Joshua B. Plavnick

Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review

AbstractThe purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275–282, 2010b, doi:10.1080/10459881003785506). In the current study, a computer search initially yielded 29,105 articles, and the subsequent screening and evaluation process found 456 studies to meet inclusion and methodological criteria. From this set of research studies, the authors found 27 focused intervention practices that met the criteria for evidence-based practice (EBP). Six new EBPs were identified in this review, and one EBP from the previous review was removed. The authors discuss implications for current practices and future research.

Effects of Video-Based Group Instruction for Adolescents with Autism Spectrum Disorder

Impairment in social interaction is a defining characteristic of individuals diagnosed with autism spectrum disorder (ASD). This can be especially challenging for adolescents as demands of social interaction increase in difficulty. Despite the need for effective social skills instruction, there are few empirically validated procedures for teaching social skills to adolescents with ASD. The present investigation evaluated the effects of a social skills training package centered around video-based group instruction (VGI) on the acquisition of complex social skills by 4 adolescents with ASD. A multiple probe across behaviors design demonstrated the effectiveness of the 3-month training package for teaching new social skills. The results suggest VGI can be an effective and efficient approach for teaching complex social behavior to adolescents with ASD.

Effects of a School-Based Social Skills Training Program for Adolescents with Autism Spectrum Disorder and Intellectual Disability

Social deficits are a core characteristic of individuals with autism spectrum disorders and co-occurring intellectual disabilities (ASD-ID). Despite persistence of these deficits into adolescence, few social skills interventions have been empirically evaluated for older individuals with ASD-ID. The present investigation adapted an efficacious protocol for adolescents with ASD, video-based group instruction (VGI), and extended the procedure to 4 adolescents in a public high school setting. A multiple probe across behaviors design demonstrated the effectiveness of VGI for teaching novel social behavior to three of the four participants, with mixed outcomes for the fourth participant. Long-term maintenance was observed for two participants, though generalization outcomes were mixed. The results support using VGI within high school curricula for some adolescents with ASD-ID.

A Practical Strategy for Teaching a Child with Autism to Attend to and Imitate a Portable Video Model

Video modeling is an effective and efficient methodology for teaching new skills to individuals with autism. New technology may enhance video modeling as smartphones or tablet computers allow for portable video displays. However, the reduced screen size may decrease the likelihood of attending to the video model for some children. The present investigation used a changing criterion design to examine the effects of prompting and reinforcement on the attending to smartphone behavior of a 4-year-old child with autism. The participant demonstrated a rapid increase in the duration of attending to a portable video screen; video modeling was then used to teach the participant to request preferred events using picture exchange. Explicit instruction in attending to video can be an important skill to teach children with autism as it can lead to the acquisition of new skills via video modeling.

Observational learning by individuals with autism: A review of teaching strategies:

Observational learning is the process used to explain the acquisition of novel behaviors or performance of previously acquired behaviors under novel conditions after observing the behavior of another person and the consequences that follow the behavior. Many learners with autism do not attend to environmental stimuli at a level sufficient to learn a range of prosocial behaviors through observation of others. Modeling, group or dyadic instruction, and explicit observation training can improve the extent to which individuals with autism learn through observation. This article reviews previous research that involved observational learning by individuals with autism and outlines future research that could benefit instructional practices.

Sibling Involvement in Interventions for Individuals with Autism Spectrum Disorders: A Systematic Review

Many researchers have studied various interventions for individuals with autism spectrum disorder (ASD). Occasionally, siblings will be included in intervention studies, participating in programs designed to address a number of challenges faced by individuals with ASD. Although sibling involvement in such interventions is not a new phenomenon, there is no consistent method for including siblings in treatment for individuals with ASD. The purpose of this article is to review the existing literature describing sibling involvement in interventions among families of children with ASD, describing patterns of research and targeted outcomes. The authors also identify gaps and areas for future consideration from researchers, clinicians, and families.

Variability in the Effectiveness of a Video Modeling Intervention Package for Children with Autism.

Video modeling is an evidence-based instructional strategy for teaching a variety of skills to individuals with autism. Despite the effectiveness of this strategy, there is some uncertainty regarding the conditions under which video modeling is likely to be effective. The present investigation examined the differential effectiveness of video modeling for teaching peer-directed initiations to three young children with autism using a single subject reversal design. In one condition, sharing toys, participants were taught to initiate with peers in the form of inviting a peer to join an activity that was preferred for the participant. In the second condition, joining a play in progress, participants were taught to ask if they could join in a preferred activity with peers. Participants demonstrated initiations during the joining but not during the sharing conditions. The results suggest video modeling can be differentially effective as a function of the target behavior and corresponding environmental events that are both observed and experienced by the child. These outcomes may have implications for how practitioners select social targets and develop video modeling materials when teaching individuals with autism.

FUNCTIONAL ANALYSIS OF VERBAL BEHAVIOR: A BRIEF REVIEW

A variation of the preintervention functional analysis of problem behavior has recently been extended to identify the function of verbal behavior emitted by children with autism. Recent research suggests that a functional analysis of verbal behavior might be beneficial in evaluating previous instruction and guiding the selection of future educational targets and instructional procedures. The present paper reviews previous literature on the functional analysis of verbal behavior and identifies avenues for future research.

A Comparison of Vocal Mand Training Strategies for Children with Autism Spectrum Disorders.

Based on Skinner’s classification of verbal behavior, the mand is the first and most advantageous verbal operant to develop. Deficits in vocal mand repertoires are common in children with autism spectrum disorders (ASD) and can lead to decreased social interaction and increased problem behavior. The present investigation compared the effects of two mand training procedures on the acquisition and mastery of vocal mands by four young children with ASD using an adapted alternating treatment design. An in vivo mand training procedure, which involved the therapist contriving an establishing operation and delivering a vocal model, was compared with a video modeling procedure wherein the therapist presented a video model prior to contriving an establishing operation. Overall, participants acquired and mastered mands assigned to the video modeling condition faster than mands assigned to the in vivo mand training condition. The results demonstrate the potential efficacy of video modeling for teaching verbal operants to children with ASD.

Using an Antecedent Art Intervention to Improve the Behavior of a Child with Autism.

Abstract This study examined the effectiveness of an antecedent art intervention on reduction of off-task behavior for a 3-year-old child with autism. A single-case reversal design was used to show that one-on-one art task instruction occurring prior to large group instructional sessions produced decreased levels of off-task behavior when compared to baseline conditions. The results support previous antecedent-based interventions by demonstrating the effectiveness of an individualized art task as a procedure for reducing problem behavior.