Video instruction as an intervention for teaching skills to children with Autism Spectrum Disorders (ASD) is gaining increased momentum in applied settings.Video instruction, comprised of video modeling, video self-modeling, and point-of-view video, has been utilized in various fields of study with various populations and target behaviors. Literature on video instruction will be reviewed to determine its effects on the acquisition and generalization of social and communication skills for students with ASD in order to determine whether empirical findings support video instruction as an evidence-based practice. Guidelines for effective implementation of video instruction strategies for students with ASD and recommendations for further research will be provided.

The authors analyzed the results of a social validation survey to determine if autism service providers including special education teachers, parents, and administrators demonstrate a preference for the intervention components of Applied Behavior Analysis or Training and Education of Autistic and other Communication Handicapped Children. They also investigated the comprehensiveness of these treatment models for use in public school programs. The findings indicate no clear preference for either model, but a significantly higher level of social validity for components inherent in both approaches. The authors discuss the need for research to define what is meant by comprehensive programming in autism.

It is generally accepted that behavioral interventions must follow systematic hypotheses regarding variables that maintain problem behavior. Hypotheses-based interventions are more likely to address behavioral functions and decrease or eliminate all problem behavior, often by teaching functionally equivalent appropriate responses as replacement behaviors. However, in some cases initial functional assessment/analyses may not lead to hypotheses that result in effective interventions. In such cases, it is important to continue functional analysis procedures to look more precisely at behavioral functions. This case study discusses how behavioral interventions were modified for a 27 year-old woman with severe disabilities, following systematic analyses of behavioral functions when initial interventions were ineffective.

This article descrwts various theoretical structurts thaI guide our understanding of behavior escalation. The conceptual and applied QJptcrs of the article makt it a timely tributt 10 the scholarship of the late Donald Baer. father of behavior analysis. Since the seminal article by Donald Baer and his colleagues on Some Current Dimen• siolU of Applied Behavior Analysis (1968), educators and affecting behavioral al location.The matching law states that all organisms choose to engage in specific responses out of a class of concurrently available alternatives at any given moment in time. depending upon the schedule of reinforcement associated with each of the topog-

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