Research Article Summaries

For clinicians working with adolescents with autism, this post examines teaching everyday apps (Maps, Weather, Clock) as problem‑solving tools. It translates ABA data from a two‑student study into concrete decisions about chaining, prompt fading, discrimination training, response‑format adjustments, and generalization testing. The focus is practical and ethical: teach the necessary links, loosen response requirements early, and prioritize meaningful independence over perfect form.

For ABA clinicians working with children with autism who can tact but struggle to report past events, this blog summarizes a study testing whether reinforcing tacts during an activity improves later recall. It gives practical steps for implementing and measuring tacting, plus ethical cautions about prompting, reinforcement, and rapport. Use the approach to collect clear, individualized data and make evidence-based decisions about whether tacting supports meaningful communication for each learner.

This post is for practicing ABA clinicians, behavior analysts, and SLPs working with children with autism or language delays. It helps you interpret progress data on bidirectional naming by clarifying when repeated probes alone may teach, when mixed-operant instruction is needed, and how probe order can influence interpretation. We translate the study into practical, ethical steps for treatment planning, monitoring maintenance, and turning ABA data into clear decisions about probing, MOI, and generalization.

On this page What is the research question being asked and why does it matter? What did the researchers do to answer that question? How you can use this in your day-to-day clinical practice Works Cited Teaching “Before” and “After” to Autistic Adolescents: What Clinicians Can Learn from Multiple Exemplar Training Many autistic learners can

This post is for clinicians, behavior analysts, and ABA teams who help individuals communicate about private sensations—like pain or discomfort—using intensity ratings. It shows how to turn ABA data into clear, ethically grounded decisions by teaching consistent labeling on a 0–10 scale when the assessor cannot see the sensation, with practical steps like anchoring a reference point and limiting visual cues. It also covers generalization, autonomy, and safety so you can apply these skills in real-world care without compromising dignity or consent.