The BCBA Task List (5th and 6th Edition) requires behavior analysts are familiar with multiple assessment methods, including tools to assess the function of problem behaviors and assess skill strengths and deficits. Although several studies exist on the assessment of functions using indirect functional assessments, descriptive functional…

Questions about human behavior and diversity have captured the attention of scientists from a wide range of philosophical stances for centuries. While behavior analysts would argue that natural science is an enlightening perspective when applied to the understanding of the human condition, at times arguments within certain campaigns would prefer…

This paper aims to inform other practitioners working with students with autism spectrum disorder about how to create and implement activity schedules for use in schools. This paper includes a review of research regarding the effectiveness of activity schedules on on-task behavior and the ability to transition. Creating these schedules has been…

Behavior analysis is the scientific study of behavior. Radical behaviorism is the worldview of behavior analysts and this perspective drives how we think about behavior, assess the influences on behavior, and develop strategies to change behavior. There is evidence that some behavior analysts are using interventions that are not conceptually…

One antecedent-based intervention -- choice-making opportunities -- is an easy and effective way to motivate students with autism to stay on task, complete academic tasks, and engage in appropriate behavior during academic instruction. The purpose of this article is to discuss three main methods for incorporating choice-making opportunities and…

Phelan-McDermid syndrome (PMS), also called 22q13.3 deletion syndrome, is a rare genetic disorder affecting at least 2,000 people worldwide (Phelan-McDermid Syndrome Foundation, 2019, How rare is Phelan-McDermid?). PMS has many distinguishing characteristics and many medical specialties have been recommended to treat the clinical features. While…

Physical and mechanical restraints and seclusion are currently used as emergency procedures in public schools across the United States. Students who exhibit dangerous, aggressive, or self-injurious behaviors are more likely to be restrained or secluded in school. Since many students with autism spectrum disorder exhibit one or more of these…

Students with disabilities benefit from positive behavioral interventions and supports (PBIS; Meyer et al., 2021). The use of school-wide and class-wide positive behavioral interventions and supports (PBIS) shows promise in helping educators to integrate evidence-based practices for the benefit of all students, including those diagnosed with…

As every Montessorian knows, Dr. Montessori's pedagogy evolved through her work with "phrenasthenic," or disabled and neurodivergent, children in Rome (Trabalzini, 2011). This historical knowledge may lead to the assumption that Montessori education epitomizes inclusive education--that Montessori is indeed education for all children,…

Children with autism spectrum disorder often display some form of challenging behavior and have complex communication needs. Functional communication training is an evidence-based practice that (a) decreases challenging behavior and (b) increases appropriate communicative behavior. Recent research has demonstrated how using augmentative and…

Naturalistic Developmental Behavioral Interventions (NDBIs) have a strong and growing evidence base. Yet, NDBIs are not implemented on a wide scale within early intervention programs for children on the autism spectrum. Potential reasons for the slow adoption of NDBIs likely stem from the differing theoretical orientations of behavioral and…

While the COVID-19 pandemic drastically affected families, it also accelerated the availability and use of video conferencing technology in their homes. Families will continue to experience challenges, even when children safely return to in-person instruction. The purpose of this article is to demonstrate how practitioners can use behavioral…

During their early years, children with autism may not meet the same communication and language milestones as their peers (Wodka et al., 2013). Many children with autism experience language delays and may rely on one-word or phrase speech, rather than using grammatically fluent speech (Anderson et al., 2007; Wodka et al., 2013) that is often…

Naturalistic developmental behavioral interventions (NDBIs) are considered one of the best practices for autistic children and their families. Most NDBIs include a component of providing training and/or coaching to caregivers to enhance skill acquisition and generalization. The procedures to implement these NDBIs are often clearly delineated in…

There is increased focus on narrowing the research-to-practice gap in education for students with autism. Positive Behavior Interventions and Supports (PBIS) is an evidence-based and widely implemented framework designed to improve outcomes for all students; however, relatively little attention has focused specifically on using the PBIS framework…