| Support Real Science in Autism Treatment! |
I am a first-year teacher in a self-contained classroom. I appreciate how data can guide my decision-making and help me better assess progress. Nonetheless, I feel a bit overwhelmed and would welcome some general guidance on what type of data to collect and when. Answered by Shira Karpel, MEd, BCBA and Shayna Gaunt, MA, BCBA…
I am a newly minted BCBA consulting for a team in a public-school setting for an 8-year-old boy with ASD. He has a history of escape-motivated behavior (e.g., refusal to do his homework) which appears to have progressed to engaging in avoidant behaviors as soon as he is approached by several of his providers. I am familiar…
Garvey, C. C., Ferguson, J. L., Milne, C., Cihon, J. H., Leaf, J. B., Leaf, R., McEachin, J., & Schulze, K. (2021). Comparing in-view to out-of-view stimulus arrangements when teaching receptive labels for children diagnosed with autism spectrum disorder. Behavior Analysis in Practice, 15(2), 475-484. https://doi.org/10.1007/s40617-021-00596-2 Reviewed by: Nicole Radilowicz, BCBA and Mary Jane Weiss,…
Simon Celiberti-Byam and Julia Weiss High School Externs with the Association for Science in Autism Treatment Increasingly, individuals with autism are included in regular educational settings. This is a huge improvement, as many were formerly taught in segregated settings and had reduced access to social, recreational, and educational activities. Still, these students may have visible…
Kate McKenna, MEd, MSEd, MS, BCBA David Celiberti, PhD, BCBA-D Association for Science in Autism Treatment Individuals with autism often receive services from multi-disciplinary teams. Treatment teams work in partnership with the individual and their family. The members of a team, and their specialties, may depend on the individual’s current level of functioning, the nature…
Question: I am the parent of an adult with autism, who will soon transition from a school program to adulthood. I am reading about engagement as an indicator of good programming. What does it mean and how can I tell if a program promotes it? Answered by Karen Parenti, MS, PsyD, CEO/Executive Director Heather Rothman,…
David Celiberti, PhD, BCBA, Suzanne Buchanan, PsyD, BCBA, Felicia Bleecker, PsyD, David Kreiss, PsyD, and David Rosenfeld, PsyD First Author’s Note: In celebration of our 25th Anniversary, ASAT will be resharing numerous pieces previously published in our “From the Archives” series. We chose this piece as it provides a snapshot of concerns raised a few…
Dean, M., Williams, J., Orlich, F., & Kasari, C. (2020). Adolescents with autism spectrum disorder and social skills groups at school: A randomized trial comparing intervention environment and peer composition. School Psychology Review, 49(1), 60-73. https://doi.org/10.1080/2372966X.2020.1716636 Reviewed by: Daniel Park, MAP and Robert H. LaRue, PhD, BCBA-D Rutgers, The State University of New Jersey…
Catherine L. McHugh, MA, BCBA, LBA and Thomas Zane, PhD, BCBA-D Department of Applied Behavioral Science, University of Kansas Historically, teaching a communicative repertoire to children or individuals with autism spectrum disorder (ASD) and intellectual and developmental disabilities (IDD) focused on vocal verbal speech and modeling a speech sound with the hopes of the individual…
Hood, S. A., Luczynski, K. C., & Mitteer, D. R. (2017). Toward meaningful outcomes in teaching conversation and greeting skills with individuals with autism spectrum disorder. Journal of Applied Behavior Analysis, 50(3), 459-486. doi:10.1002/jaba.388 Reviewed by: Julia L. Ferguson, MS, BCBA and Mary Jane Weiss, PhD, BCBA-D, Applied Behavior Analysis Doctoral Program, Endicott College Why…
Compiled by Kathryn M. Daly, MA, BCBA, LBA Association for Science in Autism Treatment and Karen Yosmanovich MEd, BCBA, LBS Potential, Inc. At the time of the publication of this article, we are approaching 7 months of remote education and therapy delivery followed by limited in-school learning due to the COVID-19 pandemic. As a result,…