One issue I have always had in the field of education is the tendency of some advocates to take a theory or preliminary research and immediately apply it to educational endeavors as a whole. Those familiar with debates concerning whole language vs. phonics, open classrooms, and even whether or not elementary school children should receive grades are well aware that enthusiasm for the theory can supersede the evidence to support it.

I've spent a lot of previous blogs talking about the importance of 1) using appropriate terminology, 2) describing procedures fairly and accurately, and 3) assessing research in light of a specific child's characteristics and the skill to teach. Let me put that into practice by debating, "Which is better: initially emphasizing requesting or labeling (i.e., mands or tacts) in ABA therapy for children with autism?"

I'm sometimes asked how I make sure I'm using the "best techniques" in ABA to teach children. Since autism is a spectrum disorder, what's the best way to individualize a behavioral treatment program for a child with autism? Here's my response: