Virtual learning has been used long before the COVID-19 pandemic for mental health care or acute conditions but was rarely used as a replacement for in-person visits. Additionally, virtual learning was primarily used for those earning graduate and undergraduate degrees. Virtual learning for individuals younger than eighteen is not typically researched, as it has not been a subject of importance or seen as a replacement for in-person learning. The current study worked with four male children under the age of eighteen from both the neurotypical and neurodiverse populations. Participants were paired into dyads to assess learning done both virtually and in-person when presented with a brainteaser puzzle using a multiple baseline across participants design. Two of the four participants engaged in both treatment conditions. Percent of independently completed steps of a brainteaser puzzle and percent of on-task behavior were measured across conditions. Implications of the current study suggest that individuals that are considered severely delayed may learn more proficiently when in-person, however, others with less severe developmental disabilities and those that are considered neurotypical may be able to learn across either condition.

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Background: Autism Spectrum Disorder (ASD) is a developmental disorder characterized by difficulties with communication, problems with social interactions, and repetitive patterns. A greater proportion of children with ASD tend to experience nutritional difficulties and feeding issues compared to neurotypical (NT) children; however, limited research has been examined that compares nutritional behaviors between children with ASD and NT youth. Purpose: The purpose of this study was to examine the differences in gastrointestinal issues, weight concerns, and mealtime behaviors in youth with ASD and NT youth. Data was utilized from the 2019 National Survey of Children’s Health which consisted of items related to children’s health and well-being. Parent-reported variables on dietary behaviors, child weight concerns, mealtime behaviors, and food insecurity were compared between children with ASD and NT youth using chi-square analyses. Results: A total of 868 (weighted sample of 2,068,404) children with ASD and 28,441 (weighted sample of 72,451,623) NT children were included in the analysis. A greater percentage of parents of children with ASD reported weight-related concerns about their child (pp=0.57). Conclusion: Children with ASD experience more nutrition-related difficulties than NT youth although there were no differences in family mealtime patterns. Future research should examine food insecurity in families of children with ASD and its relationship with nutritional difficulties in this population.

Establishing effective language intervention for those who struggle to acquire it early on has received significant attention from researchers within the field of behavior analysis. The procedures of the present study were adapted from Spurgin' thesis research from 2021, in which a stimulus specific consequence was used during teaching after participants made correct responses. In this case, the stimulus specific consequence was a label for a picture that participants were required to point to during teaching trials. When participants pointed to the correct card, the researcher would label the card and deliver a small wooden block which the participants were told they were working for. In the hear-say procedures, participants were taught one set of cards and instructed to echo the researchers' labels. In the see-say participants were taught a second set of cards and instructed to "beat' the researcher to saying the word. After all cards were taught, were tested with a non-vocal receptive identification test. Immediately following this, participants were tested with a vocal expressive identification test. An extended teaching was included to determine the effects of additional practice within each condition. Results indicated that the participants were able to require some receptive and expressive language but targets often did not correspond. In many instances, receptive mastery did not necessarily lead to expressive mastery or vice versa. Results also indicated that additional practice improved receptive scores but had little impact on expressive scores. Implication for teaching learners with autism as well as typical adults is discussed.

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