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Challenging behavior is a significant barrier in accessing the general education curriculum for students with developmental disabilities. This necessitates the identification of evidence-based practices for addressing challenging behavior in inclusive settings. The purpose of our meta-analysis is to (a) quantify the magnitude of effect of interventions targeting the reduction of challenging behavior in students with developmental disabilities in inclusive educational settings and (b) determine if participant and intervention characteristics moderate intervention effects. A systematic search of academic databases was conducted to identify studies, which were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect of .94 (95% CI [.87, 1]) and moderating variables associated with behavior topography, interventionist, and intervention components were identified.

Dysregulation of the autonomic nervous system (ANS), which can be indexed by heart rate variability (HRV), has been posited to contribute to core features of autism spectrum disorder (ASD). However, the relationship between ASD and HRV remains uncertain. We assessed tonic and phasic HRV of 21 children with ASD and 21 age- and IQ-matched typically developing (TD) children and examined (1) group differences in HRV and (2) associations between HRV and ASD symptomatology. Children with ASD showed significantly lower tonic HRV, but similar phasic HRV compared to TD children. Additionally, reduced tonic HRV was associated with atypical attentional responsivity in ASD. Our findings suggest ANS dysregulation is present in ASD and may contribute to atypical attentional responses to sensory stimulation.

Adults with intellectual and developmental disabilities (IDD) may engage in challenging behavior. These behaviors present challenges to support staff who often lack training in effective behavior management procedures. Behavioral skills training (BST) is an empirically supported method of staff training and has been used to teach support staff a number of intervention skills. The purpose of this study was to extend the literature on BST and to examine the effects of BST on staff implementation of functional communication training (FCT) for three adults with IDD using a non-concurrent multiple baseline design. Results indicated that with BST, staff fidelity increased over baseline levels. With the addition of individualized coaching, staff implementation reached mastery criteria. Improvements in staff implementation fidelity corresponded with decreases in participant challenging behavior and increases in appropriate communication. Findings suggest that BST with coaching may be an effective method to train staff to implement FCT with adults.

Functional communication training (FCT) is one of the most common treatments for challenging behavior and is considered an empirically supported practice for children and adolescents with autism spectrum disorder (ASD). However, no previous systematic review has evaluated the quality of FCT for adults with ASD, and the empirical support for this practice among adults is unknown. The purpose of the current review was to synthesize the extant research, including a quality appraisal of the literature on the use of FCT to treat challenging behavior for adults with ASD. We identified 20 studies that evaluated the efficacy of FCT in reducing challenging behavior for adults with ASD. The quality of each article was evaluated based on the What Works Clearinghouse design and evidence standards. Following the quality and evidence evaluations, eight studies, including eight experiments, were found to have moderate or strong evidence of effectiveness. The current body of literature provides some evidence for the efficacy of FCT in reducing challenging behavior for adults with ASD, but additional research in this area is warranted.

There is a growing population of adolescent students with developmental disabilities (DD) in school settings. Educators are in need of evidence-based practices (EBP) to address the challenging behaviors of students with DD. A key consideration in determining whether practices should be considered as an EBP is whether these practices have been implemented with fidelity. Yet, previous research has shown that many studies fail to report treatment fidelity data, which may compromise the outcomes of studies examining interventions to reduce challenging behaviors for adolescents with DD. Reported fidelity is essential for having increased confidence that the study outcomes were in fact due to the intervention rather than some extraneous variable. Thus, the purposes of this review were to systematically evaluate the quality of research on challenging behavior interventions for adolescents with DD and examine the reporting of implementation fidelity in high-quality studies. Fifty-three studies were evaluated against the quality indicators developed by the Council for Exceptional Children. Recommendations for future research and implications for practice are discussed.

