.1177/10883576231221751","url":null,"abstract":"Parental stress among parents of children with autism spectrum disorder (ASD) is well-documented in the literature. This study investigated the relationship between the phenomenon of affiliate stigma and parental stress among parents of children diagnosed with ASD using the mediation model. This cross-sectional study involved 196 parents aged between 22 and 65 years, with a child diagnosed with ASD, their ages being between 2 and 22 years. The correlations between affiliate stigma, shame, and parental stress were confirmed. Therefore, affiliate stigma was positively associated with shame and parental stress. The results also indicated that the relationship between the phenomenon of affiliate stigma and parental stress is mediated by shame. A practical implication of our findings is that parents of children with ASD participating in stress-reducing interventions should be trained on how to cope with feelings of shame.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"64 5","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139131001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-30DOI: 10.1177/10883576231221747
Janine P. Stichter, Nargiza Buranova, Melissa Stormont
The General Social Outcome Measure (GSOM) is a performance-based measurement tool designed to assess the change in social skills performance during and after intervention for students with social skills deficits. In the current study, the psychometric properties of the GSOM, including the total score and social communication domains, were examined in adolescents with social skill deficits. Internal consistency alphas were conducted, which showed promising results. Correlational analyses were conducted using the GSOM and the Children’s Communication Checklist-2 (CCC-2), School Social Behavior Scales (SSBS), and the Autism Diagnostic Observation Schedule–Second Edition (ADOS-2). A small but significant correlation was documented between the GSOM and the ADOS-2, with higher GSOM total scores (higher social skills) associated with lower ADOS-2 scores. Additional analyses revealed that individuals with different levels of symptomology according to the ADOS-2 (low, moderate, or high) differed significantly in the GSOM total score. The implications of these findings are discussed with respect to the utility of the GSOM as a progress-monitoring tool for targeted populations with social skill impairments.
{"title":"An Exploration of a General Social Outcome Measure","authors":"Janine P. Stichter, Nargiza Buranova, Melissa Stormont","doi":"10.1177/10883576231221747","DOIUrl":"https://doi.org/10.1177/10883576231221747","url":null,"abstract":"The General Social Outcome Measure (GSOM) is a performance-based measurement tool designed to assess the change in social skills performance during and after intervention for students with social skills deficits. In the current study, the psychometric properties of the GSOM, including the total score and social communication domains, were examined in adolescents with social skill deficits. Internal consistency alphas were conducted, which showed promising results. Correlational analyses were conducted using the GSOM and the Children’s Communication Checklist-2 (CCC-2), School Social Behavior Scales (SSBS), and the Autism Diagnostic Observation Schedule–Second Edition (ADOS-2). A small but significant correlation was documented between the GSOM and the ADOS-2, with higher GSOM total scores (higher social skills) associated with lower ADOS-2 scores. Additional analyses revealed that individuals with different levels of symptomology according to the ADOS-2 (low, moderate, or high) differed significantly in the GSOM total score. The implications of these findings are discussed with respect to the utility of the GSOM as a progress-monitoring tool for targeted populations with social skill impairments.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":" 94","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139137858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-06DOI: 10.1177/10883576231202700
Ayelet Gur, Tali-Noy Hindi, Lilach Krisi-Kadosh
This study examines family distress and quality of life among families of children with disabilities during the first wave of the COVID-19 pandemic in Israel. It considers the role of family resources, a sense of community, and the services provided by the Israeli family-centered program (IFCP). One hundred eighty-two parents of children with disabilities participated in this study through an online survey. Structural equation modeling showed that extensive family resources, better operation of the IFCP, and a sense of community were associated with a better quality of life. Lack of family resources was associated with family distress. A regression-based path analysis indicated that this association was moderated by components of the IFCP. Family-centered services were associated with a family’s quality of life and experience of distress in times of national crisis. The results highlight the importance of the partnership between parents of children with disabilities and service providers.
{"title":"The Contribution of Family-Centered Services to Enhanced Quality of Life and Reduced Distress in Families of Children With Disabilities During the COVID-19 Pandemic","authors":"Ayelet Gur, Tali-Noy Hindi, Lilach Krisi-Kadosh","doi":"10.1177/10883576231202700","DOIUrl":"https://doi.org/10.1177/10883576231202700","url":null,"abstract":"This study examines family distress and quality of life among families of children with disabilities during the first wave of the COVID-19 pandemic in Israel. It considers the role of family resources, a sense of community, and the services provided by the Israeli family-centered program (IFCP). One hundred eighty-two parents of children with disabilities participated in this study through an online survey. Structural equation modeling showed that extensive family resources, better operation of the IFCP, and a sense of community were associated with a better quality of life. Lack of family resources was associated with family distress. A regression-based path analysis indicated that this association was moderated by components of the IFCP. Family-centered services were associated with a family’s quality of life and experience of distress in times of national crisis. The results highlight the importance of the partnership between parents of children with disabilities and service providers.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135351242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-06DOI: 10.1177/10883576231202697
Lauren Avellone, Taryn Traylor, Susan Palko, Paul Wehman, Valerie Brooke, Whitney Ham, Katherine Lewis, Carol Schall
Students with autism spectrum disorder (ASD) often display serious problem behavior that hinders educational and social progress. Educators in public schools are often untrained in the use of intensive evidence-based positive behavior technologies. This study describes the preliminary investigation of a coaching and consulting model for increasing staff’s ability within public schools to effectively reduce problem behavior in students with ASD. Public school practitioners who were enrolled in the Customized Behavior Application Training (CBAT) program during the 2020–2021 academic school year completed a survey regarding the social validity of the CBAT model and its impact on problem behavior in students with ASD. Initial findings indicate positive receptivity of CBAT as a useful training for helping school staff more confidently and independently address problem behavior in students with ASD in classroom settings.
{"title":"A Preliminary Investigation of a Model for Training Public School Practitioners in Positive Behavioral Technologies for Students With Autism Spectrum Disorder","authors":"Lauren Avellone, Taryn Traylor, Susan Palko, Paul Wehman, Valerie Brooke, Whitney Ham, Katherine Lewis, Carol Schall","doi":"10.1177/10883576231202697","DOIUrl":"https://doi.org/10.1177/10883576231202697","url":null,"abstract":"Students with autism spectrum disorder (ASD) often display serious problem behavior that hinders educational and social progress. Educators in public schools are often untrained in the use of intensive evidence-based positive behavior technologies. This study describes the preliminary investigation of a coaching and consulting model for increasing staff’s ability within public schools to effectively reduce problem behavior in students with ASD. Public school practitioners who were enrolled in the Customized Behavior Application Training (CBAT) program during the 2020–2021 academic school year completed a survey regarding the social validity of the CBAT model and its impact on problem behavior in students with ASD. Initial findings indicate positive receptivity of CBAT as a useful training for helping school staff more confidently and independently address problem behavior in students with ASD in classroom settings.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"168 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135351227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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