“…The target behaviour in all studies was increasing implementation accuracy of interventions. There was an even balance between behaviour reduction and skills teaching, with 47% of the interventions being implemented to reduce client problem behaviours using function‐based behaviour support plans (Codding, Feinberg, Dunn, & Pace, ; Codding, Livanis, Pace, & Vaca, ; Courtemanche et al, ; DiGennaro et al, ; DiGennaro, Martens, & McIntyre, ; DiGennaro‐Reed et al, ; Flynn & Lo, ; Pelletier, McNamara, Braga‐Kenyon, & Ahearn, ) and the Good Behaviour Game (Maggin, Fallon, Hagermoser Sanetti, & Ruberto, ), while 53% of the interventions were implemented to increase positive behaviours or teach skills with discrete trial training (Belfiore, Fritts, & Herman, ; McKenny & Bristol, ; Miller et al, ; Pollard, Higbee, Akers, & Brodhead, ), pivotal response training (Coolican, Smith, & Bryson, ), system of least prompts (Vince Garland et al, ), a token economy (Plavnick, Ferreri, & Maupin, ) and Project ImPACT (Ingersoll & Wainer, ) which is a social communication intervention for children which uses modelling to increase spontaneous language.…”