Three children with autism were taught abduction-prevention skills using behavioral skills training with in situ feedback. All children acquired the skills, which were maintained at a 1-month follow-up assessment. In addition, 1 of the children demonstrated the skills during a stimulus generalization probe in a community setting.

We examined the effects of behavioral skills training with in situ feedback on safe responding by children with autism to abduction lures that were presented after a high-probability (high-p) request sequence. This sequence was intended to simulate a grooming or recruitment process. Results show that all 3 participants ultimately acquired the safety response to abduction lures presented after a high-p sequence and maintained the safety response at a 1-month follow-up.

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This paper reviews recent studies on task interspersal (TI) for increasing skill acquisition in children who have been diagnosed with autism spectrum disorders and other neurodevelopmental disorders. We highlight some limitations of these studies and provide specific recommendations for future research on TI procedures.

This study evaluated the extent to which prompting and reinforcement increased three participants' correct selections of items following a therapist's gaze shift using a non‐concurrent multiple baseline design for two participants and an ABCD design for one participant. Results show that each participant learned to discriminate an adult's gaze direction to make a correct selection and each participant's responding generalized to selections with non‐reinforcing stimuli. Two participants also displayed the skill during probe sessions with their parents; however, the third participant required tangible reinforcement for correct selections to demonstrate the skill with a parent.