Investigating the quality of life for children with autism spectrum disorder scale using Rasch methodology.

Our purpose in this study was to provide additional psychometric evidence of the Quality of Life for Children with Autism Spectrum Disorder (QOLASD-C) scale. We used Rasch modeling to investigate the QOLASD-C functioning, the characteristics of the items comprising the scale, and the item functioning across subgroups of children with ASD based on gender and race/ethnicity. Results showed that QOLASD-C was unidimensional, met the local independence assumption, and measured quality of life (QOL). The items showed excellent fit to the model and good discriminating ability between low and high QOL. Most items showed a moderate difficulty level. No differential item functioning was observed based on children's gender and race/ethnicity. Implications for research and practice are discussed.

Using the Question-Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder.

Our purpose in this study was to examine the effects of an intervention package consisting of shared book reading and an adapted question-answer relationship (QAR) strategy comprised of visual supports and think-aloud scripts on listening comprehension in four preschool children with autism spectrum disorder (ASD). We used a single-subject concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package on producing acquisition and maintenance of listening comprehension across four types of comprehension questions. Visual analysis and Tau-U effect size indicated that the intervention package was effective in producing acquisition and maintenance of listening comprehension in preschool children with ASD. Directions for future research and clinical implications for early education practice are discussed.

The Quality of Life for Children with Autism Spectrum Disorder Scale: Factor Analysis, MIMIC Modeling, and Cut-Off Score Analysis.

Our purpose in this study was to further examine the psychometric properties of the Quality of Life for Children with Autism Spectrum Disorder (QOLASD-C) scale. We first investigated the factor structure and the internal consistency of the scale. The bifactor model showed good fit and strong reliability. Second, we used multiple-indicators multiple-causes (MIMIC) modeling to examine the associations between demographic variables and the QOLASD-C dimensions. Results showed differences on overall QOL based on age, race/ethnicity, and autism spectrum disorder severity, but no relationships with gender. All demographic variables were associated with one or all three subscales (i.e., interpersonal relationships, self-determination, emotional well-being) of the QOLASD-C. Third, an optimal cut-off score of 37 was identified. Implications for research and practice are discussed.

Teachers' Familiarity, Confidence, Training, and Use of Problem Behavior Interventions for Learners with Autism Spectrum Disorder in School Settings.

Our main purpose in this study was to investigate the levels of and the relationship between familiarity, confidence, training, and use of problem behavior interventions by special education teachers working with learners with autism spectrum disorder (ASD) in school settings. A total of 80 special education teachers in South Carolina and Virginia completed an online survey. Results indicate a positive correlation between teachers' familiarity, confidence, training, and use of problem behavior interventions. Across all intervention categories, providing choices, prompting, modeling, and direct instruction received the highest rankings for familiarity, confidence, and use. In addition, our results reveal that familiarity and confidence in implementing these interventions differs across groups of special education teachers based on years of experience. The most frequently reported factors that limit the use of problem behavior interventions in school settings were competing responsibilities, the need to involve multiple people, the amount of time required, and the difficulty using interventions during typical routines. Implications for research and practice are discussed. Supplementary Information: The online version contains supplementary material available at 10.1007/s10882-022-09885-2.

The Ecological Validity of Research Studies on Function-Based Interventions in Schools for Children With Autism Spectrum Disorder.

Our main purpose in this review was to determine the extent to which ecological validity was demonstrated and assessed in single-case experimental design (SCED) studies examining the effectiveness of function-based interventions (FBIs) for children with autism spectrum disorder (ASD) within schools. We reviewed 55 SCED studies published between 1985 and 2019 to identify indicators of ecological validity and the instruments used to assess it. We also conducted an analysis to determine the extent to which implementation procedures were described. Results indicated that approximately half of the assessments and FBIs were conducted by teachers in classrooms. Approximately 50% of the assessments and FBIs were implemented within the context of isolated sessions and required multiple implementers. Ecological validity was assessed in seven of the studies reviewed. A complete description of implementation procedures was provided for approximately half of the assessments and FBIs. Limitations of the present review and future directions for research are discussed.

A Psychometric Evaluation of the Quality of Life for Children with Autism Spectrum Disorder Scale.

Our purpose in this study was to validate the Quality of Life for Children with Autism Spectrum Disorder scale. We first conducted an exploratory factor analysis to examine the factor structure. Results suggested that a three-factor model (Interpersonal Relationships, Self-Determination, and Emotional Well-Being) should be retained. Next, we conducted a confirmatory factor analysis to compare a higher-order factor model and additional models. Results showed acceptable model fit for the higher-order factor model. The scale had excellent reliability (α = .90) for the overall scale and for the three subscales (Interpersonal Relationships, α = .87; Self-Determination, α = .81; and Emotional Well-Being, α = .66). The 16-item scale showed convergent and divergent validity. Implications for future research and practice are discussed.

