A Systematic Review of the Impact of Precision Teaching and Fluency Building on Teaching Children Diagnosed with Autism

Martinho, M. T., Booth, N., Attard, N., & Dillenburger, K. (2022). A systematic review of the impact of precision teaching and fluency-building on teaching children diagnosed with autism. International Journal of Educational Research, 116. https://doi.org/10.1016/j.ijer.2022.102076 Reviewed by Kate McKenna, MEd, MSEd, MS, BCBA Association for Science in Autism Treatment  Why research this topic? Many autistic…

A precision teaching framework for improving mathematical skills of students with intellectual and developmental disabilities

  Vostanis, A., Padden, C., Chiesa, M., Rizos, K., & Langdon, P. E. (2021). A precision teaching framework for improving mathematical skills of students with intellectual and developmental disabilities. Journal of Behavioral Education, 30(4), 513-533. https://doi.org/10.1007/s10864-020-09394-2   Reviewed by: Victoria Flanagan, BA, and Robert H. LaRue, PhD Graduate School of Applied and Professional Psychology, Rutgers…

What goes into teaching children to answer WH questions?

I’ve been teaching children with ASD for many years. Often my attempts to teach WH questions are unsuccessful. While children learn some rote responses, once I attempt to generalize to new situations, children seem to confuse questions. For example, if I ask a child, “Where did you eat?” the child might say, “Pizza.” Do you have any idea why…

Some Cautions on the Exclusive Use of Standardized Assessments in Recovery-Oriented Treatment

By Eric Larsson, PhD, LP, BCBA-D  Association for Science in Autism Treatment A common practice in clinical research is to obtain norm-referenced, standardized assessments for pre- and post-testing. This practice should be employed only very cautiously for a variety of reasons. These reasons include basic experimental design concerns and the theoretical assumptions underlying the construction…

What about maintenance programs?

I am a relatively new provider, working towards my Registered Behavior Technician (RBT)™. I am a bit confused about the different portions of programming. We have something called a “maintenance section,” but I am not really sure what that means? Bobby Newman, PhD, BCBA-D, LBA Proud Moments ABA When I was first learning about implementing Applied…

Self-Management Interventions

Kimberly B. Marshall, Ph. D., BCBA-D, University of Oregon Jessica L. Rohrer, Ph. D., BCBA-D, Endicott College, The Center for Children with Special Needs Description: Self-management interventions are classified under the umbrella of applied behavior analysis as they focus on improvements in socially significant behaviors. Self-management interventions teach individuals to engage in actions that change…

Direct Instruction

Alice Shillingsburg, PhD., BCBA-D; University of Nebraska Medical Center, Munroe-Meyer Institute & Sarah Frampton, PhD., BCBA-D; University of Nebraska-Omaha Description: Direct Instruction (DI) is an approach to teaching that consists of a carefully designed sequence of instructional material and an explicit approach to delivering instruction to students. Although the techniques are continually being improved upon,…

Teaching Children with Autism to Read for Meaning: Challenges and Possibilities

  Randi, J., Newman, T., & Grigorenko, E. L. (2010). Teaching children with autism to read for meaning: Challenges and possibilities. Journal of Autism and Developmental Disorders. 40(7), 890-902. Reviewed by: Anton Shcherbakov Rutgers University Why study this topic? Teaching individuals to read for meaning is challenging – even for typically developing children. For children with…