Kevin Ayres

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Verified

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• PhD
• Professor at University of Georgia

The Picture Exchange Communication System (PECS) represents one of the most effective procedural outlines for teaching broad based functional communication to individuals with autism and intellectual disability (Frost & Bondy, 2002). The PECS protocol includes explicit instruction on discrimination of symbols, however individuals with vision impair...

Previous research has demonstrated the displacement of leisure items by edible items in the context of preference assessments. Recent research has further evaluated this phenomenon by manipulating the magnitude of access to leisure items and evaluating the effect on preference when given the option between leisure and edible items (e.g., Clark et a...

The American Speech-Language-Hearing Association (n.d.) suggests that acquisition and use of augmentative and alternative communication (AAC) is dynamic and that learning multiple modalities may be beneficial particularly for those individuals with severe disabilities. Evaluation of response variability after training multiple modalities has yet to...

The Picture Exchange Communication System (PECS) helps build a functional communicative repertoire, including requesting, thus acquisition of picture exchange may result in reductions in operationally defined problematic behavior if the requests act as a replacement behavior. Current research provides inconclusive data regarding the impact of acqui...

Various arrangements of both physical structures and contingent adult attention have been shown to increase physical activity. As well, previous research has demonstrated that antecedent physical activity during leisure time leads to subsequent on-task behavior in classroom settings (Luke et al., 2014). This relation between activity and academic p...

As the use of single case research design (SCRD) to answer socially significant research questions increases, so too should the rigor and quality of those designs. Higher rigor and quality decreases the chance of threats to internal validity and increases the chance of replication, both of which are critical to determining the effectiveness of an i...

Purpose: The current study evaluated treatments derived from two functional analyses (FA) for a 7-year-old student with autism. Method: The FA assessment was conducted at different times of the day and each revealed different functions in the morning and the afternoon. Results: The morning FA suggested that problem behavior was maintained by p...

Outcomes in adulthood for individuals diagnosed with autism spectrum disorder (ASD) are poor in every area assessed (e.g., postsecondary education, employment, living arrangements, health and safety). As such, it is critical that interventions target the best outcomes across the lifespan and improve the overall quality of life. Given that targeting...

Assessment of challenging behavior via functional analysis (FA) and subsequent treatment including functional communication training (FCT) is a common approach to treating severe problem behavior for individuals with autism and intellectual disability. Assessment and treatment for these behaviors exhibited by individuals who have a co‐occurring dia...

In general, individuals with autism spectrum disorder have poor outcomes in adulthood on almost any measure assessed. Poor outcomes, in part, may be related to inadequate planning leading up to adulthood, including inappropriate goal setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. The...

Functional communication training (FCT) provides an efficient means for reducing a variety of challenging behaviors while increasing social communication. After establishing a functional communication response (FCR), interventionists may need to design a program to thin the schedule of reinforcement to provide more durable effects and maintenance i...

Dressing is an important skill for students with developmental disabilities, so they rely less on caregivers and build independence. Research evaluating dressing skills instruction commonly uses some type of graduated guidance to teach the skill. In this study, three students receiving special education services under autism eligibility had already...

Children should engage in at least 60 min of physical activity daily to develop or maintain healthy habits (Centers for Disease Control and Prevention, 2021a). Previous research suggests that contingent attention is a powerful tool for increasing moderate to vigorous physical activity. In this study, the researchers examined the effects of a group...

When teachers work with students exhibiting academic failure, they may look to factors outside of instruction such as a student’s home life or perceived disability as explanations. Placing the locus of control outside of the instructional context becomes a convenient way to escape culpability for unsatisfactory outcomes. A more functional approach...

Disruptive behaviors such as elopement, calling-out, and aggression are often a major barrier to instruction in preschool classrooms. One widely used class-wide behavior management system is Class-Wide Function-Related Intervention Teams (CW-FIT). To date, we could only locate two studies on CW-FIT used in preschool settings which found a therapeut...

Incremental rehearsal (IR) is a flashcard intervention that involves the interspersal of previously mastered targets and immediate error correction. Previous research indicates IR is an effective intervention for teaching discrete skills. Much of existing research, however, was conducted with typically developing students. The current study aimed t...

