A meta-analysis of noncontingent reinforcement (NCR) outcomes was conducted using hierarchical linear modeling (a) to document the effect size for decreasing problem behavior, (b) to compare effect sizes for NCR using functional reinforcers and nonfunctional reinforcers, and (c) to document the influence of schedule thinning on effect size. Analyses were conducted with data from 55 studies and 91 participants. Results indicate that NCR was associated with a very strong effect size (d =-1.58) for reduction of problem behavior, functional reinforcers were slightly more effective than nonfunctional reinforcers, and schedule thinning resulted in minor degradation of effect size. Meta-analysis of single-case design data provides a method to quantitatively estimate effect sizes of interventions across participants. Therefore, it allows one to identify important variables that are not otherwise evident in single-case data, helps to disseminate findings to the broader scientific community, and contributes to the documentation of empirically supported interventions.

High levels of impulsivity and stereotypy were significant predictors of SIB in a large and diverse sample of people with confirmed autism diagnoses. Future research is needed on the effects of reducing impulsivity and stereotypy on the outcomes of treatment, early intervention and attempts to prevent the development of SIB.

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The efficacy and efficiency of telehealth and in-person training were compared while teaching seven undergraduate students to implement components of discrete trial training. A multiple-baseline design across skills with elements of multiple probe and delayed multiple baseline combined with an alternating-treatments design was used to evaluate the effects of behavioral skills training (BST) on (a) implementing a multiple stimulus without replacement preference assessment, (b) setting up an instructional context, (c) delivering antecedent prompts, and (d) delivering consequences for accurate and inaccurate responding. Two skills were trained via telehealth and two skills were trained in-person using BST procedures with a mock student. All participants provided high acceptability ratings for both training procedures. Results also showed that telehealth training was as efficacious and efficient as in-person training for all skills across all participants. Five of six participants showed high levels of maintenance of the newly acquired skills; these five also exhibited the skills during a novel instructional task.

Directions for future research could include systematic comparisons to other procedures, and evaluations of procedural permutations of SIR.