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In this study, a multiple baseline design across three young children with autism was used to assess the impact of individualized behavior support, implemented through family—school collaboration, on the children’s appropriate and problem behaviors and adult—child interactions. A positive behavior support process was used to promote family—school collaboration and to design the individualized intervention. Data indicated that the children’s target behaviors improved with the intervention during circle time at school and play time at home, and their behaviors generalized to nontargeted center time at school and play at the community playground. Teacher and mother positive interactions with the children increased while negative interactions decreased. Social validity indicated that the interventions provided through family—school collaboration were acceptable and effective.

This study examined the effects yielded from the implementation of assessment-based behavior support plans on the engagement and problem behavior of three young children with behavioral challenges in a community early childhood program. A concurrent multiple-baseline design across children with generalization probes was used with data collected during targeted and nontargeted routines, in phases with different staff members, and in new classroom settings. The results indicated that implementation of the individualized behavior support plan by teaching staff resulted in higher levels of engagement and a reduction in challenging behavior. Teachers generalized the use of intervention strategies to nontrained routines resulting in improvements in the children's target behaviors within those routines. Follow-up probes for two of the children indicated that changes in behavior were maintained in new classroom settings. These findings support the efficacy of the implementation of behavior support plans that are assessment based by early educators within a community-based preschool program.Keywords positive behavior support, individualized behavior support, community early childhood program, challenging behavior, engagement

This study evaluated an in situ pedestrian safety skills intervention for three individuals with autism , as implemented by their parents. Specifically, this study examined the utility of behavioral skills training (BST) in helping parents implement most-to-least prompting procedures in training their children to use pedestrian safety skills in community settings. A multiple baseline design across participants was used to assess parent implementation of in situ pedestrian safety skills training as well as the correct use of safety skills independently by the participating individuals with autism. Results indicated that parents implemented in situ, most-to-least prompting procedures with high levels of accuracy across street locations during intervention and fading of BST. All child participants significantly improved their pedestrian safety skills during intervention across all natural street settings. For all three participants, the acquired skills were maintained above baseline levels at 1-month follow-up.

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