The Premack principle states that any Response A can reinforce any other Response B if the independent rate of A is greater than the independent rate of B. This theory demonstrates reinforcer relativity, where the relative probabilities of responses can be more impactful than preference. Applying the Premack principle involves arranging the environ...

Despite extensive research examining self-management interventions for individuals with autism spectrum disorder (ASD),¹ researchers have failed to evaluate self-management procedures for on-task behavior in the home environment or with parents as interventionists. Using an ABAB design, the present study examined the effectiveness of a parent-imple...

This review evaluated the effects of augmentative and alternative communication (AAC) on speech development in children with autism spectrum disorders (ASD); replicated, updated, and extended the systematic review by Schlosser and Wendt (American Journal of Speech-Language Pathology 17:212–230, 2008). Twenty-five single case design articles and thr...

Identifying potentially effective practices for improving outcomes for individuals with autism spectrum disorder (ASD) is a complex process. In this article, we respond to recent reviews of evidence-based practices for individuals with ASD. We identify possible problems and make suggestions in relation to identifying well-specified practices, inclu...

The current chapter approaches increasing independence and integration in the community for individuals with autism through a lifelong educational process involving ongoing assessment and instruction. Fundamentally, the skills or behaviors one needs to master in order to navigate their community vary based on their environment. As their environment...

This study compared effects of student choice of task sequence to two variations in teacher-manipulated task sequences on on-task behavior of elementary-aged students with disabilities. Researchers modified Call et al.’s (J Appl Behav Anal 42: 723–728, 2009) demand assessment to determine high-, moderate-, and low-probability tasks. Next, researche...

Research was reviewed on the use of high-tech instructional tools in small-group arrangements for learners receiving special education services. Researchers identified 14 articles with 46 participants and 42 single case research designs published between 2001 and 2018. Instruction occurred for a range of age groups, settings , and instructional con...

Behavioral Momentum Theory (BMT) is often described as analogous to Newton’s (1687) laws of motion. That is to say, similar to an object in motion continuing in motion unless acted upon by a force, responses occurring in a static environment will continue to occur at the same rate, unless presented with a disruptor (Nevin, Tota, Torquato, & Shull,...

The implementation of research-based practices by teachers in public school classrooms is required under federal law as expressed in the Individuals With Disabilities Education Improvement Act of 2004. To aid teachers in identifying such practices, researchers conduct systematic reviews of the educational literature. Although recent attention has b...

We discuss in this chapter several issues related to inclusive education for students with severe disabilities (SWSD). We begin by explaining why the location of special education service delivery is insufficient for determining whether an inclusive education is being provided and explore the more recent concern about access to the general educatio...

Much research exists supporting the efficacy of naturalistic behavioral interventions on increasing social communication skills for children with autism spectrum disorder (ASD); however, these evidence-based interventions are not consistently utilized in preschool classrooms. Prelinguistic Milieu Teaching was used to teach early intentional communi...

Extinction can be described in terms of procedures (i.e., discontinuing reinforcement for a previously reinforced response) as well as effects (e.g., response bursts and variability; Lattal, St. Peter Pipkin, & Escobar, 2013). Furthermore, side effects occasioned by extinction procedures might include dangerous response topographies such as aggress...

Due to the increased emphasis on evidence-based practices (EBPs) in recent education initiatives, classroom observers need an objective way to measure teacher use of EBPs. Although some measures for this purpose exist, these measures are limited by their reliance on self-report. Therefore, we created a direct observation tool titled the Evidence-Ba...

Augmentative and alternative communication (AAC) is a tool used by individuals unable to communicate or experience difficulty communicating vocally. Previous research has demonstrated that individuals will vary their communicative responding when reinforcement is delayed and when the response effort to communicate is increased. This study evaluated...

This paper discusses variables contributing to behavior analysis’s growth within the autism community and the effect of an autism diagnosis on behavior-analytic services and access to those services. Recent insurance reforms in 47 states, the District of Columbia, and the U.S. Virgin Islands require insurance companies to offer, or cover, behavior-...

Self-instruction is a pivotal skill that promotes independence and self-determination by allowing individuals to independently access prompts during the acquisition of new skills while decreasing the need for support from another person. Self-mediated video modeling (SMVM) and video self-prompting (VSP) are two methods of video-based self-instructi...

