Use of Behavioral Skills Training with Teachers: A Systematic Review Abstract Public school teachers often receive training in a professional development seminar or workshop format. These formats may be ineffective for teaching specific skills intended to be used in the classroom due to lack of practice opportunities. Behavioral skills training (BST) has proved to be an effective teaching method with a wide variety of populations and skills; therefore, the use of BST with educators may be ideal for specific skills training. We conducted a systematic review of the literature regarding BST with teachers to summarize the current literature and inform future practice. Studies which included teachers who were exposed to BST were identified and summarized based on teacher characteristics, student characteristics, treatment integrity measures, and quality indicators of design based on the standards of What Works Clearinghouse (WWC). Thirteen studies were identified for the review. Results indicated that BST was used predominately with special education teachers serving students with disabilities. Additionally, most of the studies in this review did not meet WWC standards or met standards with reservations. Needs for future research are discussed.

A Review of Language Development Protocols for Individuals with Autism Abstract The present review sought to examine contemporary applied behavior analytic (ABA)-based assessment and curriculum protocols for teaching language skills to children with autism and evaluate the evidence supporting their reliability, validity, and effectiveness. Results of the literature search revealed the existence of 18 ABA educational assessments and curriculum protocols. Of the 18 protocols reviewed, only four had data supporting the reliability and validity of the assessment tools that are used to identify skills for treatment, and just four protocols had data supporting the effectiveness of their corresponding training curricula. Several protocols have failed to generate data supporting their utility as behavior analytic tools for use with individuals with autism or other intellectual disabilities, although a few have generated meaningful data and may therefore confer a technological and applied benefit to the field of ABA.

Using a Tablet Device to Examine Effects of Varied Reinforcement and Preference Abstract The present study examined effects of providing varied reinforcement versus constant reinforcement using an iPad and applications (apps). Participants included three typically developing children in a school setting. We conducted a preference assessment to identify highly preferred and moderately preferred apps. We then conducted a concurrent chains assessment to examine responding for varied moderately preferred content or constant highly preferred content. Although participants demonstrated different response patterns, all participants responded to gain access to varied moderately preferred reinforcement more than constant highly preferred reinforcement although preference for content alone would not have predicted this outcome. This research has implications for using high-tech devices (i.e., iPads) as reinforcers in educational settings.

Training Front-Line Employees to Conduct Visual Analysis Using a Clinical Decision-Making Model Abstract Behavior analysts visually analyze graphs to interpret data in order to make data-based decisions. Though front-line employees implement behavioral interventions on a daily basis, they are not often trained to interpret these data. A clinical decision-making model may aid front-line employees in learning how to interpret graphs. A multiple-baseline-across-participants design was used to evaluate the effectiveness of a clinical decision-making model on the percentage of correct responses when interpreting line graphs. All of the participants increased their percentage of correct responses after the introduction of the clinical decision-making model. Two of the eight participants required additional feedback. The implications of these findings are discussed.

Using a Self-Instructional Package to Train Groups to Implement Reinforcement Strategies Abstract We trained six special education staff members in groups of three to conduct differential reinforcement of alternative and differential reinforcement of other behavior procedures using a self-instructional package. Our self-instructional packages were written instructions and PowerPoint™ presentations that incorporated embedded text, video modeling, and voiceover instruction. After training, we evaluated each staff member’s implementation of the reinforcement strategies with a simulated student who engaged in problem behavior. After multiple exposures to the self-instructional package in a group training format, two participants mastered both procedures, two participants mastered one procedure, and two participants did not master either procedure. We discuss the clinical implications of the findings and utility of self-instructional packages in a school-consulting role.

Prevalence of Challenging Behaviors Exhibited by Children with Disabilities: Mapping the Literature Abstract Prevalence studies of challenging behaviors among children with disabilities have a potential value, as they provide information for intervention and evaluation. However, the results from these studies seem to vary according to the population involved, the behaviors explored and the selected methodological procedures and instruments used. The purpose of this study was to identify the prevalence data of challenging behaviors considering the behaviors assessed, how the behavior is measured and which procedures are used to collect the prevalence of these behaviors among school-aged participants with disabilities. We performed a systematic review and selected 20 studies for analysis according to their methodological characteristics. The findings indicated that the most common behaviors studied were aggression and self-injury. Moreover, a wide disparity with respect to procedures and methods (e.g., sampling methods and instruments) to assess the prevalence of challenging behavior was identified. Recommendations for addressing these issues are presented, and implications and suggestions for future research are discussed.

