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Shayanne Stenroos and Sara Kupzyk, PhD, LP, BCBA-D University of Nebraska Omaha Have you ever read about a study and wondered if an intervention described in the study made a difference in the outcomes? In this article, we will use an example to describe important factors to consider when assessing internal validity when reviewing studies…
Breanna Roberts, MA, BCBA, Elizabeth Hardesty, MA, BCBA, and Thomas Zane, PhD, BCBA-D Department of Applied Behavioral Science, University of Kansas It is estimated that 25-30% of children with autism remain minimally verbal, typically producing only a limited number of words by the age of five (Anderson, et al., 2007; Billstedt et al., 2007; Rose…
Clara Rangel, BS University of Nebraska Omaha University of Nebraska Medical Center’s Munroe-Meyer Institute Sarah Frampton, PhD, BCBA-D, LBA University of Nebraska Omaha An individual can be prescribed the most effective, highly evidence-based medicine, but if the medicine is not taken as the doctor directed (i.e., right dose, right time, right frequency), it will not…
Ky Jackson, BS University of Nebraska Omaha University of Nebraska Medical Center’s Munroe-Meyer Institute Sarah Frampton, PhD, BCBA-D, LBA University of Nebraska Omaha Accurate measurement is essential to assessing the extent to which an intervention is effective, whether that intervention is biomedical, educational, or psychosocial. Unlike other conditions that rely on automated instruments such as…
Catalina Rey, PhD, BCBA-D and Paige O’Neill, MA, BCBA University of Nebraska Medical Center’s Munroe-Meyer Institute Imagine you have a child with autism who receives multiple services: speech therapy, ABA therapy, and dietary supplements. They have shown significant improvements in skills and other behavior, but you are unsure which service is responsible for their progress. One…
Compiled by Sierra Celiberti Editor’s Note: This annotated compilation will be the first in a series of articles discussing Individualized Education Plans (IEPs). Future articles will describe the various components of an IEP. We will also be featuring an interview with special education attorneys and advocates about how teams can work together to create effective…
Sarah E. Frampton, PhD, BCBA University of Nebraska Omaha Many events will occur in the busy lives of the participants in a research study. These events may never be known to the researchers and may have limited effect on the outcomes. For example, the child may get a new lunchbox or start using a different…
Sarah E. Frampton, PhD, BCBA University of Nebraska Omaha Amaya Rocheleau, BS, RBT University of Nebraska Omaha, University of Nebraska Medical Center Humans, especially children, are always changing. In early years, nearly everything about a child is changing from their height to their motor skills to their speech. This, of course, includes children diagnosed with…
Boynton, J. (2024). Questions to ask facilitators and yourself while observing FC/S2C/RPM sessions. Facilitatedcommunication.org https://www.facilitatedcommunication.org/blog/questions-to-ask-facilitators-and-yourself-while-observing-fc-s2c-rpm-sessions Reviewed by Smrithi Thyagarajan (Extern) and David Celiberti, PhD, BABA-D Association for Science in Autism Treatment The Association for Science in Autism Treatment (ASAT) firmly believes that consumers are well within their rights to question providers and to receive…
Sarah E. Frampton, PhD, BCBA University of Nebraska Omaha “Internal validity?” If you are less familiar with this scientific term, the title of this article may be a little off-putting. Prior to discussing what this all means, it may be helpful to provide our readers with an example of an all-too common scenario. A caregiver…
Schlosser, R. W., & Prabhu, A. (2024). Interrogating neurotypical bias in Facilitated Communication, Rapid Prompting Method, and Spelling 2 Communicate through a humanistic lens. Current Developmental Disorders Reports, 11(1), 41-51. https://doi.org/10.1007/s40474-024-00296-w Reviewed by Angela Fuhrmann-Knowles, MA, BCBA Endicott College Reports have indicated that approximately 25-35% of autistic individuals have minimal to no speech…