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O Governo do Tocantins sancionou a Lei nº 5.087, que institui a Política Estadual de Atendimento Rural às Pessoas com Transtorno do Espectro Autista (TEA). A medida estabelece diretrizes para ampliar o acesso da população que vive em áreas rurais a serviços de saúde, assistência social e ações de inclusão. Segundo o Jornal Opção, entre […]
O número de pessoas que recebem o diagnóstico de autismo na vida adulta tem crescido nos últimos anos. Para muitos adultos, a identificação da condição ocorre após décadas de dificuldades relacionadas à comunicação, à interação social, à adaptação a mudanças e à sensibilidade a estímulos, o que faz ter novas compreensões de experiências vividas desde […]
Discover how adaptive dance helps autistic teens build confidence, regulate emotions, and strengthen social skills.
The post How Adaptive Dance Can Help Autistic Adolescents Build Confidence and Connection appeared first on Autism Spectrum News.
Um app de comunicação alternativa para autismo acaba de alcançar uma marca histórica: 700 mil usuários em mais de 90 países. O Matraquinha, criado por uma família brasileira, nasceu de uma necessidade pessoal e hoje ajuda centenas de milhares de crianças não verbais a se expressarem todos os dias. Por trás desse número, existe uma […]
While many practicing behavior analysts indicate that they would like to engage in research, there remain multiple barriers to service delivery organizations developing a functional research program. In addition to clinical research, ABA services have a unique opportunity to also bridge this gap with research in organizational behavior management (OBM). OBM applies behavior principles to organizations and their constituents. Research in this area has a long history of efficacy in human service organizations. However, there are many considerations to account for when running OBM research, many of which may differ from projects targeting clinical outcomes. Therefore, the purpose of this paper is to outline guidance for running OBM research in ABA service delivery organizations. Some benefits of an OBM research program are described, as well as important considerations pertaining to organizational needs, provision of adequate resources, research infrastructure and teams. Unique ethical considerations when conducting OBM research in ABA settings are discussed, such as client welfare, employee voluntariness, and intellectual property. Suggestions for appropriate experimental design and forums for dissemination are reviewed. With planning and diligence, OBM research can potentially be a beneficial way to promulgate research practices as well as improve organizational functions.
The importance of culturally responsive practices in behavior analysis has been widely discussed in the literature, emphasizing the need to develop a behavioral repertoire that will allow practitioners to serve diverse clients optimally. However, empirical work aimed at increasing awareness, knowledge, and skills of cultural responsiveness in behavior analysis trainees is limited. The purpose of this study was twofold: (1) evaluate whether an eight-hour online course on culturally responsive behavior analytic practices would impact awareness and knowledge and (2) evaluate whether completing the online course and receiving hands-on training would improve trainees’ skills in clinical situations. After completing the online course, participants demonstrated improved levels of knowledge of the material included in the course and most measured dimensions of cultural competence. The three participants for whom clinical skills were evaluated demonstrated increases in culturally responsive skills. The findings suggest online training can increase knowledge, and when combined with hands-on training via culturally responsive supervision, can support the development of clinical skills that align with cultural responsiveness.
A Federação das APAEs do Estado de São Paulo (FEAPAES-SP) fará, em 11 de agosto, em Aparecida (SP), a quarta edição do evento Autismo em Pauta. O encontro reunirá profissionais, gestores, estudantes, pesquisadores e representantes de organizações para discutir temas relacionados ao autismo. As inscrições estão abertas, com condições específicas para as APAEs e participação […]
Quando falamos de comunicação, muitas pessoas imediatamente pensam em fala. No entanto, a comunicação vai muito além das palavras faladas. Para pais e professores, entender o que realmente é comunicação faz uma diferença significativa em como ensinamos, incentivamos e respondemos às crianças, especialmente às crianças com autismo. Intervenções baseadas em Análise do comportamento Aplicada (ABA) […]
Coursework in radical behaviorism prepares behavior analysis students to be effective practitioners and scientists, and thus instructors of these courses have an important role in ensuring the future success of the field. The aim of this article is to support instructors who are developing courses in radical behaviorism by sharing some ideas for course design and teaching strategies. We first briefly review reasons for including radical behaviorism courses in behavior analysis graduate training programs and describe some of the skills that we hope students acquire in these classes. We then offer some ideas for course goals and objectives, readings, web-based resources, assignments, and activities, and discuss some curriculum considerations. We suggest possible pedagogical strategies for shaping verbal behavior on conceptual issues, promoting engagement with the material, encouraging discussions, and navigating challenging topics, such as determinism versus free will, with cultural sensitivity. We conclude by describing some of the reinforcers for instructors who teach these courses, and by describing potential benefits for graduate programs and the field for continuing to ensure that future generations of behavior analysts receive in-depth training in radical behaviorism.
Behavior analysts use a variety of strategies to help clients acquire meaningful skills, including stimulus prompting. Stimulus prompting is a strategy that increases the likelihood of correct responding by adding supplementary stimuli to a target stimulus that must eventually be removed to enable independent responding. However, traditional stimulus prompt fading methods may not always efficiently transfer stimulus control of supplementary stimuli to the target stimulus. This study evaluated the effects of alternating stimulus prompts on the acquisition of independent consonant–vowel–consonant (CVC) word identification during prompt fading with a participant diagnosed with autism spectrum disorder (ASD). The alternating prompt condition facilitated the acquisition of independent responding in fewer sessions than the single prompt and control conditions. Implications for clinical practice and future research are discussed.