Single-case experimental designs (SCEDs), or small-n experimental research, are frequently implemented to assess approaches to improving outcomes for people with disabilities, particularly those with low-incidence disabilities, such as some developmental disabilities. SCED has become increasingly accepted as a research design. As this literature ba...

Picture Exchange Communication Systems (PECS) is a form of augmentative and alternative communication (AAC) frequently used by individuals with autism spectrum disorder and intellectual disability when speech development is delayed or does not develop (Bondy and Frost 1994 in Focus on Autism and Other Developmental Disabilities, 9, 1–19; Sunberg an...

Recently researchers have begun exploring the efficacy of interventions designed to improve text comprehension skills for students with developmental disabilities (DD). Text comprehension is essential for understanding academic content as students with disabilities make progress in the general education curriculum. This article focuses on single ca...

This chapter provides background on research with practical implications for teachers and therapists who wish to use video-based instruction. The discussion is organized first around the rationale and practical considerations for using video-based instruction broadly. This includes the logic for using video as a component of instruction along with...

This translational study used an adapted alternating treatments design to compare the effects of single-opportunity probe (SOP) procedures, multiple-opportunity probe (MOP) procedures, and a preliminary fixed-opportunity probe (FOP) procedure on the acquisition of chained nonsense tasks for 12 college students. Nonsense tasks were carefully created...

Currently, there is a growing body of empirical research regarding the role of background music in the education of individuals with disabilities. A systematic literature review identified 20 studies between 1970 and 2014 focusing on the role of contingent and noncontingent background music to facilitate task engagement, enhance performance, and al...

Daily living skills are those skills required for day-to-day living. While most individuals have little difficulty acquiring these skills, individuals with autism spectrum disorder (ASD; with or without intellectual disability) may struggle to learn and generalize these responses. Because of this failure to learn through experience with their paren...

Coaching parents to implement evidence-based strategies is one method for increasing the number of hours young children with autism spectrum disorder (ASD) access intervention services. The purpose of this study was to teach parents of young children with ASD to implement naturalistic strategies during play in a clinic setting. Results indicate a b...

Video-based modeling capitalizes on technology to increase the efficiency of modeling interventions for individuals with disabilities. Video self-modeling is a specific form of video-based modeling that utilizes the learner as the model to provide an opportunity for the learner to view him or herself as competent. This meta-analysis investigated th...

Mere tolerance of untested, illogical, and pseudoscientific interventions has too often created significant setbacks, immeasurable difficulties, and countless obstacles for children with autism and their families. The fields associated with autism have been plagued by subscription to and application of dubious interventions. New fads arise and diss...

Despite being the first state to abolish the capital punishment of defendants with intellectual disability (ID), Georgia is currently the only state to uphold what is considered to be the most stringent standard of proof of ID in the United States: beyond a reasonable doubt. Other states have implemented less stringent standards of proof (i.e., a p...

Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruc...

This study evaluated the efficacy of using a researcher-developed iPad app that incorporated to 0-5 s constant time delay procedures to improve phonological awareness skills in young English-language learners with disabilities. A multiple probe design across three target phoneme sets and replicated with three students was used to evaluate experimen...

This chapter begins with an overview of ways mobile technologies have been used in the literature to teach and support individuals with autism spectrum disorder (ASD). The attention then narrows to synthesize the literature related to the use of mobile technology as a self-support tool for independence rather than as a teacher-directed instructiona...

Democratic education, and the dignity it affords should create opportunities for students to achieve their most desired outcomes. Some of the current thought and rhetoric in the field of special education and disability studies impinges upon these opportunities by approaching the education of children with autism and other developmental disabilitie...

Four students with moderate intellectual disabilities used electronic lists delivered on an iPhone to assist them in skills related to community-based grocery shopping. An alternating treatments design was used to assist in comparing the effectiveness and efficiency of three different types of lists (Text Only, Audio + Text, and Picture + Text). Da...

The two most frequently used methods for assessing performance on chained tasks are single opportunity probes (SOPs) and multiple opportunity probes (MOPs). Of the two, SOPs may be easier and less time-consuming but can suppress actual performance. In comparison, MOPs can provide more information but present the risk of participants acquiring steps...

Momentary time sampling (MTS), whole interval recording (WIR), and partial interval recording (PIR) are commonly used in applied research. We discuss potential difficulties with analyzing data when these systems are used and present results from a pilot simulation study designed to determine the extent to which these issues are likely to be problem...

