ABSTRACT
We conducted a meta-analysis of single-subject research studies investigating the effectiveness of antecedent strategies grounded in behavioral momentum for improving compliance and on-task performance for students with autism. First, we assessed the research rigor of those studies meeting our inclusionary criteria. Next, in order to apply a universal metric to help determine the effectiveness of this category of antecedent strategies investigated via single-subject research methods, we calculated effect sizes via omnibus improvement rate differences (IRDs). Outcomes provide additional support for behavioral momentum, especially interventions incorporating the high-probability command sequence. Implications for research and practice are discussed, including the consideration of how single-subject research is systematically reviewed to assess the rigor of studies and assist in determining overall intervention effectiveness .
Subject(s)
Autistic Disorder/therapy , Behavior Therapy/methods , Education, Special/methods , Educational Status , Students/psychology , Adolescent , Autistic Disorder/psychology , Child , Child, Preschool , Female , Humans , Male , Research SubjectsABSTRACT
We evaluated the effectiveness of a behavioral skills training package to teach implementation of Phases 1, 2, and 3A of the picture exchange communication system (PECS) to teachers employed at a therapeutic center for children with autism. Probes in the natural environment and follow-up were conducted with children who were assigned to work with the teachers in their own classrooms. Results provide additional support for the efficacy of behavioral skills training to teach implementation of PECS.