Applied behavior analysis provides a technology of human behavior that demonstrates great potential for improving socially important outcomes for individuals. School‐based consultation may provide a vehicle for delivering applied behavior analysis services in schools to address academic referral concerns. In this article, we propose that school‐based consultants should use the principles of applied behavior analysis as a guide for their consultation efforts. We provide the conceptual rationale for the use of applied behavior analysis as a guide for school‐based consultants and specific procedural recommendations for applying a behavior analytic approach to school‐based consultation.

Individuals with autism spectrum disorder (ASD) are generally less physically active than individuals without disability due to factors such as lack of motor coordination and inadequate transportation resources that can result in various barriers to participation. This affects their independence and may interfere with expectations (e.g., employment) during adulthood. It is essential to explore ways to teach physical activity so people with ASD can generalize skills in community settings. This study examined the effect of a multicomponent behavioral intervention that included (a) the Exercise Buddy application, (b) a system of least prompts, (c) an incremental increase of criteria, and (d) reinforcement to teach three adolescents with ASD functional movement exercises (e.g., squat). All participants increased their mastery of performing these exercises compared to baseline and generalized these skills across two community settings. Keywords Young adults with autism spectrum disorder. Physical activity. Technology. Inclusive community fitness Regular physical activity (PA) is clearly beneficial as indicated by improved overall physical and psychological health, stamina, endurance, and physical fitness; however, 47%-51% of individuals with autism spectrum disorders (ASD) seldom meet the daily recommended guidelines for PA (Lang et al., 2010; Srinivasan, Pescatello, & Bhat, 2014), are more likely to be overweight and obese, and are less likely to voluntarily participate in PA (McCoy, Jakicic, & Gibbs, 2016). Although social and communication impairments are a significant concern for people with ASD, these individuals also display challenges related to the

The purpose of this study was to investigate sources of occupational stress for NCAA Division I and Division III track and field coaches during the championship season. The Administrative Stress Index (ASI) measured the perceived occupational stressors, and the Personal Resource Questionnaire (PRQ): Part 2 assessed perceived social support. A total of 67 male and female (44.51 + 10.92 yrs.) experienced (14.75 + 10.00 yrs.) coaches participated. Results indicated that a weak to moderate significant correlation exists between the three subscales of the ASI. A significant negative correlation was found between the PRQ and task-based stress (r = −.244, p < .05). When all three predictors and the interaction of years of experience were entered into the model, the social support (β = −0.259 p = .04) and NCAA Division (β = −0.243 p = .052) were significant predictors of task-based stress. As social support increased, task-based stress decreased.

The purpose of our study was to determine the effect of music (music with lyrics versus music with lyrics plus instruction) relative to on-task behaviors in preschool children with autism spectrum disorder (ASD) in a gross motor setting. Five preschool children (4 boys, 1 girl) diagnosed with ASD served as participants. A multiple baseline across participants in conjunction with an alternating-treatment design was used. For all participants, music with lyrics plus instruction increased on-task behaviors to a greater extent than did music with lyrics. The results of our study provide a better understanding of the role of music with regard to the behaviors of young children with ASD.

The purpose of the current study was to evaluate strategies to increase gross motor task completion (GMTC) in physical activity programming for children with autism spectrum disorder in a school setting. A multiple baseline design across five participants was used compare the impact of the presentation of music with lyrical instruction alone and with a teacher modeling and providing verbal prompting for increasing GMTC. Furthermore, the extent to which the GMTC generalized to a novel song following training was also evaluated. All participants engaged in low levels of GMTC during baseline and in the music only conditions. Improvements were found when modeling and prompting were introduced; however, the change was modest. Finally, none of the participants demonstrated generalization to a novel song. In light of the findings, implications for schools to consider physical activity programming will be discussed.