Systematic instruction on multi-step tasks (e.g., cooking, vocational skills, personal hygiene) is common for individuals with an intellectual disability. Unfortunately, when individuals with disabilities turn 22-years-old, they no longer receive services in the public school system in most states and systematic instruction often ends (Bouck, 2012)...

Two different video-based procedures for presenting the passage of time (how long a step lasts) were examined. The two procedures were presented within the framework of video prompting to promote independent multi-step task completion across four young adults with moderate intellectual disability. The two procedures demonstrating passage of the des...

This investigation evaluated the effects of using an iPad application to teach young children with developmental delays to receptively identify initial phonemes through 0- to 5-s constant time delay procedures in the context of a multiple-probe design across three sets of behaviors and replicated across three students. The dependent variable was th...

This study compared the effects of three procedures (video prompting: VP, video modeling: VM, and continuous video modeling: CVM) on task completion by three high school students with moderate intellectual disability. The comparison was made across three sets of fundamentally different tasks (putting away household items in clusters of two items; m...

The current study evaluated a relatively new video-based procedure, continuous video modeling (CVM), to teach multi-step cleaning tasks to high school students with moderate intellectual disability. CVM in contrast to video modeling and video prompting allows repetition of the video model (looping) as many times as needed while the user completes a...

A withdrawal design was used to investigate how physical activity affects on-task behavior of young children with significant developmental delays in a special education preschool classroom. Five preschool age children with significant developmental delays engaged in either physical activity or seated center activities for 20 min prior to a 15-min...

The purpose of this study was to evaluate the ability of four high school-aged students with a diagnosis of autism spectrum disorder and moderate intellectual disability to generalize performance of skills when using materials different from those presented through video models. An adapted alternating treatments design was used to evaluate student...

This investigation examined the ability of four adults with moderate intellectual disability to complete multi-component tasks using continuous video modeling. Continuous video modeling, which is a newly researched application of video modeling, presents video in a "looping" format which automatically repeats playing of the video while the individu...

In this review, the authors include 23 studies where researchers experimentally evaluated training for teachers of students with Autism Spectrum Disorder (ASD). Authors summarized qualitative information on study and participant characteristics. Next, variables related to teacher practice and student learning targets were categorized based on Odom,...

The study compared the effects of using commercially available and custom-made video prompts on the completion of cooking recipes by four high school age males with a diagnosis of autism. An adapted alternating treatments design with continuous baseline, comparison, final treatment, and best treatment condition was used to compare the two procedure...

The purpose of this study was to evaluate the capacity of three young adults with intellectual disability to independently operate a touch screen tablet, including examining their ability to navigate between three different menu screens, each with four different touch point options (branching and to access and complete multi-step tasks using video...

The purpose of this study was to compare the effects of two forms of video modeling: video modeling that includes narration (VMN) and video models without narration (VM) on skill acquisition of four adolescent boys with a primary diagnosis of autism enrolled in an Extended School Year (ESY) summer program. An adapted alternating treatment design wa...

The purpose of this study was to evaluate the effects of a system of least prompts procedure with a video prompt serving as the model in teaching office tasks to three high school students with moderate intellectual disability. A multiple probe across behaviors design replicated across participants was used to evaluate the intervention. The depende...

We investigated instruction of independent creation of picture activity schedules (PASs) and how four middle school students with intellectual disability used them to complete tasks independently. A withdrawal design (A-BC-B-A-B) was used to evaluate whether the intervention had an effect on the dependent variable and to test for generalization to...

To successfully integrate technology into any educational program, practitioners need awareness of available technology, an understanding of how it can assist with instruction, knowledge of ways it can support day‐to‐day activities and, finally, the ability to teach students as well as educators to use the technology. The proliferation of advanced...

Browder, D. M. (2012). Finding the Balance: A Response to Hunt and McDonnell. Research and Practice for Persons with Severe Disabilities 37(3), 157-159. (Original doi:10.2511/027494812804153453) This article should have included the name of the third author, Margret A. Crockett, in its title. The article by Diane M. Browder should read: Finding the...

