Visual analysis of graphic displays of data is a cornerstone of studies using a single case experimental design (SCED). Data are graphed for each participant during a study with trend, level, and stability of data assessed within and between conditions. Reliable interpretations of effects of an intervention are dependent on researchers' understanding and use of systematic procedures. The purpose of this paper is to provide readers with a rationale for visual analysis of data when using a SCED, a step-by-step guide for conducting a visual analysis of graphed data, as well as to highlight considerations for persons interested in using visual analysis to evaluate an intervention, especially the importance of collecting reliability data for dependent measures and fidelity of implementation of study procedures.

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Many parents of children with autism spectrum disorders (ASD) report that their children have feeding problems. A body of literature targeted toward parents of children with ASD includes information about possible interventions for this problem. Most intervention suggestions within this literature have been only anecdotally reported to be effective; few research studies have addressed maladaptive feeding behaviors in children with ASD. This review synthesizes current research regarding the types of feeding problems and interventions used with children with ASD. In addition, the authors briefly discuss the literature on treating feeding problems in other populations as a means of comparison. They also point out differences in empirically supported treatments and treatments used by parents for aberrant feeding behaviors in children with ASD.

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The purpose of this study was to evaluate the use of computer-based video instruction to teach generalized reading of words found on grocery store aisle signs and the location of the corresponding grocery items within those aisles. A multiple probe design across three sets of words, replicated across four students with moderate intellectual disabilities, was used to evaluate the effectiveness of the computer-based video program. All training sessions occurred through simulation using the computer-based program with "life-like" video recordings of multiple examples of three grocery stores. All generalization probes, including generalized reading of target words in a novel grocery store, were assessed in actual grocery stores. Results indicated that the computer-based video program alone was successful in teaching generalized reading of aisle signs and the location of items and that students generalized responding to a novel grocery store. Results are discussed in terms of the advantages of computer-based video instruction.

This study evaluated the acquisition of incidental and observational information presented to 6 children with autism in a small group instructional arrangement using a constant time delay (CTD) procedure. A multiple probe design across behaviors, replicated across 6 participants, was used to evaluate the effectiveness of the CTD procedure and to assess each student's ability to read another student's words and identify related pictures. Generalization was assessed in natural conditions using a pre- and post-test paradigm. Results indicate that, despite their documented deficits in social awareness and imitation, students learned observational and incidental information during small group instruction. Educational implications with regard to small group instruction are discussed.