A primary goal of behavioral interventions is to reduce dangerous or inappropriate behavior and to generalize treatment effects across various settings. However, there is a lack of research evaluating generalization of treatment effects while individuals with functionally equivalent problem behavior interact with each other. For the current study,…

Individuals with autism spectrum disorder (ASD) frequently exhibit generalization errors, but many instructional programs fail to address this deficit. Generalization errors encompass when the learner should extend the use of a newly taught behavior to other contexts but does not (under-generalization), as well as when he or she should not use the…

Everyone, including children with developmental disabilities, encounters stimuli they find aversive every day (e.g., the sound of a classmate tapping their pencil). These aversive stimuli may not be problematic for typically developing individuals, because they learn to behave in ways that allow them to escape or avoid this aversive stimulation.…

This study aimed to examine the use of a predictive stimulus (Time Timer[TM]) and delayed reinforcement to increase appropriate waiting behavior in a child with developmental disabilities and problem behavior maintained by access to tangible items and activities. The study employed a changing criterion design across settings to gradually increase…

Picture Exchange Communication System (PECS) is a picture-based communication strategy used to teach communication skills to persons with developmental disabilities including autism. This article systematically reviews 13 published single-subject studies to examine the effectiveness of PECS, the effects of PECS on speech and problem behaviors,…

Students with autism spectrum disorders (ASD) have difficulties with verbal language. Many interventions to remediate such deficits require numerous materials and significant teacher time. This study sought to determine if a simple multi-component intervention that incorporated noncontingent reinforcement (NCR) and verbal modeling would result in…

Background: The Snoezelen[R] is a multisensory intervention approach that has been implemented with various populations. Due to an almost complete absence of rigorous research in this field, the confirmation of this approach as an effective therapeutic intervention is warranted. Method: To evaluate the therapeutic influence of the…

The generality and long-term maintenance of a pairing procedure designed to improve the efficacy of less intrusive procedures were evaluated for the treatment of problem behavior maintained by automatic reinforcement exhibited by 2 individuals with developmental disabilities. Results suggested that a less intrusive procedure could be established…

This monograph reviews and analyzes a set of treatment procedures exemplifying a positive or nonaversive approach to the amelioration of severe behavior problems in persons with developmental disabilities. Target behaviors include self-injury, aggression, and tantrums. Approximately 100 research articles drawn from 21 journals and a number of…

A study was undertaken to determine whether a group of 26 parents generalized the use of behavior management techniques to their daily interactions with their developmentally disabled, behavior disordered, or normal preschool children at home. Parents participated in a 10 week course on practical parenting and their parent/child interactions were…

This commentary on EC 608 301 points out that devotion to the natural science canon of experimental proof in the area of generality testing requires proof procedures that are difficult, expensive, or impossible, but adopting a different canon of proof will not produce the desired certainty about the accuracy of the answer. (JDD)

Twelve children (ages 40-62 months) with developmental disabilities were divided into 2 groups. One group received functional communication training as an intervention for their challenging behavior, and the second group received time-out. Both interventions were initially successful, but durable results were achieved only with functional…

This booklet was developed to help in the design and implementation of self-management systems for elementary-classroom students with developmental disabilities. Self-management components addressed in the booklet are self-monitoring, self-evaluation, and self-reinforcement. Chapters provide: (1) the definitions and rationale for teaching…