The purpose of this study was to evaluate the effects of video modeling on the performance of fine and gross motor skills comprising multi-step tasks. Six home living tasks, which included both fine and gross motor skills, were included in the study and were completed by four adults with moderate intellectual disability. A multiple probe design acr...

This study evaluated the effects of video modeling on teaching three high school students with moderate intellectual disability to perform three activities on an iPhone 3GS. This study is a replication and extension of the Hammond, Whatley, Ayres, and Gast (2010) study in which researchers taught this same set of skills using a slightly different f...

Three male high school students with autism spectrum disorders participated in this study. Vocational and daily living skills were taught using video prompting via an iPhone. Specifically, using a washing machine, making noodles, and using a copy machine were taught. A multiple probe design across behaviors replicated across participants was used t...

This article responds to rejoinder by Courtade, Spooner, Browder, and Jimenez (2012) of our initial article (Ayres, Lowrey, Douglas, & Sievers, 2011) describing the importance in making individualized curriculum decisions for students with severe disabilities. We point out our agreements with the rejoinder (reiterating statements from our original...

The purpose of this investigation was to compare fine motor task completion when using video models presented on a smaller screen size (Personal Digital Assistant) compared to a larger laptop screen size. The investigation included four high school students with autism spectrum disorders and mild to moderate intellectual disabilities and used an ad...

This study evaluated the effects of simulation training to teach functional community skills to four students with developmental disabilities in middle school. A multiple probe across participants and multiple probe across behaviors allowed for an evaluation of a functional relation between simulation and skill acquisition. Students learned how to...

Determining the most effective curricula for students with severe disabilities requires increased attention as legislation and curricular changes are being made in the field of special education. This article a) reviews the legislation mandates from the 2004 Individuals with Disabilities Education Improvement Act (IDEIA) and the 2001 No Child Left...

This study evaluated the effects of a computer-based instructional program to assist three students with mild to moderate intellectual disabilities in using pictorial graphic organizers as aids for increasing comprehension of electronic text-based recipes. Student comprehension of recipes was measured by their ability to verbally retell recipe step...

The primary purpose of this study was to examine the effects of video modeling delivered via computer on accurate and independent use of an iPod by three participants with moderate intellectual disabilities. In the context of combined multiple probes across participants and replicated across tasks, three female middle school students learned to wat...

This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in...

The purpose of this study was to evaluate the effects of a computer-based video instruction (CBVI) program to teach life skills. Three middle school-aged students with intellectual disabilities were taught how to make a sandwich, use a microwave, and set the table with a CBVI software package. A multiple probe across behaviors design was used to ev...

This study evaluated the efficacy of video modeling delivered via a handheld device (video iPod) and the use of the system of least prompts to assist elementary-age students with transitioning between locations and activities within the school. Four students with autism learned to manipulate a handheld device to watch video models. An ABAB withdraw...

This study was designed to evaluate the effects of a combined self-monitoring and static self-model prompts procedure on the academic engagement of three students with autism served in general education classrooms. The percentage of intervals engaged academically and the number of teacher prompts was analyzed in the context of a multiple probe acro...

Three elementary aged students with autism participated in an evaluation of computer based video instruction that targeted functional life skills. The effects of the software were analyzed in the context of a multiple probe design across and replicated across participants. This study represents a departure from more traditional video based instruct...

A series of single-subject experiments were conducted to evaluate the effects of presentational, translational, illustrative, instructional, and summarizing supports on the reading and listening comprehension of students with moderate intellectual disabilities. The specific eText supports under investigation included digitized voice and text-to-spe...

The purpose of this study was to evaluate the impact of weighted vests on the amount of time 3 elementary-age students with autism, intellectual disabilities, and sensory processing abnormalities engaged in appropriate in-seat behavior. An alternating treatments design was used to examine the duration of appropriate in-seat behavior under three con...

As with technology, literacy is evolving. No longer is word decoding a sufficient skill for independently navigating a text rich environment. For individuals with severe developmental delays accessing literacy has always been a distant, seemingly unachievable goal. As technology has transformed what it means to be literate, it also has transformed...

The purpose of this study was to evaluate the effectiveness of using a photo activity schedule book to increase independent transitioning between vocational tasks inside a school cafeteria and at a community job site. Three students with mild to moderate intellectual disabilities, enrolled in a self‐contained classroom in a public high school, part...