Teachers' Willingness to Use a Telepresence Robot for Consultation with Students with Autism Spectrum Disorder.

A telepresence robot (TR) is one type of technology used to support teleconsultation in schools and may be preferred over other technologies due to its ability to provide immediate videoconferencing with mobility from a remote location. The aim of the current study was to examine teachers' willingness of using a TR as a training mechanism for working with students with autism spectrum disorder (ASD). Through constant comparative analysis of focus group transcripts, this exploratory qualitative study assessed six teachers' willingness of using TR. In total, 145 text fragments were coded and categorized. This process yielded three macro-categories, six micro-categories, nine primary codes, and 18 secondary codes. Advantages of using TRs, potential barriers, and future research directions are discussed.

Technology to Facilitate Telehealth in Applied Behavior Analysis.

In light of the COVID-19 pandemic, many behavior analysts have temporarily transitioned to providing services using a telehealth model. This has required them to rapidly shift their treatment modality. The purpose of this article is to provide a review of some available technologies to support telehealth that will allow behavior analysts to conduct direct observation from a remote location. We reviewed 3 technologies that can be used for telehealth: (a) web cameras, (b) Swivl, and (c) telepresence robots. Features of each of these technologies are compared, and the benefits and drawbacks of each are reviewed. Sample task analyses for using each technology are also provided. Finally, tips for using telehealth with families are provided.

Why WIBA?

Historically, men have dominated the field of behavior analysis; however, recent trends have indicated increased participation by women. As a result of these recent changes to the field of behavior analysis, the inaugural Women in Behavior Analysis Conference (WIBA) was hosted in 2017. WIBA was initially established to highlight the accomplishments of women in the field of behavior analysis, to provide opportunities for early career behavior analysts to obtain mentorship, and to encourage meaningful discourse about gender issues in the field. Since the inaugural conference, WIBA has attempted to establish a platform for promoting gender equality but most recently has incorporated efforts related to the needs surrounding social justice and inclusiveness in the field of behavior analysis. The goal of this paper is to provide an overview of the WIBA conference. The history of WIBA is discussed, including the impetus for establishing the conference. This paper highlights existing issues on gender equality in the field of behavior analysis and the larger community, serves to demonstrate how WIBA is part of the solution, and shares accomplishments to date. Furthermore, future directions and goals are presented.

The Use of a Multicomponent Behavioral Intervention to Promote Physical Activity in Adolescents with Autism Spectrum Disorders across Inclusive Community Settings.

Individuals with autism spectrum disorder (ASD) are generally less physically active than individuals without disability due to factors such as lack of motor coordination and inadequate transportation resources that can result in various barriers to participation. This affects their independence and may interfere with expectations (e.g., employment) during adulthood. It is essential to explore ways to teach physical activity so people with ASD can generalize skills in community settings. This study examined the effect of a multicomponent behavioral intervention that included (a) the Exercise Buddy application, (b) a system of least prompts, (c) an incremental increase of criteria, and (d) reinforcement to teach three adolescents with ASD functional movement exercises (e.g., squat). All participants increased their mastery of performing these exercises compared to baseline and generalized these skills across two community settings.

Training direct care staff to increase positive interactions with individuals with developmental disabilities.

This study tested the effects of direct training on direct care staff's initiation of positive interactions with individuals with developmental disabilities who resided in an intermediate care facility. Participants included four direct care staff and their residents. Direct training included real-time prompts delivered via a one-way radio, and data were collected for immediate and sustained increases in rates of direct care staff's positive interactions. Additionally, this study evaluated the link between increased rates of positive interactions and concomitant decreases in residents' challenging behaviors. A multiple baseline design across participants was used and results indicated that all direct care staff increased their rates of positive interactions during direct training. Moreover, all but one participant continued to engage residents in positive interactions at levels above the criterion during the maintenance phase and follow-up phases. The direct care staff member who did not initially meet the criterion improved to adequate levels following one brief performance feedback session. With regard to residents' challenging behaviors, across phases, residents engaged in low levels of challenging behaviors making those results difficult to evaluate. However, improvements in residents' rate of positive interactions were noted.