The present investigation attempted to teach self-control to 3 adults who had been diagnosed with autism spectrum disorder. Using a self-control training procedure that coupled a gradual fading of delay to access a large delayed reinforcer with a concurrent work requirement, each participant was exposed to conditions in which baseline levels of choices for large delayed reinforcers and task engagement increased 10-fold. Furthermore, generalization effects were partially demonstrated in a novel context.

Purpose: Telepractice has become a popular service delivery option for young children with autism spectrum disorder (ASD), especially as a result of the COVID-19 pandemic. However, practitioners can face some unique challenges when delivering interventions to young children and their families via telepractice. Furthermore, the use of telepractice requires specific practitioner skills, technologies, and family participation to ensure that interventions are effectively delivered. Drawing on the existing literature and our collective experience implementing telepractice-based interventions with families, we provide five practical tips for supporting families of children with ASD while implementing effective interventions via various telepractice modalities. Telepractice tips include the following: (a) think beyond video conferencing formats, (b) establish a meaningful and culturally responsive relationship with the family, (c) select appropriate interventions to support the child's development, (d) adhere to ethical and professional standards when implementing telepractice, and (e) gain knowledge and skills through professional development to enhance telepractice delivery. Conclusion: Using each of these tips will help practitioners support families with children with ASD in effective implementing telepractice interventions.

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The Promoting the Emergence of Advanced Knowledge Relational Training System Generalization Module (PEAK-G; Dixon, 2014) was used within a community-based intensive behavioral intervention (IBI) program to enhance the generalized advanced language skills of children diagnosed with autism spectrum disorder. Four multiple-baseline, across-behaviors designs were used to assess the effectiveness of the PEAK-G "train and test" discrete trial training (DTT) method on directly trained and generalized language skills. After implementing PEAK-G, directly trained language skills increased for all participants, and generalization to test stimuli was observed for two participants, with some generalization observed for a third participant. These data suggest that PEAK-G may be a viable option for community-based practitioners to promote more advanced generalized language skills to children who have mastered early language skills. Keywords Generalization. Autism. Train and test. Verbal behavior & The typically enhanced discrimination skills of children with autism spectrum disorder (ASD) can lead to obvious strengths, but overselectivity to stimuli may hinder generalization of skills. & PEAK-G promotes directly trained and generalized advanced language skills based on Skinner's (1957) analysis of verbal behavior. & The PEAK-G train and test DTT method provides important information about generalization of skills across a variety of stimuli targets. & PEAK-G may be a viable option for community-based IBI and applied behavior analysis (ABA) practitioners. Approximately 1 out of every 68 children in the United States is diagnosed with autism spectrum disorder (ASD; Centers for Disease Control and Prevention [CDC], 2014), a developmental disability that affects social communication and social interaction and is characterized by restricted and repetitive patterns of behavior (American Psychiatric Association, 2013). These behavioral excesses and skill deficits can be improved through effective interventions based on the principles of applied behavior analysis (ABA) that have proven to be the most useful for developing skills of children diagnosed with ASD (

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