Early childhood special education teachers require training and support in implementing function-based intervention for challenging behavior. Yet, teacher professional development practices are not universally effective,and teachers may benefit from differentiated supports. The purpose of this study was to pilot and evaluate a multilevel approach to teacher professional development for function-based intervention. The multilevel approach included behavioral skills training, practice-based coaching, and teacher self-monitoring and was evaluated using a multiple baseline across participants single-case research design. Results demonstrated that while all teachers benefited from the professional development, teachers required different levels of support within the multilevel approach. These findings support a growing body of work suggesting that teachers may require varying levels of support to implement evidence-based practices.

The purpose of this study was to investigate the effects of a shared reading intervention on narrative story comprehension and task engagement of students with autism spectrum disorder (ASD). A single-case multiple baseline design was used, and three elementary-aged students with ASD participated in this study. The shared reading intervention included before, during, and after reading strategies (i.e., topic anticipation, dynamic reading, story retelling). Results of this study indicated that all participants demonstrated noticeable improvements in reading comprehension. Despite the longer duration of intervention sessions as compared to baseline sessions, participants showed similar or better task engagement with intervention. Improved reading outcomes were maintained at follow up for all participants. Implications for practical implementation and future research were discussed.

Individuals with autism spectrum disorder (ASD) often require differentiated strategies to access academic content. Hence, research-based interventions to support STEM (Science, Mathematics, Technology, and Engineering) education for individuals with ASD are necessary to guide implementation. This review serves to (a) summarize studies that investigated the effects of STEM interventions for students with ASD ranging from ages 5 to 25 years, (b) provide recommendations to educators for teaching STEM to students with ASD, and (c) identify gaps for future research. Forty-four studies were synthesized and categorized based on STEM area. This review highlights promising instructional interventions in science and mathematics and recognizes the need for more literature on technology and engineering instruction. Implications for research and practice are discussed.

Restricted and repetitive behavior (RRB) is a core feature of autism spectrum disorder (ASD). Research suggests that the severity of RRB may be influenced by both environmental variables (e.g., absence of sensory stimulation input) and neurophysiological activity within the body (e.g., atypical regulatory capacity of the autonomic nervous system). Substantial research efforts have been devoted to the assessment of factors that influence the occurrence of RRB in individuals with ASD, which have led to the development of assessment methodologies, such as functional analysis, to identify specific contexts in which RRB occurs, and measures of heart rate variability (HRV) to index the level of neurophysiological activity for individuals with ASD.However, despite the increasing consensus that the assessment and treatment of RRB require a more comprehensive approach due to the complexity and heterogeneity of the neurodevelopmental disorder, there exists a paucity in research that addresses both the functional behavioral and neurophysiological dimensions of RRB. This study aimed to address this gap by (a) designing and evaluating the effects of an integrated function-based assessment on identification of the functional subtypes of RRB and (b) examining the relationship between RRB and HRV as an indicator of neurophysiological functioning. The study included six participants, ages four to seven, with ASD. A single-case alternating treatments design, with two conditions simulating low- and high-stimulation environments, was used for the assessment of functional subtypes within each participant. Dependent variables included the duration of RRB and HRV. RRB was measured using MOOSES, a multi-option observation system for experimental studies. HRV was measured using wearable technology that collects blood volume pulse. Visual analysis of time series data as well as nonparametric analyses of the dependent variables were conducted to determine the functional subtypes of RRB and the association between HRV and RRB across participants.Study results suggest that (a) the integrated assessment is effective in identifying specific functional subtypes of RRB and (b) HRV is positively correlated with the rate of RRB. The findings of this study offer new insights on the understanding of how underlying environmental and neurophysiological mechanisms may influence the occurrence of RRB in ASD. Furthermore, the study provides an integrated assessment model that can be feasibly implemented in applied settings.

The current review summarized 54 peer-reviewed articles concerning the assessment treatment of self-injurious behavior (SIB) in adults with intellectual and developmental disabilities. Results indicated that functional analysis was most commonly used to identify the operant function of SIB. Noncontingent reinforcement, differential reinforcement, functional communication training and response blocking were found to be the most frequently implemented interventions across studies. The methodological quality of each study was evaluated using the Council for Exceptional Children quality indicator standards. None of the included studies met all indicators to be considered methodologically sound. Directions for future research and implications for practice are discussed.