We assessed the effectiveness of using the obsessions of children with autism to reduce their inappropriate behaviors. Baseline consisted of a traditional differential reinforcement of other behaviors (DRO) in which food reinforcers were provided contingent upon a period of nonoccurrence of the inappropriate behaviors. Then, three treatment conditions were assessed using a multielement design. One condition provided objects of obsession as reinforcers for periods of nonoccurrence of the inappropriate behaviors. A second condition also provided the obsessions as reinforcers, but in conjunction with mild reductive procedures (verbal "no", time-out). A final condition used the food reinforcers of baseline, but with mild reductive procedures. Results indicated that all three treatment conditions were more effective than the traditional food DRO of baseline. The most effective condition was the obsessions plus mild reductive procedures. Results are discussed in terms of recommendations for effective treatment planning.

We see key components in developing appropriate access and use of smart technology for the health of people with intellectual disabilities being: (a) systematic instructional methods for consistent and accurate use of the technology, (b) modifying the current technology for people with intellectual disabilities,

Stalking behavior among some students with Autism Spectrum Disorders (ASDs) is of concern both for the individual being stalked as well as the student with ASDs. This manuscript reviews effective interventions based upon functional assessment and appropriate positive behavior supports. Specific interventions for addressing staking behavior by students with ASDs are analyzed and evaluated with suggestions for best practice for instructional procedures. Interventions covered are social skills groups, video modeling, self-management, video feedback, rule governed behavior, scripts, visual supports, counseling, psychopharmacology and reducing the amount of isolating interests and activities while increasing more opportunities for integration. Recommendations for future research are discussed.

We assessed the effectiveness of using objects of obsession as token reinforcers to increase task performance for children with autism. The use of obsessions as tokens (e.g., letter "A", a picture of a train) was compared with the use of typical tokens (e.g., stars, happy faces). A multiple baseline design across children with a reversal within child was used. Data were collected on percentage correct of task responses and on the occurrence of inappropriate behaviors during work sessions. Results indicated that percentage correct on task performance was higher when objects of obsession were used as tokens as opposed to when typical tokens were used. Concomitant decreases in inappropriate behaviors during work sessions were also noted. Results are discussed in terms of primary versus secondary reinforcement and the effects of saliency and novelty of the reinforcing stimuli.