Research suggests that praise serves as a key component of behavioral interventions. However, residential facilities may lack systems to teach their staff members to provide praise to residents. As a structured approach to behavior management, an applied behavior analysis (ABA) team in a secure juvenile justice facility utilized group contingencies to increase written praise, termed "kudos," by staff members across five dormitories. While implementing the Kudos program, the ABA team measured the frequency of (a) verbal and gestural forms of praise to evaluate generalization from written Kudos and (b) residents' problem behavior. Results of statistical analyses indicated increased written praise by staff members was associated with decreased problem behavior by residents; however, the written behavior of staff did not generalize to verbal and gestural forms of praise toward residents. Practice implications, including strategies for implementing praise consistently in juvenile justice settings, are discussed.

This study aimed to analyze the experiences and support needs of 15 childcare center teachers related to behavior intervention services for at-risk children and children with autism spectrum disorder. Four main themes and ten sub-themes were identified: 1) challenges in implementing behavior interventions, 2) experiences and needs for collaboration with families and colleagues, 3) misconceptions regarding applied behavior analysis interventions, and 4) needs for behavior intervention support. These findings highlight the need for behavior intervention support in childcare settings by developing teachers’ knowledge and skills in implementing behavior interventions, strengthening parental support, and establishing support systems and government policies that facilitate collaboration among teachers, professionals, and families.

This study aims to describe the application of Applied Behaviour Analysis (ABA) therapy in improving communication and interaction skills through eye contact in children with autism at SDK Santa Maria Assumpta, Kupang City. The problems underlying this study are the children's low focus when communicating, difficulty responding to calls, and minimal eye contact when receiving instructions. The study used a descriptive qualitative approach. Data collection was conducted through participatory observation of the therapy implementation and interviews with therapists and school officials. Data were analysed using the stages of data reduction, data presentation, and conclusion drawing. ABA was implemented through focus training with word and movement imitation, directing the child's head to establish eye contact with the therapist, and giving simple instructions that were gradually increased. Each appropriate response was reinforced through verbal praise. The results of the study showed that the application of ABA therapy was able to increase the duration and consistency of eye contact, imitation skills, compliance with instructions, and the development of basic academic skills such as writing and puzzle solving. These findings indicate that ABA therapy is effective as a structured intervention to support the development of communication and interaction in children with autism in primary school settings.

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by social communication deficits and restricted, repetitive behaviors. Among evidence-based practices (EBPs), interventions grounded in applied behavior analysis (ABA) principles-including Early Intensive Behavioral Intervention and naturalistic developmental behavioral interventions-are widely used. While the evidence suggests potential benefits, the findings are inconsistent, most studies carry a high risk of bias, and the quality of evidence is generally low to very low. Gaps also remain in comparisons with treatment as usual (TAU) and across intervention intensities. This mixed-methods systematic review and meta-analysis evaluated the quantitative effectiveness and qualitative experiences of ABA-based interventions for children and adolescents with ASD, addressing the methodological limitations of earlier studies, and examining comparisons with TAU. Seven databases were searched up to August 2023 following the PRISMA guidelines. Twenty-five studies met the inclusion criteria (16 randomized controlled trials, 9 qualitative). The quantitative outcomes included adaptive behavior, cognitive ability (IQ/DQ), language, daily living skills, socialization, joint attention, and autism symptom severity. Qualitative studies explored parents' and practitioners' experiences. Random-effects models were used, with subgroup analyses by intervention intensity and TAU comparisons. The meta-analysis revealed significant improvements in adaptive behavior (SMD = 0.31, 95% CI: 0.04-0.59, GRADE = low), daily living skills (SMD = 0.36, 95% CI: 0.08-0.64, GRADE = low), language skills (SMD = 0.42, 95% CI: 0.24-0.60, GRADE = moderate), and joint attention behavior (SMD = 0.27, 95% CI: 0.04-0.49, GRADE = low) compared with the controls. High-intensity interventions had a notably greater effect on language skills (SMD = 0.72, 95% CI: 0.42-1.01) than low-intensity interventions (SMD = 0.34, 95% CI: 0.13-0.55). Comparisons with TAU revealed significant effects on adaptive behavior (SMD = 0.34, 95% CI: 0.02-0.66), daily living skills (SMD = 0.39, 95% CI: 0.07-0.71), and language skills (SMD = 0.51, 95% CI: 0.24-0.78). Qualitative findings highlighted perceived family and practitioner benefits but also barriers such as financial constraints and variability in training quality. This study confirms the effectiveness of ABA in improving developmental and behavioral outcomes in children with ASD. However, systemic challenges and variability in outcomes underscore the need for targeted policy initiatives, enhanced training programs, and further research on the impact of ABA on core ASD symptoms.