Headsprout: A Systematic Review of the Evidence Abstract Reading is a crucial skill for students to develop, not only as they enter school but also as they continue throughout K-12 education. Computer-assisted instruction (CAI) is one means of providing supplemental support for students to build the foundational key areas of reading—so they can use reading to learn in later schooling years. One such CAI program that exists in the marketplace is Headsprout, which includes both an Early Reading and Reading Comprehension component. To date, no peer-reviewed studies have conducted a systematic review of the effectiveness of Headsprout on the five key areas of reading in the school setting. The most recent governmental review was completed almost a decade ago. As such, the purpose of this systematic review was to evaluate the existing literature base to determine the level of evidence for each component’s effectiveness on each of the key areas of reading and identify existing avenues of future research. Results indicated tentative support for both components in some of the key areas of reading based on effect sizes, though there were a limited number of studies and the methodological rigor of included studies did not always meet What Works Clearinghouse standards. Implications for educators and researchers are discussed.

At the Intersection of Derived Relations and Observational Learning: Teaching Fraction–Percentage Relations Abstract Little research has examined the intersection of derived relations and observational learning, which may be an avenue by which an instructor can increase the total amount of learning while conserving instructional resources. In this study, we investigated this intersection in the context of teaching third-grade students fraction–pictogram–percentages equivalence classes. We taught participants two baseline relations and observed the emergence of all possible derived relations. Prior to training, the participants could sort percentage stimuli from least to greatest (comparative relations), but could not do this with fraction stimuli. Following the formation of equivalence classes, the participants could accurately sort fraction stimuli, thus demonstrating the transfer of function. Two additional participants observed the target participants undergo the training of baseline relations. The observing participants acquired baseline relations with no direct reinforcement, derived all relations, and demonstrated transfer of function. These findings suggest a novel way to incorporate equivalence-based instruction into classroom settings.

Functional Communication Training for Adults with Autism Spectrum Disorder: A Systematic Review and Quality Appraisal Abstract Functional communication training (FCT) is one of the most common treatments for challenging behavior and is considered an empirically supported practice for children and adolescents with autism spectrum disorder (ASD). However, no previous systematic review has evaluated the quality of FCT for adults with ASD, and the empirical support for this practice among adults is unknown. The purpose of the current review was to synthesize the extant research, including a quality appraisal of the literature on the use of FCT to treat challenging behavior for adults with ASD. We identified 20 studies that evaluated the efficacy of FCT in reducing challenging behavior for adults with ASD. The quality of each article was evaluated based on the What Works Clearinghouse design and evidence standards. Following the quality and evidence evaluations, eight studies, including eight experiments, were found to have moderate or strong evidence of effectiveness. The current body of literature provides some evidence for the efficacy of FCT in reducing challenging behavior for adults with ASD, but additional research in this area is warranted.

Targeted and Intensive Consultation for Increasing Head Start and Elementary Teachers’ Behavior-Specific Praise Abstract School-based consultation is effective for improving teachers’ use of evidence-based classroom management strategies. However, teachers often respond differentially to varying types of consultation strategies. This study utilized a multiple baseline design across four teachers (i.e., two preschool and two elementary) to examine the effectiveness of a tiered consultation model for increasing teachers’ rate of behavior-specific praise and concomitant child outcomes. Tiers in this study included large-group didactic training (Tier 1), digital performance feedback (Tier 2), and a tactile prompt (Tier 3). Results indicated that three of four teachers increased their rate of behavior-specific praise during Tier 2 consultation, with two maintaining following termination of Tier 2 consultation. One teacher required Tier 3 consultation, which resulted in increased rates of behavior-specific praise. Furthermore, results indicated that children’s display of appropriately engaged behavior increased and disruptive behavior decreased in three of the four classrooms. Implications for practice, limitations, and directions for future research are discussed.