A critical step in addressing problem behavior is identifying the function of problem behavior, or reason for engaging in the problem behavior, using functional analysis (FA). Individuals with CHARGE Syndrome engage in problem behaviors that vary across topographies and etiology (e.g., pain, anxiety, sensory concerns; Hartshorne et al., 2017). The literature has illustrated time and time again the effectiveness of these procedures across populations, settings, age groups, and topographies of behavior; however, no studies have been documented exploring the utility of FA procedures with individuals with CHARGE Syndrome. The current study completed brief functional analyses (Northup et al., 1991) with individuals diagnosed with CHARGE Syndrome who presented with problem behavior. Participants included individuals between the ages of 8 to 22 years old diagnosed with CHARGE Syndrome and presenting with problem behaviors. Results indicated that BFA procedures were successful in identifying the function of problem behavior with 4 out of 5 participants.

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Prompt dependence can be a serious problem for individuals diagnosed with autism spectrum disorder or intellectual disabilities. The ability to perform skills independently is important for a high-quality life and assimilation in the community among many other things. Assessments of instructional strategies may be an effective tool for identifying instructional strategies that decrease one’s reliance on prompts. An alternating treatment design was used to evaluate the effectiveness of an assessment of instructional strategies on independent responses during auditory-visual discrimination tasks. Assessment conditions included positional prompt, gestural prompt, physical prompt, and identity matching to sample. The most effective instructional strategy was identified as the strategy that corresponded to quickest acquisition of independent responses. Results of the assessment demonstrated differences in individual learning patterns for each of the 3 participants. However, the differences observed in the assessment among instructional strategies were not significant. Implications of these results do suggest to educators that conducting an assessment of instructional strategies may be a useful strategy for identifying differences in learning patterns. Limitations and directions for future research are also discussed.

In a time when technology is an integral part of life, virtual workplaces are becoming more of a staple in organizations and will likely continue to do so as technology use increases (Cascio, 2000). Due to the rise in virtual workplaces, employees are interacting face-to-face less, and organizations are requiring more from them. Employees must perform behaviors that are outside of their formal job description. These positive behaviors are considered to be organizational citizenship behaviors (OCBs), which are employee behaviors that promote organizational effectiveness that are not part of an employee’s formal job description and are therefore not formally recognized by the organization’s reward system (Organ 1988, 1997). No research to date has examined whether employees can engage in OCBs through a virtual medium. This study worked to develop a model for assessing virtual OCBs using a four-factor traditional face-to-face measure as a starting point. Items were generated, categorized, and then analyzed using a confirmatory factor analysis. A three-factor model demonstrated the best fit, but because the items in the fourth factor demonstrated content validity, recommendations regarding model revisions are provided.

Brief experimental analysis (BEA) has shown to be an effective method of rapidly testing the relative effects of two or more interventions in order to determine interventions that best supports a student’s learning. Little research has been found in regards to the consistency of methods across studies. A meta-analysis in 2008 by Burns and Wagner looked at BEAs that assessed oral reading fluency and provided recommendations for future practice. This study investigates the methods, procedures, and outcomes in BEA studies from 1994 to 2016. The findings of this study are compared to Burns and Wagner’s (2008) recommendations from their meta-analysis, as well as used to discuss the shifts and consistencies found in BEA methodology over the past 23 years. There is not sufficient evidence that Burns and Wagner’s (2008) recommendations have greatly impacted the process of BEA, but there have been changes in predominant methodological components of BEA such as the explicit use of conceptual models, methods of assessing interventions, and the emergence of a problem solving model to inform intervention selection. A general increase in the publication rate and a shift to publication in school psychology journals over behavioral journals was also noted. BEA outcomes continue to support its utility for informing instruction.

The current study employed a Monte Carlo design to examine whether samplebased and formula-based estimates of cross-validated R2 differ in accuracy when predictor selection is and is not performed. Analyses were conducted on three datasets with 5, 10, or 15 predictors and different predictor-criterion relationships. Results demonstrated that, in most cases, a formula-based estimate of the cross-validated R2 was as accurate as a sample-based estimate. The one exception was the five predictor case wherein the formula-based estimate exhibited substantially greater bias than the estimate from a sample-based cross validation study. Thus, formula-based estimates, which have an enormous practical advantage over a two sample cross validation study, can be used in most cases without fear of greater error.