Abstract Single-case experimental design (SCED) is a quantitative research method widely used across diverse fields including behavioral education, special education, medicine, and applied behavior analysis. SCED methodology establishes external validity through a well-established sequential process: demonstrating strong internal validity within individual studies, followed by direct and systematic replication across varied populations, settings, and conditions. While this replication-based approach has proven highly successful as evidenced by robust intervention literature bases such as functional communication training and behavioral skills training the traditional process of accumulating replications across independent research teams can require years or decades. Inspired by the ManyLabs initiative’s success in coordinating replication efforts, we developed a sequential experimental design using dynamic Bayesian models to accelerate coordinated SCED research across laboratories. Applied to simulated and published multiple-baseline design data, our approach demonstrates how posterior distributions from completed cases can serve as priors for subsequent participants, creating cumulative knowledge building across research sites. Findings show that dynamic models effectively estimate intervention effects even when timing and effect sizes vary randomly. Parameter estimates converged to true effects after 15-25 coordinated cases, with credible intervals narrowing systematically as participants were added sequentially. This ManyLabs-inspired framework offers SCED researchers a pathway to accelerate the coordination of replications while maintaining the individualized focus and rigorous internal validity that make single-case designs valuable for evidence-based practice.

Autistic children often experience eating difficulties due to sensory processing, food selectivity, and other eating behaviors. As a result, the feeding process can be particularly challenging for caregivers and professionals in healthcare and educational settings. This scoping review describes interventions that address feeding difficulties, focused on improving food acceptance and reducing challenging eating-related behavior in autistic children under 6 years. The review was conducted and reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA-ScR) guidelines. We searched the PubMed, Web of Science (WOS), and PsycINFO databases, as well as manually examined reference lists, to identify relevant articles. Nineteen studies were selected by two independent reviewers for inclusion in the review. Among the selected studies, a variety of effective feeding strategies were categorized into three groups: applied behavior analysis (ABA)-based interventions, a combination of ABA-based strategies with others, and emerging strategies beyond ABA. These interventions have been reported to increase the acceptance of foods and reduce challenging mealtime behaviors of autistic children. Future research should focus on developing comprehensive interventions to improve the quality of life of autistic children, their families, and their communities.

Autism, as a neurodevelopmental disorder with a complex etiology, continues to be a priority area of multidisciplinary research. Current evidence indicates a complex interaction between genetic, epigenetic, and environmental factors that contribute to the heterogeneous manifestation of the autism spectrum. Autism Spectrum Disorder (ASD) is characterized by: (1) impairments in the quality of communication and social interactions, and (2) restricted and repetitive behaviors, interests, and activities. In Romania, data collected by the Help Autism Association on individuals registered with social assistance services as of July 1, 2021, show the following: 13,992 children (ages 0–18) were diagnosed with ASD, of whom: 6,152 were enrolled in mainstream education, 3,446 were in special education, and 4,394 were not enrolled in any form of education. Additionally, 1,095 individuals with ASD exited social services in the last two years after reaching the age of 18. Early screening of young children is crucial for the timely detection of ASD, as various atypical behaviors often become apparent before the age of 3. These may include hand-flapping (similar to waving a flag), self-biting, head-banging, and other repetitive or self-injurious behaviors. Parental and caregiver education plays a critical role in the early identification and long-term management of ASD. Among the evidence-based interventions currently showing positive outcomes are: Applied Behavior Analysis (ABA), verbal behavior therapy, and animal-assisted therapy. Some studies have demonstrated that improvements in social communication and social cognition remained significant at both 8 weeks and 6 months after the end of therapeutic interventions. Although the etiology of autism is not yet fully understood, advances in the field are evident and essential for improving the quality of life of affected children, who cannot be held responsible for the onset of this neurobiological disorder.

