Individualizing the LIFE Curriculum to Establish Flexible Cooking Skills in a Neurodivergent Young Adult.

The present study used a multiple baseline across skills design to evaluate use of an adapted LIFE skills curriculum (Dixon, 2021) to teach various cooking tasks to a young adult diagnosed with ASD, schizophrenia, and bipolar disorder. The participant learned and completed recipes and related vocational tasks. Results showed efficient task acquisition for all recipes and maintenance of vocational tasks during follow-up probes. Results have implications for the LIFE program, suggesting that it is a viable method for teaching LIFE skills to neurodivergent young adults.

Evaluating an ACT-Based Brief Intervention for Educators Treatment Package on Reported Well-Being and ACT-Consistent Language in the Classroom.

Educators continue to experience stress and burnout, both of which have been negatively impacted by the COVID-19 pandemic, and there continues to be a need to develop interventions that support not only educators' well-being, but a climate within school buildings that fosters psychological well-being for students and school staff alike. Acceptance and Commitment Therapy (ACT) is one promising approach to interventions for both educator and student psychological well-being. The present study sought to evaluate the effect of a low-dosage, online, and remotely delivered ACT intervention for educators on self-reported burnout, psychological flexibility, ACT knowledge, and frequency of use of ACT-consistent language while teaching in an alternative educational setting. The ACT-based intervention targeted the development of educator psychological flexibility, but the analysis provided an evaluation of non-targeted participants' use of ACT-consistent language in the classroom, as well. Results suggest an overall improvement in participants' self-reported burnout and psychological flexibility, an increase in participants' ACT knowledge following each phase of the study, and an increase in the frequency of ACT-consistent language for all participants following the onset of a feedback component. We discuss potential implications of practical ACT-based interventions for educators in an applied setting and related increases in ACT-consistent verbal stimuli within the classroom setting.