The picture exchange communication system (PECS) is an augmentative communication system frequently used with children with autism (Bondy & Frost, 1994; Siegel, 2000; Yamall, 2000). Despite its common clinical use, no well-controlled empirical investigations have been conducted to test the effectiveness of PECS. Using a multiple baseline design, the present study examined the acquisition of PECS with 3 children with autism. In addition, the study examined the effects of PECS training on the emergence of speech in play and academic settings. Ancillary measures of social-communicative behaviors and problem behaviors were recorded. Results indicated that all 3 children met the learning criterion for PECS and showed concomitant increases in verbal speech. Ancillary gains were associated with increases in social-communicative behaviors and decreases in problem behaviors. The results are discussed in terms of the provision of empirical support for PECS as well as the concomitant positive side effects of its use.

We evaluated video modeling and reinforcement for teaching perspective-taking skills to 3 children with autism using a multiple baseline design. Video modeling and reinforcement were effective; however, only 2 children were able to pass an untrained task, indicating limited generalization. The findings suggest that video modeling may be an effective technology for teaching perspective taking if researchers can continue to develop strategies for enhancing the generalization of these new skills.

Perspective taking refers to the ability to determine mental states of others in order to explain or predict behavior. In typically developing children, this skill appears around age 4 years (Baron-Cohen, Leslie, & Frith, 1985), but it is delayed or absent in children with autism. In the present study, video modeling was used to teach perspective taking to three children with autism. A multiple-baseline design across children and within child across tasks was used to assess learning. Generalization across untrained similar stimuli was also assessed. Video modeling was a fast and effective tool for teaching perspective-taking tasks to children with autism, resulting in both stimulus and response generalization. These results concurred with previous research that perspective taking can be taught. Unlike other studies, however, wider ranges of generalization were found.

The present study was designed to compare the effectiveness of video modeling with in vivo modeling for teaching developmental skills to children with autism. A multiple baseline design across five children and within child across the two modeling conditions (video and in vivo) and across tasks was used. Each child was presented two similar tasks from his or her curriculum; one task was used for the video condition, while the other was used for the in vivo condition. Video modeling consisted of each child watching a videotape of models performing the target behavior, whereas in vivo modeling consisted of the children observing live models perform the target behavior. After the observations, children were tested for acquisition and generalization of target behaviors. Results suggest that video modeling led to faster acquisition of tasks than in vivo modeling and was effective in promoting generalization. Results are discussed in terms of video modeling's motivating and attention maintaining qualities.

We assessed the effectiveness of using the obsessions of children with autism to reduce their inappropriate behaviors. Baseline consisted of a traditional differential reinforcement of other behaviors (DRO) in which food reinforcers were provided contingent upon a period of nonoccurrence of the inappropriate behaviors. Then, three treatment conditions were assessed using a multielement design. One condition provided objects of obsession as reinforcers for periods of nonoccurrence of the inappropriate behaviors. A second condition also provided the obsessions as reinforcers, but in conjunction with mild reductive procedures (verbal "no", time-out). A final condition used the food reinforcers of baseline, but with mild reductive procedures. Results indicated that all three treatment conditions were more effective than the traditional food DRO of baseline. The most effective condition was the obsessions plus mild reductive procedures. Results are discussed in terms of recommendations for effective treatment planning.