ABSTRACT Interventions based on the principles of applied behavior analysis are highly effective at treating pediatric feeding disorder by increasing appropriate mealtime behaviors and decreasing inappropriate mealtime behaviors. Treatment effectiveness is usually evaluated with data collected by trained observers. Unfortunately, trained observers may not always be available or present to monitor child behavior. To address this barrier, caregivers may be able to track their child's feeding treatment progress. A recent preliminary study suggested that some caregivers' data may correspond well with trained observers and that caregivers can detect large changes in challenging behavior. In the current investigation, we replicated and extended Becraft et al. with 8 caregivers of children receiving treatment for pediatric feeding disorder. Overall, caregiver data were significantly correlated with observer data for inappropriate and appropriate behavior for seven out of eight caregivers. We also evaluated agreement between caregiver and observer data on the presence or absence of an effect (i.e., a difference between phases). Out of 16 possible phase contrasts, caregiver data agreed with observer data on whether there was a treatment effect 14 and 16 times via visual analysis for inappropriate and appropriate behavior, respectively. These preliminary data suggest that caregiver data may be used to track feeding treatment progress to determine whether there is a treatment effect with little to no formal data collection training.

Despite its high prevalence, autism spectrum disorder (ASD) presents specific difficulties for families, especially in India. Where access to early and affordable treatment is limited. Parents often struggle to manage behavioral and developmental issues due to shortages of trained professionals and high therapy costs. This study aimed to develop and validate a culturally appropriate, low-cost, home-based psychosocial intervention module for parents of children with ASD. This study presents the development and validation of a culturally relevant, home-based psychosocial intervention module for parents of children with ASD in India. Unlike previous research that often focused on clinic-based or resource-intensive interventions, this module integrates evidence-based strategies with parental perspectives and expert input to address real-world challenges in resource-limited settings. Its novelty lies in combining child-focused techniques with parental well-being strategies within a structured eight-session format. By emphasizing accessibility, cultural sensitivity, and feasibility, this work contributes a practical and scalable model that complements existing treatments and bridges critical service gaps. The study was conducted in two phases between August 2022 and November 2023. Phase I (development of module): The module was systematically developed through literature review, semi-structured parent interviews, and multidisciplinary expert consultations to identify culturally relevant and feasible intervention components. The preliminary module, consisting of eight structured sessions that integrate behavioral, communication, and emotional regulation strategies derived from Applied Behavior Analysis (ABA) and play therapy principles, was developed based on these inputs. Phase II (validation): The drafted module underwent content and face validation by 15 domain experts using structured rating scales, and item-content validity index (I-CVI) values were computed for each session. The development phase identified key parental challenges, including limited access to therapy, stigma, and financial constraints. In the validation phase, experts rated all module items as highly relevant (I-CVI = 0.86-1.00). Qualitative feedback emphasized the module's clarity, contextual relevance, and practicality for Indian families. The validated intervention module offers a practical, evidence-based framework for ASD interventions in resource-limited settings. A further pilot study will evaluate its acceptability, usability, and impact on parental outcomes and symptom management.

Abstract Ableism is biased covert behavior or overtly discriminatory actions against people who are disabled. Ableism often involves words and actions that convey an attitude or belief that disabled people are inferior to nondisabled people, irrespective of whether the person holding these views (i.e., private events) is aware that their thoughts are biased or actions are discriminatory. All people have biases that have grown out of their exposure to harmful social norms, models, and observational learning as well as experiences and contingencies. As practitioners, administrators, instructors, and scientists, we are responsible for recognizing our own biases and actively working to alter our words and behavior so that our biases do not manifest in discrimination. This paper describes ableism and its impact on applied behavior analytic (ABA) practices, services, and supports and on the Autistic people we serve. The authors provide a brief discussion of the current efforts to reform ABA services and where they view anti-ableism is situated in the reform ABA movement. Then the bulk of the paper features examples of ableist practices and suggestions for dismantling ableism in ABA practice. Although these suggestions largely have not yet been submitted to empirical investigation, the general paucity of research in this area combined with the ethical directive to avoid discrimination requires practitioners to begin this work while empirical research is in its infancy. The companion article “Ableism in Applied Behavior Analysis: Historical Context of Services for Autistic People” (McComas et al., in press) provides a more in-depth exploration of the historical context of ableism in ABA.

