We did not find a functional relation between the intervention and student reading performance.

The purpose of this study was to evaluate the effect of peer training implemented alone and the effect of combining contingency contracting with peer training on promoting social interactions among students with ASD and their peers. Three students with ASD and six typically developing peers enrolled in an inclusive elementary school participated in the study. Ten-minute observations were conducted during recess time to collect data on the participants’ social interactions. The data obtained showed that peer training alone did not result in improvement in social interactions. However, upon the introduction of contingency contracting, which facilitated the use of prompting and reinforcement, the participants engaged in a significantly higher number of social interactions. The findings about the effect of peer training and contingency contracting were consistent across the participants. The study results suggest several implications for practice and directions for future research.

In response to the demand for adopting a social justice system to manage students’ challenging behaviors, many countries are implementing positive behavior support (PBS) programs at the school level. However, the use of PBS in Saudi Arabian schools is still a goal rather than reality. It is strongly evident that school-wide PBS can be applicable to different educational contexts. Therefore, the purpose of this study was to evaluate the efficacy of a virtual school-wide positive behavior support program for students with autism spectrum disorder (ASD) in Saudi Arabia. Teaching and reinforcement procedures were implemented to help the students replace interfering classroom behaviors with alternative, appropriate behaviors. Observations were conducted to collect data on the students’ classroom behaviors. The results of the study showed that there was an immediate and major improvement in the students’ behaviors upon the introduction of the program. The results support the conclusion that school-wide positive behavior support can be successfully applied to different educational settings and suggest several implications for special and general education schools.

Respecting individual differences among students and meeting their unique needs may be one of the greatest challenges faced by teachers. When having a heterogeneous group of students, teachers need to consider a variety of instructional methods. The literature details a large number of teaching strategies supported by research findings, and the purpose of this review is to add to the literature by highlighting important information obtained from research on contingency contracting. This information includes the steps for creating and implementing contingency contracting, types of students with whom it can be used, and types of skills and behaviors that can be targeted. The review results show that contingency contracting is an easy-to-implement strategy that can be effectively used to teach both academic and non-academic skills to students with different characteristics. The results also suggest several practical implications for teachers and several areas of research that need further investigation.

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