Curriculum-based measurement (CBM) is an approach to measuring student academic growth and evaluating the effectiveness of instruction (Deno, Exceptional Children, 52, 219-232, 1985) that was developed, in part, based on characteristics of applied behavior analysis. Learning to administer and use CBM data is commonly part of teacher preparation programs, but less common in behavior analysis graduate programs (Schreck et al. Behavioral Interventions, 31, 355-376, 2016; Schreck Mazur, Behavioral Interventions, 23, 201-212, 2008). This article describes a sequence of steps that educational teams can follow to use CBM within the multi-tiered system of support (MTSS) framework. These steps include (1) selecting a CBM publisher and gathering materials; (2) practicing administering and scoring CBM; (3) administering, scoring, and comparing student scores to grade-level benchmarks; (4) using CBM data to write ambitious and realistic IEP goals; and (5) using data-based individualization. Each step is described and includes a description of a case study that is based on our experiences working with pre-service teacher candidates, and special education and behavior analysis graduate students in K–12 and after-school instructional programs.

This chapter describes the value of providing interdisciplinary graduate training in special education and behavior analysis to prepare professionals to meet the high intensity needs of students with autism spectrum disorder (ASD). Within the chapter, we provide a detailed description of the development, goals, and implementation of a master's-level interdisciplinary training program. The program was developed by special education and behavior analysis faculty at Western Michigan University (WMU). Scholars admitted into the program obtained a master's degree in special education or behavior analysis and met the requirements to become a Board Certified Behavior Analyst (BCBA). Special education scholars also met the requirements for a teaching endorsement in ASD. The program was supported by a personnel preparation grant funded by the Department of Education, Office of Special Education Programs (OSEP; Ehrhardt et al., 2017) and directed by Kristal Ehrhardt.

The current study used a randomized control trial to evaluate a decision-making model on special education preservice candidates' instructional decision-making and self-reported confidence ratings when analyzing graphed student data. Thirty-two special education preservice candidates viewed authentic curriculum-based measurement (CBM) graphs and selected an instructional decision based on the data. Half of the participants received a decision-making model (i.e., flowchart) to guide instructional decision-making and all participants were asked to rate their level of confidence analyzing graphs pre- and poststudy. Statistically significant and large differences in the accuracy of instructional decisions and confidence ratings were observed for the participants who used the decision-making model relative to the control group. The results of the study suggest that a simple, cost-effective intervention that does not require training from an expert can have a positive impact on teachers' data-based decision-making.

Autism spectrum disorder is a heterogeneous neurodevelopmental disorder characterized by repetitive patterns of behavior and deficits in social communication that affects approximately 1 in 45 adults. Many members of this population receive psychotropic medication, typically to reduce challenging responses or to treat comorbid psychiatric conditions, such as depression, anxiety, and attention-deficit/hyperactivity disorder. The scientific literature that supports this practice is neither large nor high quality and does not provide compelling support for the use of any medication for any purpose in this population. It leaves many important questions unanswered. We do not know, for instance, whether age modulates drug effects in people with autism spectrum disorder or whether autism spectrum disorder alters the effects of drugs. We also know very little about the long-term effects of psychotropic medications or about the effects of drug combinations, which is commonly prescribed. Despite the limitation of the literate, it is important to recognize that most studies report positive results, and it is clear that some adults with autism spectrum disorder derive significant benefit from psychotropic medications. Appropriate use of such drugs requires caregivers to ensure that (a) the goals of treatment are clear and in the client's best interest, (b) treatment decisions are made on the basis of real drug effects, and (c) drug therapy is flexible and integrated with non-pharmacological interventions. If these provisions are met, psychotropic drugs can be a powerful tool for improving the lives of adults with autism.

Objectives Aripiprazole (Abilify) is approved by the Food and Drug Administration for treating irritability associated with autism in young people and is widely used for that purpose. Our objectives were to summarize the conclusions of other authors who reviewed the effects of aripiprazole in people with autism spectrum disorder, to analyze critically the findings of studies that examined the behavioral effects of aripiprazole in this population, and to draw conclusions concerning what research has revealed and what future research should examine. Methods We examined review and research articles revealed by a search of the PubMed, Scopus, and Web of Science databases. Results Twelve review articles and 14 research articles met our criteria for inclusion. Those articles provided clear evidence that aripiprazole reduces "irritability" as indexed by the Irritability subscale of the Aberrant Behavior Checklist and related measures, but the drug's behavioral effects have not been examined adequately and the variables that modulate its effects are unknown. The drug sometimes produces serious adverse effects. Conclusion Aripiprazole can be useful in the short-term management of challenging behavior in young people with autism spectrum disorder, but too little is known about the drug's behavioral effects to maximize its value. Further research, with better measures of behavior and greater attention to potential modulators of drug action, is needed.

A substantial, and seemingly increasing, number of Board Certified Behavior Analysts work in pre-K-12 schools. Many of them will be unfamiliar with the roles and activities of other school professionals, as well as with the structure, function, and mandates of schools. This article introduces 6 websites that are devoted to education. Accessing these free and user-friendly sites can provide practitioners with information and training activities that will help them function comfortably and competently in schools and benefit their clients to a greater extent. Our purpose in writing this article is to introduce and recommend these websites.