Background: Children with a developmental disability often engage in challenging behaviour, which may require that parents implement behavioural assessments and interventions. The purpose of our pilot study was to examine the effects of an interactive web training (IWT) to teach behavioural function identification and intervention selection to…

A literature review was conducted to describe important concepts involved in functional analysis of verbal behavior as well as to evaluate empirical research findings on acquisition of picture exchange-based vs. signed mands to suggest instructional implications for teachers and therapists to teach functional communication skills to children with…

The purpose of the study was to evaluate the use of the iPod Touch™ as a Speech Generated Device (SGD) for Functional Communication Training (FCT). The evaluation of the effects on problem behavior, the effects on generalization and maintenance of the acquired communication repertoire, and the social initiations of peers between the new SGD (iPod…

Computer-assisted instruction (CAI) is used to teach a variety of skills to children with developmental disabilities. However, it remains unclear whether CAI or direct instruction from a therapist produces better learning outcomes. In addition, no studies have evaluated the ease of training therapists to implement CAI versus direct instruction. In…

A functional analysis with a 13-year-old girl who had autism documented that her problem behavior was maintained by escape from instruction. Additional assessment revealed that certain types of requests and specific practitioners were associated with the highest frequency of problem behavior. In a subsequent intervention evaluation, response…