Abstract Workload (e.g., direct client responsibilities, supervision, administration, and travel) within applied behavior analysis-based service provision may pose significant challenges for behavior analysts and trainees. Intensive workloads may result in overwork and related ethical issues, such as service and supervision quality issues, personal health issues, and availability of behavior analysts (e.g., absenteeism, turnover, and attrition). This survey of behavior analysts and trainees ( N = 322) indicated that the average workload exceeded average employee expected workweek hours and recommended client assignments. Behavior analysts’ and trainees’ job responsibilities included many responsibilities beyond client services (e.g., supervision, administration, and travel). Many of these activities remained uncompensated. Respondents reported high levels of work and personal life stressors related to their workload. Owing to the multitude of possible ethical issues related to these workload factors, individuals, organizations, and the field of applied behavior analysis must continue to evaluate these workload variables and enact prevention, assessment, and intervention steps to mitigate overwork for the benefit of the profession and its clients.

Abstract Behavior analysts regularly support clients with complex needs who require consultation and direct services from professionals spanning multiple disciplines. Many of these disciplines have begun to call for a higher level of cooperation and cotreatment in the form of interprofessional collaboration. Effective interprofessional collaboration requires not only specialized expertise within one’s discipline but also skills related to relationship-building, respectful and compassionate communication, and teamwork across disciplines. These skills can be cultivated through deliberate and planful interprofessional education experiences for graduate students that teach collaboration competencies while also preventing the development of disciplinary centrism and bias. There are many possible strategies and considerations for embedding interprofessional education into Applied Behavior Analysis (ABA) training programs, and such experiences may vary in size, scope, and cost, as well as other practical features related to feasibility. In this paper, higher education faculty representing multiple disciplines propose a model for creating workshop-style interprofessional educational experiences to seed graduate students’ interprofessional collaboration skills in the provision of services to future clients.

Background/Objectives: In Romania, therapeutic program programs for children with autism spectrum disorder (ASD) focus mainly on behavioral and educational approaches, with limited integration of adapted physical activity (APA). Therapeutic swimming may provide complementary benefits, addressing both physical and psychosocial challenges. This study explored parent-perceived changes across an adapted therapeutic swimming program, following ABA therapy, on the well-being, learning, attention, physical activity, and social functioning of children with ASD. A custom-developed parent-report tool (PPQ-Autism-Swim) was used to measure perceived changes across key developmental domains. Methods: Thirty-nine children with ASD were recruited, of whom 36 completed the full 8-week swimming intervention. Parent-report questionnaires, developed by behavioral therapists under the supervision of a clinical psychologist, were administered at three time points: 8 weeks before swimming (T - 8), immediately before swimming after Applied Behaviour Analysis (ABA) therapy (T0), and 8 weeks after swimming (T + 8). The questionnaire assessed five subscales: general well-being, physical activity and energy, attention and focus, learning and cognitive progress, and self-confidence and social behaviors. Data were analyzed using descriptive statistics, repeated-measures ANOVA, and thematic analysis of qualitative parental feedback. ABA therapy served as a behavioral baseline, allowing comparison with subsequent gains from swimming. Results: Parents reported higher scores across time points, suggesting perceived changes in several domains. From T - 8 to T0, moderate gains followed ABA therapy, while from T0 to T + 8, therapeutic swimming was associated with improvements. At T + 8, 35 of 36 children showed measurable progress, particularly in physical activity regulation and self-confidence. Parental feedback emphasized calmer behavior, improved sleep, increased social interaction, and greater pride in new skills. Reliability testing indicated good to excellent internal consistency (Cronbach's α = 0.78-0.91). Conclusions: Therapeutic swimming appears to be an effective and motivating form of adapted physical education, complementing behavioral therapies and addressing multiple developmental challenges in children with ASD.