A Systematic Review of Interventions to Promote Varied Social-Communication Behavior in Individuals With Autism Spectrum Disorder.

Individuals with autism spectrum disorder (ASD) may engage in repetitive social-communication behaviors that can limit their skill acquisition, access to reinforcement, and access to less restrictive settings. Basic and applied research indicates that variability, or the extent to which responses are topographically different from one another, is influenced by antecedent and consequence interventions. Our purpose in this study is to systematically review the literature on interventions to increase variable social-communication behaviors in individuals with ASD. We identified 32 studies through a database search and screened them using the What Works Clearinghouse (WWC) Single-Case Design Standards. Eighteen studies containing 55 cases met WWC Design Standards. We coded the descriptive characteristics and strength of evidence based on visual analysis from each of these 18 studies and calculated effect sizes using Tau-U. Our results indicate that most cases (65%) provide strong evidence of a functional relation between the interventions and varied social-communication behaviors, and the median Tau-U was .82. We discuss the implications of our results for practice and for future research on interventions designed to increase variability with this population.

Discrimination and Generalization of Negatively-Reinforced Mands in Young Children With Autism Spectrum Disorder.

In this study, we extended the literature on the generalization of negatively-reinforced mands in three young children with autism spectrum disorder (ASD). First, we used example and nonexample stimuli embedded in mand training to teach a new, socially appropriate, negatively-reinforced mand to reject unpreferred food items while continuously assessing mand discrimination. Second, we evaluated the discriminated generalization of the newly acquired mand by using untrained example and nonexample stimuli. Finally, we conducted maintenance probes to examine if the new, discriminated mand occurred over time in the absence of training. Results suggest that our mand training produced acquisition of a discriminated negatively-reinforced mand in all three children. Data indicate that the newly acquired, discriminated mand generalized to untrained food items and was maintained after training was discontinued. We discuss the conceptual significance and clinical implications of using example and nonexample stimuli to produce acquisition, generalization, and maintenance of negatively-reinforced mands in young children with ASD and language delays.

The Virginia Applied Behavior Analysis Consortium: Preparing Behavior Analysts Using a Collaborative Model.

The development and the evolution of the Virginia Applied Behavior Analysis Consortium, a collaborative project between four institutions of higher education in the state of Virginia, are described. The main goal of the program is to address the shortage of certified behavior analysts by preparing special education teachers and autism specialists to implement effective behavior-analytic interventions in natural environments. In this article, we briefly discuss the history and the purpose of the program, its components, the evolution of the program, the advantages and outcomes of a collaborative model, and future directions for improvement.

Negatively-Reinforced Mands: An Examination of Resurgence to Existing Mands in Two Children With Autism and Language Delays.

In this study, we extended the literature on negatively-reinforced mands by teaching multiple novel, socially appropriate alternative mands to two young children with autism spectrum disorder (ASD). First, we replaced existing mands (e.g., pushing away) with two novel, socially appropriate, negatively-reinforced mands. Next, we examined responding under immediate- and delayed-reinforcement conditions to assess resurgence to existing mands and to determine whether the function of the communicative behavior influences the consistency with which different mands are emitted. Finally, we examined generalization to different social partners. Our data suggest that both children acquired the new mands and used them to avoid nonpreferred items. Resurgence to existing mands during delayed-reinforcement conditions was documented for one child, and the sequence in which mands were emitted within a response class was not influenced by the function of the communicative behavior. Generalization data indicate that both children emitted the new mands and one of the two children alternated between the two mands with a social partner who was not involved in the training. We discuss the importance of teaching multiple negatively-reinforced alternative mands to children with autism in applied settings.

Mand Training: An Examination of Response-Class Structure in Three Children With Autism and Severe Language Delays.

Our primary purpose in this study was to examine the structure of a response class when new members are acquired through mand training. To do this, we replaced existing mands (e.g., reaching) in three children with autism with two new functionally equivalent mands. Next, we examined their responding under immediate- and delayed-reinforcement conditions. Then, we assessed generalization to novel social partners. We employed a reversal design to examine the effectiveness of mand training and to assess responding under both immediate- and delayed-reinforcement conditions. Our results suggest that all children acquired the new mands and that two of the children emitted these responses as replacements when the social partner did not provide access to the reinforcer contingent on the child's first mand. Generalization data indicate that all three children emitted the new mands and two of the children alternated between the new mands with novel social partners. We discuss the clinical implications and the conceptual significance of teaching multiple replacement mands to children with autism and severe language delays.