Fluency-based instruction has a long history in precision teaching and behavioral education, yet its application to the behavioral treatment of autism spectrum disorder has generated both enthusiasm and debate. The article by Heinicke, Carr, LeBlanc, and Severtson (2010) provides a critical commentary on the use of fluency training in autism treatment, raising important questions about the evidence base, appropriate application, and potential limitations of this approach.
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Join Free →Read the following article and pass a 5-question quiz on it: Heinicke, M. R., Carr, J. E., LeBlanc, L. A., & Severtson, J. M. (2010). On the use of fluency training in the behavioral treatment of autism: A commentary.The Behavior Analyst, 33(2), 223-229. To earn credit, you will be required to read the article and pass a 5-question quiz about it. You can retake the quiz as many times as needed, but you will not receive exactly the same questions each time. The substantial demand for behavior-analytic treatment of early childhood autism has been associated with rapid dissemination of treatment procedures to practitioners and caregivers. This level of demand could plausibly induce premature dissemination of treatments that do not yet have sufficient empirical support. We argue that this might have happened with the use of fluency training for learners with autism and identify four areas of research that are necessary to ensure that dissemination efforts are better matched to the available empirical support for this instructional strategy. Only logged in customers who have purchased this product may leave a review.
| Certification Body | Credits | Type |
|---|---|---|
| BACB | 0.5 | Ethics |
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.