Expression of concern: Evidence of increased PTSD symptoms in autistics exposed to applied behavior analysis

Expression of concern: Why caregivers discontinue applied behavior analysis (ABA) and choose communication-based autism interventions

Abstract Parkinson's disease (PD) exhibits significant phenotypic heterogeneity, which complicates clinical management and underscores the need for precise subtyping. Existing subtyping approaches often rely on a single modality, such as clinical assessments, failing to capture the complex, multi-faceted nature of the disease. This paper proposes a novel computational framework that integrates multi-modal data—specifically preprocessed functional MRI, DNA methylation, and clinical behavioral assessments—for PD subtyping. The methodology involves constructing individual hypergraphs for each modality using K-Nearest Neighbors (KNN), followed by the integration of these hypergraphs into a unified, multi-modal hypergraph using Similarity Network Fusion (SNF). This consolidated hypergraph is then processed via a Hypergraph Neural Network (HGNN) utilizing hyperedge convolution to cluster patients into distinct subtypes. Our experimental results demonstrate that this approach effectively identifies PD subtypes with significant clinical and biological relevance. We provide a comprehensive analysis of the model's performance and further validate the reliability of the identified subtypes through post-hoc statistical tests. This study highlights the potential of graph-based machine learning in disentangling disease heterogeneity, paving the way for personalized therapeutic strategies and improved patient outcomes.

An Investigation of Trainees’ Supervision Experiences in Applied Behavior Analysis Fieldwork

The neurodiversity movement, which advocates for the acceptance of neurodevelopmental diversity as a natural human variation, has gained substantial traction in Western contexts. However, its Western roots raise questions about its applicability in other contexts. Scholars have increasingly called for decolonial approaches to resist the imposition of a Global Northern White paradigm, as well as culturally sensitive adaptations. This article explores the challenges of adapting this movement to non-Western contexts, focusing on Russia and Japan. As Russian and Japanese migrant researchers in the UK, we examine the movement's inclusive potential within our home countries’ cultural and political landscapes. We address resistance to applied behaviour analysis, anti-medicalisation sentiments and structural issues caused by linguistic differences, considering how neurodiversity's core values might be preserved while adapting to local sociocultural and political dynamics. We conclude by outlining strategies to decolonise the neurodiversity movement and amplify the voices of neurodivergent individuals in non-Western settings.

Precision applied behavior analysis intervention for autism spectrum disorder using natural language processing and graph centrality

<span lang="EN-US">This study examined the impact of autism virtual reality education (autism VR-Ed) media in enhancing college student teachers’ skills in </span><span lang="EN-US">a</span><span lang="EN-US">pplied </span><span lang="EN-US">b</span><span lang="EN-US">ehavior </span><span lang="EN-US">a</span><span lang="EN-US">nalysis (ABA) for children with </span><span lang="EN-US">a</span><span lang="EN-US">utism </span><span lang="EN-US">s</span><span lang="EN-US">pectrum </span><span lang="EN-US">d</span><span lang="EN-US">isorder (ASD). A total of 40 student teachers from Guangxi College for Preschool Education, China, participated in a three-month experiment using a 9-task autism VR-Ed media. Pre- and post-tests showed significant improvement in ABA skills, with scores rising from 18.05 (SD=3.00) to 41.10 (SD=2.25), t(39)=-48.394, p<.05. All participants achieved over 60 points, confirming effective skill acquisition. A perception survey revealed positive attitudes toward the media, highlighting its ease of use, engagement, and relevance to future professional needs. These results demonstrate</span><span lang="EN-US">d</span><span lang="EN-US"> the potential of VR technology to bridge the gap between theory and practice in special education by offering immersive learning experiences. Autism VR-Ed </span><span lang="EN-US">media </span><span lang="EN-US">enhance</span><span lang="EN-US">d</span><span lang="EN-US"> ABA training beyond traditional methods, supporting the professional growth of special education teachers.</span><span lang="EN-US"> This study contributed to integrating VR technology into special education curricula and improving teacher training quality, thereby effectively supporting the rehabilitation of children with ASD. Future research should explore the long-term benefits of VR-based training and its broader applications and assess its impact on the learning outcomes of children with ASD.</span>