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Autism-spectrum disorders (ASDs) are a group of neurodevelopmental disorders that are becoming increasingly more prevalent. A diagnostic criterion for autism is the presence of restricted, repetitive behaviours (RRBs), one of which is the intense fascinations for virtually any topic: circumscribed interests (CIs). CIs have the potential to be used for motivational purposes. This study employed semi-structured interviews using Interpretative Phenomenological Analysis (IPA) with individuals with ASDs and their parents. In total, 11 families participated in this study, comprising 33 individuals (16 parents and 17 individuals with ASDs). This study found five themes: He's Very Unique; They Don't Realize that Not Everyone Lives and Thinks the Same Thing All the Time; We Couldn't even Pronounce the Names of These Dinosaurs, and Jason was Telling Us; You Can't Change Them, You Can Only Love Them; and So I Can Do My Job at the Same Time and Observe the Weather at the Same Time.

Learning the knowledge and procedures of the Assessment of Basic Learning Abilities (ABLA) is a major practical priority for direct-care service providers who work with individuals with intellectual disabilities (IDs) and autism spectrum disorders (ASDs). The present study compared the effects of two training conditions involving a self-instructional manual (SIM) alone and its combination with a Web-based computer-aided personalized system of instruction (WebCAPSI) program (SIM plus WebCAPSI) on teaching knowledge and implementation of the ABLA to university students. A multiple-baseline design across training conditions was used. The results indicate that the SIM combined with passing unit tests delivered via WebCAPSI was beneficial for knowledge acquisition while viewing demonstration videos was beneficial for conducting the ABLA. The findings suggest that a combination of a SIM combined with unit tests delivered via WebCAPSI and videos provides an effective approach to teach both knowledge and application of behavioural procedures to potential knowledge users.

Learning the knowledge and procedures of the Assessment of Basic Learning Abilities (ABLA) is a major practical priority for direct-care service providers who work with individuals with intellectual disabilities (IDs) and autism spectrum disorders (ASDs). The present study compared the effects of two training conditions involving a self-instructional manual (SIM) alone and its combination with a Web-based computer-aided personalized system of instruction (WebCAPSI) program (SIM plus WebCAPSI) on teaching knowledge and implementation of the ABLA to university students. A multiple-baseline design across training conditions was used. The results indicate that the SIM combined with passing unit tests delivered via WebCAPSI was beneficial for knowledge acquisition while viewing demonstration videos was beneficial for conducting the ABLA. The findings suggest that a combination of a SIM combined with unit tests delivered via WebCAPSI and videos provides an effective approach to teach both knowledge and application of behavioural procedures to potential knowledge users.