Presession pairing is an antecedent-based procedure in which an instructor engages with preferred items with a child for a few minutes before an instructional session. Although this procedure has been described in manualized treatment guidelines for working with children with autism, there are currently no direct investigations of whether this manipulation has a beneficial impact on target responding or the child's social interactions. Functional analyses with three children with autism showed escape or attention and escape as reinforcers for their challenging behavior. Preference assessments identified highly and moderately preferred stimuli. In the context of a multiple baseline across participants design, the participants exhibited fewer challenging behaviors when instructional sessions were preceded by presession pairing than when they were not. Academic responding showed modest increases. Subsequently, in the presence of presession pairing with a novel task, the participants emitted no challenging behavior and similar or higher levels of accurate academic responding. One participant was available for a maintenance session without presession pairing 5 months later and showed near-zero levels of challenging behavior and comparable levels of accurate academic responding. The implications of the findings and future directions are discussed.
Praise and other forms of attention may not function as reinforcers for the behavior of children with autism. Previous research demonstrated that contingently pairing praise with reinforcers (response stimulus) can establish praise as a conditioned reinforcer. We evaluated a procedure for establishing praise as a generalized conditioned reinforcer (pair praise with four reinforcers) and compared it with a procedure to establish praise as a conditioned reinforcer (pair praise with one reinforcer). We compared the two condi-
Dixon et al. ( 8:7-15, 2015) argued that the research productivity of behavior analytic graduate programs may be a reasonable criterion to evaluate training program quality. They reviewed the cumulative publications of graduate programs. From this analysis, they generated a top ten list of graduate programs with the greatest number of faculty publications and, because of the number of these publications, inferred that they may be better training programs than those not on the list. We countered that the quality of graduate training programs is evident in the behavior of those who are trained, and thus, our field's interest should focus on determining the degree to which individual program graduates-and not their faculty-have mastered the research process. Thus, we proposed including student authors' work as an alternative to Dixon et al.'s analysis.
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