School-based Board Certified Behavior Analysts (BCBA) are uniquely trained to disseminate behavior analytic principles throughout multi-tiered systems of supports (MTSS). However, given the cost, effort, resources, and expertise needed to develop function-based assessments, the primary responsibility for school-based BCBAs remains focused on programming support for students receiving special education support or tier 3. When implemented consistently and with high treatment fidelity, MTSS may proactively keep students in the least restrictive environment and sustain workload capacity for school personnel. Navigating service provision in school settings is complex, and the quality of services across each tiered level of support may vary due to competing contingencies. This may be further exacerbated by limited guidance for school-based BCBAs on navigating service provision beyond tier 3. Thus, discussing collaborative practices that will support school-based BCBAs in providing quality services across MTSS is essential. This manuscript will begin by providing a brief historical and contemporary overview of the MTSS framework, then discuss collaboration and capacity standards across each tiered level of support for school-based BCBAs as indirect behavior change agents. This manuscript emphasizes collaborative and quality assurance practices as essential components to support school-based BCBAs in effectively navigating the MTSS framework.
Many individuals with intellectual and developmental disabilities have communication deficits (Smith et al., 2020), and research suggests that various communication modalities, including vocalizations, picture exchange, sign, and assistive technologies, can be taught (McLean et al., 1996). However, because communication modalities are often selected arbitrarily (Orozco et al., 2023), the acquisition and maintenance of communication may be affected (Kunnavatana et al., 2018). Furthermore, little research has focused on the acquisition of communication modalities in adults with intellectual and developmental disabilities. In Study 1, we replicated a prerequisite assessment (Valentino et al., 2019) with a large number of adults with intellectual and developmental disabilities who were referred for communication deficits. In Study 2, we replicated and extended Valentino et al. (2019) and Gutierrez et al. (2007) by conducting a preliminary evaluation of the validity of the prerequisite assessment with a subset of participants from Study 1. That is, we conducted a mand evaluation to evaluate the degree to which discriminated manding occurred across common modalities. Results of Study 1 showed that many participants displayed weak potential prerequisite skills for most, if not all, communication modalities. The results of Study 2 showed that participants’ potential prerequisite skills from Study 1 sometimes mapped onto modalities acquired during the mand evaluation, but additional manipulations were sometimes necessary for differentiated responding to be acquired with these modalities. For some participants, another modality was necessary (i.e., item exchange).
This scoping review examines how skill-based treatment (SBT) has been implemented to address challenging behavior in school settings. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA-ScR) framework, seven peer-reviewed studies and one dissertation involving a total of 20 participants aged 4–18 were reviewed. All participants received SBT in school settings following a Practical Functional Assessment (PFA). Data were coded on participant characteristics, target behaviors, setting and implementers, intervention characteristics and reported outcomes. Across studies, most participants demonstrated suppression of dangerous target behaviors and reductions from baseline in non-dangerous behaviors. Although preliminary findings suggest SBT can be integrated into school contexts, its use in general education classrooms remains limited. This review highlights promising preliminary outcomes for SBT in school settings but underscores the need for further research examining scalability and implementation in typical school environments. Limitations and recommendations for future research are also discussed.
A China publicou o 15º Plano Quinquenal para a Proteção e o Desenvolvimento das Pessoas com Deficiência (2026-2030), que, pela primeira vez, inclui uma seção dedicada ao autismo. Entre as metas estão a criação de 1 milhão de empregos para pessoas com deficiência, a ampliação dos serviços de apoio e a revisão da legislação nacional […]
Explore five mealtime woes and possible solutions to help your child’s mealtimes be more enjoyable. Dinnertime comes at the end of a long day, but as many parents know, cooking a meal that your child will approve of can be anything but relaxing. Regardless of ability, children can be picky, finicky, and fickle. For those […]
The post Overcoming Special Needs Feeding Challenges: Essential Tips for Mealtime Comfort appeared first on Autism Parenting Magazine.
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Image credit: Freepik Summer Feels Different for Autism and Neurodivergent Families Summer often feels like freedom. For many families, it means vacations, late mornings, and a break from school routines. But for families raising a child with Autism, summer can feel very different. Instead of relief, it can bring uncertainty, stress, and fear of losing hard-earned progress. This is why Extended School Year matters so deeply. When school ends, many children lose more than classroom learning....
Applied behavior analysis increasingly emphasizes cultural responsiveness, cultural humility, and interdisciplinary collaboration, yet implementation remains inconsistent. This conceptual paper proposes that these represent advanced competencies requiring foundational interpersonal repertoires. Drawing on established behavioral principles and empirical evidence from training effectiveness, supervision, and performance management literature, this paper proposes that generalized responsiveness, humility, and collaboration skills serve as prerequisites for culture-specific and discipline-specific applications among behavior-analytic practitioners. This paper provides operational definitions, practical examples, and non-examples of these foundational repertoires across three general domains: responsiveness, humility, and collaboration. Each domain is then accompanied by a multi-level implementation framework that allows practitioners to identify and organize potential skills for further development. This prerequisite skills model offers a systematic pathway for developing the complex competencies necessary for effective, ethical service delivery in increasingly diverse contexts. While it is clear that further research is necessary within this specific topic, this framework may provide a worthwhile starting point for future research in the development of practitioner skillsets.
O município de Campo Florido, no Triângulo Mineiro, inaugurou o Parque Girassol, espaço público voltado ao lazer e à inclusão de crianças autistas, outras neurodivergências e crianças sem deficiência. A iniciativa integra um projeto que começou em Belo Horizonte, em 2025, e será expandido para outros municípios de Minas Gerais por meio de uma parceria […]
Tips and tricks for healthy living from an autistic advocate I have had issues with weight all my life. I don’t always eat right or exercise. Here are tips to stay healthy and lose weight. Those on the spectrum might have sensory issues with food, exercise environments, or people. These sensory issues need to be […]
The post Autism and Weight Loss: 24 Strategies from an Advocate appeared first on Autism Parenting Magazine.
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