Prior researchers have reported a tendency for individuals with developmental disabilities to select edible items more often than leisure items when those items are presented together in stimulus preference assessments. However, children with autism spectrum disorders (ASD), with whom many behavior analysts currently practice, are underrepresented in this body of literature. We conducted a replication of prior research with 26 children with ASD. Results indicated that edible items were more likely than leisure items to rank highly in our preference assessments, in concurrence with prior research. However, leisure items were also selected more often overall than in prior research, and significant individual variation was observed. These results suggest that preference assessments containing both edible and leisure stimuli can yield useful information for behavior analysts providing services to children with ASD, and the degree of preference for edible items noted in prior work may not be reflected in this contemporary population.

Several studies have found that edible items tend to displace leisure items in multiple-stimulus preference assessments for individuals with developmental disabilities. One recent study (Conine & Vollmer, 2019) included screen-based technology devices in assessments and found that food items were less likely to displace leisure items and in some cases leisure items totally displaced edible items. The purpose of our study was to conduct a replication of Conine and Vollmer in Italy to evaluate cultural differences in food and leisure preferences. Results of our study were similar: For 44% of participants, at least one leisure item ranked above all edible items and leisure items displaced all edible items for 28% of participants. Participants in the present study showed a higher preference for leisure items or toys that were not screen-based technology devices, suggesting there may be cultural variation in the types of leisure items that are preferred.

Recent literature reviews have highlighted the need to better understand the relation between speaker and listener behavior when teaching learners with autism spectrum disorders (ASD). The current study used a modified parallel-treatments design to compare directly the degree to which tact and listener behavior emerged during instruction in the opposite relation for 4 children with ASD. Results showed tact training to be either equally or more efficient than listener training for all participants. However, varied patterns of emergent responding across participants indicate a need for further research. Data on collateral responding during instruction did not suggest that the presence or absence of overt collateral behaviors were predictive of emergence. The results highlight the importance for clinicians and educators to assess emergent tact and listener repertoires periodically.

Deficits in response to name (RTN) are an early indicator of autism spectrum disorder (ASD), and RTN is a treatment goal in many early intervention curricula for children with ASD. However, little research has empirically evaluated methods for increasing RTN in children with ASD. We evaluated a series of conditions designed to increase RTN for 4 children with ASD using a multielement experimental design. The schedules of tangible reinforcement were thinned after mastery and generalization was tested across people and contexts. Tangible reinforcers were necessary to increase RTN for all 4 participants, and the schedule of reinforcement was successfully thinned with all participants after intervention. Generalization was also observed across people and experimental contexts.