The purpose of this review was to evaluate the quality of research focused on the effects of telehealth-mediated behavior-analytic assessments and interventions on client outcomes. The majority of studies utilized a single-case methodology (n = 44; 81%), while 10 studies (19%) used a group design. Of the 246 single-case designs, 99 (40%) met design standards with or without reservation. For the 10 group design studies, 7 (70%) met the design standards. When evaluating the evidence offered according to the prime independent variable (e.g., behavior assessment, intervention designed for behavior reduction, and intervention designed to establish or strengthen behavior), the literature supports the use of telehealth to conduct behavior assessments and provide interventions designed to establish or strengthen behavior. Additional research is necessary to establish the use of telehealth to conduct interventions designed for behavior reduction. Implications for future research and practice are discussed.

Individuals with an Autism Spectrum Disorder (ASD) often engage in repetitive and stereotypic behaviors (American Psychological Association, 2013). Therefore, interventions that reduce stereotypy and potentially increase appropriate responses are of interest in the field of applied behavior analysis. The purpose of this study was to evaluate the isolated and additive effects of response interruption and redirection (RIRD) and differential reinforcement of alternative behavior (DRA) on both stereotypy and appropriate responses to determine whether either of these interventions alone or in combination is more effective and more efficient in increasing appropriate responses and decreasing stereotypy. Results showed that both RIRD and RIRD + DRA were effective interventions in decreasing stereotypy, but no procedure resulted in a sustained increase in appropriate responses.

The purpose of this article is to review the literature on differential reinforcement of alternative behavior procedures without extinction for individuals with autism. Using predetermined inclusion criteria, a total of 10 studies were included and summarized in terms of the following: (a) participant characteristics (e.g., sex, age, and diagnosis), (b) treatment setting, (c) problem behavior, (d) function, (e) alternative behavior, (f) intervention, (g) outcomes, and (h) conclusiveness of evidence. Of the 10 studies, nine demonstrated positive effects and one mixed effects. Five studies successfully reduced problem behavior by manipulating different reinforcement parameters (magnitude, immediacy, and quality) and four manipulated the schedule of reinforcement. One study had mixed results with two of the three participants requiring extinction. The findings of this review suggest that variations of differential reinforcement of alternative behavior interventions without an extinction component may be considered promising practices for the treatment of challenging behavior in individuals with autism.

A key component to any successful intervention aimed at increasing appropriate behavior for individuals with disabilities is the identification of potential reinforcers (Verriden & Roscoe, 2016). Preference assessments allow for the identification of specific preferred items for each individual; however, little is known about the stability of preference over time. The purpose of this review was to synthesize results from 20 studies that conducted two or more preference assessments, at least 24 h apart, and analyze the stability of preference assessment outcomes across repeated assessment administrations. This paper investigated the impact of the inter-assessment interval (IAI; i.e., how often assessments were conducted), preference assessment format, and stimulus type (i.e., leisure items/activities, edibles, social interaction) on the stability of preference assessment outcomes. Results suggest that, across repeated administration, preference is most stable at brief IAIs (8-30 days) and when using the pairedstimulus format (Fisher et al., 1992). Implications for practitioners and future research are discussed.

Choice of assignment has been shown to increase student engagement, improve academic outcomes, and promote student satisfaction in higher education courses (Hanewicz, Platt, & Arendt, Distance Education , 38 (3), 273–287, 2017 ). However, in previous research, choice resulted in complex procedures and increased response effort for instructors (e.g., Arendt, Trego, & Allred, Journal of Applied Research in Higher Education , 8 (1), 2–17, 2016 ). Using simplified procedures, the current study employed a repeated-measures with an alternating-treatments design to evaluate the effects of assignment choice (flash cards, study guide) on the academic outcomes of 42 graduate students in an online, asynchronous course. Slight differences between conditions were observed, but differences were not statistically significant. Supplementary Information The online version contains supplementary material available at 10.1007/s40617-021-00566-8.