No abstract

A duration-based preference assessment identified items that matched and did not match the sensory consequences hypothesized to maintain stereotypy. When evaluated in treatment, these items effectively competed with the occurrence of stereotypy, regardless of their sensory properties. It is suggested that relative preference, as measured in duration-based assessment, can be as significant as type of stimulation produced in interventions that reduce automatically reinforced problem behavior.

The present study examined the extent to which mothers were able to train their children, 2 boys with autism, to exchange novel pictures to request items using the picture exchange communication system (PECS). Generalization probes assessing each child's ability to mand for untrained items were conducted throughout conditions. Using a multiple baseline design, results demonstrated that both children improvised by using alternative symbols when the corresponding symbol was unavailable across all symbol categories (colors, shapes, and functions) and that parents can teach their children to use novel pictorial response forms.

No abstract

This study examined the effects of self-mo nitoring on the on-task behavior of three fifth and sixth grade boys with autism and other disabilities. While completing math assignments independently, the students wore an electronic device called a MotivAider® that vibrated at pre-set time schedules prompting the students to self-record whether or not they were on task. A multiple baseline across students design demonstrated a functional relationship of the self-monitoring procedure on increasing on-task behavior. Additionally, all three students maintained high percentages of on-task behavior after the self-monitoring procedure was discontinued.