Autism spectrum disorder (ASD) is a pervasive developmental disorder (PDD) with no cure (Hall, 2011). A variety of treatments exist to help with symptoms and one therapy is applied behavior analysis (ABA) (Virues-Ortega, 2010). ABA works by providing rewarding stimuli, specifically verbal praise, to encourage positive behavior. Most of the current research related to autism and ABA has been done in the US or other western countries (Hall, 2011), but studies show that verbal praise motivates people differently in different cultures (Henderlong & Lepper, 2002). One of these differences occurs between individualist and collectivist cultures. The current study will manipulate verbal praise administered in ABA therapy in two different countries, the United States, an individualist culture, and South Korea, a collectivist culture. There will be two types of ABA interventions: type A, with individualist-focused verbal praise and type B, with collectivist-focused verbal praise. Thirty children from each country will receive type A and 40 from each country will receive type B. The results would likely confirm the hypotheses which are: 1) that children with an individualist upbringing will have a greater improvement in symptoms with intervention type A than children with a collectivist upbringing, and 2) that children with a collectivist upbringing will have greater symptom improvement with intervention type B than children with an individualist upbringing. Further directions regarding the development of treatments for children with autism are discussed. This research will help to provide insight into the importance of considering culture when treating children with autism.

Psychologists have examined the effects of numerous variables on classroom performance, but little research exists to demonstrate how specific teaching techniques, specifically the provision of printed presentation notes (such as presentation slides), affects student perception of responsibility. This study sought to discover the impact that providing presentation slides for use during lecture would have on students’ performance, as well as their perceptions of personal responsibility. In order to determine the effects of provided presentation notes on performance and perceived responsibility, this study examined the self-efficacy and locus of control of students assigned to either take their own notes or to use provided presentation materials in addition to their own notes, should they choose to take notes of their own. It was expected that the participants in the notesprovided condition would score better on the exam, and feel more responsible for their learning and performance, than those in the no-notes-provided condition. Additionally, the provision of notes was expected to have a greater positive effect on performance in those students with an external locus of control and/or low academic self-efficacy. It was also expected that students provided with printed notes would take better notes than those who were not provided with the printed notes. The results showed that neither performance nor responsibility were affected by condition. However, higher academic self-efficacy had a positive impact on exam score. Additionally, higher academic self-efficacy and a more internal locus of control were positively correlated with personal responsibility for learning and performance. The provision of printed presentation material did not have a direct effect on note quality, but did correlate negatively with the number of questions left blank on the exam. In addition, the number of questions left blank on the exam was negatively correlated with exam score. These results suggest that providing students with printed presentation materials may lead to fewer skipped exam questions and, potentially, better academic performance.

There are a number of evidenced-based practices which aim to improve the social skills of children with high functioning autism (HFA). An emerging field of study is to develop social skills interventions that incorporate restricted and repetitive interests to increase social skills. Their results are promising and suggest improved social skills in students with HFA. The current study has aimed to incorporate a common interest among elementary age children with HFA in social skill instruction within a structured setting. A multiple baseline across behaviors single subject design was used to collect data on the accuracy with which two young males applied social skills within the structured “club” setting. Data were collected by determining whether the students had an opportunity to use the social skill, and whether they used the skill correctly. While the results do not suggest a functional relationships between the participants’ social skill accuracy and the intervention, the data show a positive trend which indicates an overall increase in their social skill accuracy.

A pilot study of noncontingent reinforcement (NCR) was conducted using NCR statements to (a) decrease target behaviors, (b) increase unprompted praise statements from the teacher and decrease reprimands, and (c) increase proximity to the participants by the teacher implementing NCR. Data were collected using a single-subject research design on two participants and one teacher. The target behaviors were physical and verbal aggression and inappropriate gestures. Teacher behaviors targeted with this study were praise statements, reprimands, and proximity to students. The participants included were one 16-year-old student with an emotional behavior disability, one 18-year-old student identified with autism spectrum disorder (ASD) and an undergraduate student who was the teacher in this setting. The results were inconclusive regarding the students’ behavior due to confounding variables. However, regarding teacher behavior, the results demonstrated an increase in proximity and praise statements and a decrease in reprimands. This single-subject study provided empirical support that the NCR intervention positively altered teacher behavior.