An Evaluation of a Stimulus Preference Assessment of iPad Applications for Young Children with Autism

Previous researchers have conducted preference assessment studies using different types of stimuli (e.g., edibles, tangibles, music) to identify reinforcers for individuals with disabilities. This study investigates the ability of paired-stimulus preference assessment techniques to assess the potential reinforcing effectiveness of iPad applications (apps) on the academic behavior of preschoolers with autism. This study yielded a preference hierarchy for each participant among the iPad apps. Participants’ responding increased upon implementation of the low-preferred app. When accessing the high-preferred app as reinforcement, participants generally engaged in a higher rate of responding. These results show that a paired-stimulus preference assessment can be used to rank preference of iPad apps, and therefore identify which apps are high-preferred and low-preferred. Findings also add to the research in showing that high-preferred stimuli are more effective because they increase rates of responding. This study provides many possibilities for conducting future research involving preference of technological stimuli

Creating Digital Activity Schedules to Promote Independence and Engagement

Photographic activity schedules have been demonstrated to be effective in helping individuals with autism and other developmental disabilities learn how to complete both simple and complex sequences of activities without prompting from adults. Although the majority of research studies demonstrating the effectiveness of activity schedules have used schedule books composed of static printed pictures attached to physical pages, recently researchers have begun to demonstrate the effectiveness of technology-based activity schedules. In the current article, we provide a task analysis for creating both simple and complex digital activity schedules using Google Slides, a freely available, web-based technology that operates on a variety of digital platforms. We also provide suggestions for how behavior analysts can train parents to use this technology with their children using telehealth procedures

Creating and Sharing Digital Instructional Activities: A Practical Tutorial

BCBAs may encounter situations, such as the current COVID-19 pandemic, that preclude them from providing traditional in-person ABA services to clients. When conditions prevent BCBAs and behavior technicians from working directly with clients, digital instructional activities designed by BCBAs and delivered via a computer or tablet may be a viable substitute. Google applications, including Google Slides, Google Forms, and Google Classroom, can be particularly useful for creating and sharing digital instructional activities. In the current paper, we provide task analyses for utilizing basic Google Slides functions, developing independent instructional activities, developing caregiver-supported instructional activities, and sharing activities with clients and caregivers. We also provide practical recommendations for implementing digital instructional activities with clients and caregivers