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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…
By Diane Adreon, EdD Associate Director University of Miami-Nova Southeastern University Center for Autism & Related Disabilities Contact: dadreon@miami.edu We are older parents and often lay awake at night worrying about our daughter’s ability to function independently when we are no longer able to care for her ourselves. She is 17 years old and is…
Lisa Tereshko, PhD, BCBA-D, Endicott College Description: Everyday all individuals complete a variety of sequences of behaviors that were taught to them at some point in their lives. Some of these sequences include getting dressed, packing a lunch for school or work, and cooking dinner. Independently completing these sequences are essential for one to have…
Flippin, M., Reszka, S., & Watson, L. R. (2010). Effectiveness of the picture exchange communication system (PECS) on communication and speech for children with autism spectrum disorders: A meta-analysis. American Journal of Speech-Language Pathology, 19, 178-195. Reviewed by: Kathleen Moran Caldwell College Why research this topic? The Picture Exchange Communication System (PECS), based on…
Maximizing motivation is an essential component of effective teaching and behavior reduction; therefore, preference assessments can help identify those items and activities that will be most motivating for individuals with autism. In this issue of Clinical Corner, Niall Toner shares why preference assessments are so important and provides an excellent overview of the various types…
Written by Bob LaRue, PhD, BCBA-D Associate Director of Behavioral and Research Services Douglass Developmental Disabilities Center, Rutgers University & Amy Hansford, BA Autism is a complex disorder characterized by significant deficits in social reciprocity and communicative ability as well as the presence of repetitive behavior/restricted interests. Given the heterogeneous nature of autism, many interventions…
by Kate Fiske, PhD, BCBA-D Though many parents and professionals recognize the importance of implementing evidence-based practices for children with autism, they may struggle with identifying resources that offer practical strategies for implementing these practices. The National Professional Development Center (NPDC) on Autism Spectrum Disorders (ASD) has compiled a series of briefs on 24 evidence-based…
Answered by Tina Sidener, PhD, BCBA-D Assistant Professor of Psychology, Caldwell College The term “verbal behavior” can be a confusing one, perhaps because it is used to mean several different things, and the field lacks consensus on some of the applications of this term. Let’s start with one use of this term…Verbal Behavior, the book.…
My child seems to put everything into his mouth-paper, stones, leaves, plastic, toys… What can I do about this? Answered by James Mulick, PhD Ohio State University Pica refers to the apparent appetite for non-food items with no nutritional value. It presents a problem when the items are poisonous, pose the risk of infection, are…
I am a parent of a 7-year-old with autism who has responded well to her early intervention program based on ABA. I would like her educational program to address social skills more extensively. My child’s school-based team has informed me that they are seeking to improve the quantity and quality of her interactions with classmates,…
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…