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Behavioral Sciences
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Behavioral Analysis and Intervention for Children with Autism and Developmental...
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Behavioral Analysis and Intervention for Children with Autism and Developmental Disabilities

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Developmental Psychology".

Deadline for manuscript submissions: 31 December 2026 | Viewed by 914

Editors

Prof. Dr. Xiaoyi Hu

E-Mail Website
Guest Editor
School of Special Education, Education Research Center for Children with ASD, Faculty of Education, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing 100875, China
Interests: evidence-based practices; behavior analytic instruction; verbal behavior; autism; developmental disorders
Dr. Gabrielle Lee

E-Mail Website
Guest Editor
Applied Psychology, Faculty of Education, Western University, London, ON N6A 5C2, Canada
Interests: early intervention; behavior analytic instruction; autism; intellectual disability

Special Issue Information

Dear Colleagues,

The application of behavioral analysis to support children with autism spectrum disorder (ASD) and other developmental disabilities represents one of the most dynamic and impactful areas in contemporary psychology and education. Grounded in the principles of behaviorism, Applied Behavior Analysis (ABA) has provided the foundation for countless therapeutic strategies. However, the field is far from static. It is continuously evolving, moving beyond traditional models to embrace more nuanced, personalized, and context-sensitive approaches.

This Special Issue, “Behavioral Analysis and Intervention for Children with Autism and Developmental Disabilities,” aims to capture the breadth and depth of this evolution. We invite scholars and clinicians to contribute original research, comprehensive reviews, and innovative case studies that advance both theoretical understanding and practical application of behavioral interventions. A particular interest lies in submissions that explore the integration of behavioral principles applied in various settings, the use of technology in assessment and intervention, and the critical role of family and school systems in supporting child outcomes.

We welcome papers addressing a wide array of topics, including but not limited to: early intensive behavioral intervention, functional analysis and treatment of challenging behavior, verbal behaviors, social skills training, communication and language interventions, parent-mediated and teacher-implemented strategies, and the promotion of adaptive living skills. Furthermore, we encourage research that considers the individual differences among children, including co-occurring conditions, and the cultural and contextual factors that influence intervention effectiveness. By bringing together a diverse collection of work, this Special Issue seeks to illuminate the current state of the science, highlight innovative practices, and identify future directions for research and clinical application, ultimately aiming to improve the quality of life for children and their families.

Prof. Dr. Xiaoyi Hu
Dr. Gabrielle Lee
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • autism spectrum disorder
  • developmental disabilities
  • behavioral analysis
  • applied behavior analysis (ABA)
  • early intervention
  • family interventions
  • social communication
  • challenging behavior
  • verbal behaviors
  • technology-based interventions

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (2 papers)

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Research

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21 pages, 4473 KB  
Article
An Auditory–Vocal Package for Story Recall in Chinese Children with Autism: Evaluating Forward Chaining and Emergent Divergent–Convergent Relations
by Liming Zhou, Xiaoyi Hu, Jiaying Hao, Xinyu Chen, Xiaoya Wu, Yuanyuan Mei, Junyan Chen, Ziqi Xu, Jiamei Zhao and Qi Qi
Behav. Sci. 2026, 16(9), 1483; https://doi.org/10.3390/bs16091483 - 25 Aug 2026
Abstract
This study evaluated the effects of a strictly auditory–vocal instructional package, combining cued vocal rehearsal, forward chaining, and multiple stimulus control arrangements, on the acquisition of forward intraverbal story recall (RC, divergent relations) and the emergent performance on untaught reverse character identification (CI, [...] Read more.
This study evaluated the effects of a strictly auditory–vocal instructional package, combining cued vocal rehearsal, forward chaining, and multiple stimulus control arrangements, on the acquisition of forward intraverbal story recall (RC, divergent relations) and the emergent performance on untaught reverse character identification (CI, convergent relations) probes across nine children with autism spectrum disorder (ASD). Utilizing a concurrent multiple-baseline design across character chains replication, the 1:1 intervention integrated the auditory–vocal components without initial permanent visual aids. All nine participants met the mastery criterion for the directly taught forward story-recall chains (mean = 4.6, 4.9, and 4.3 sessions across target characters). Following instruction, unreinforced probe performance on untaught CI relations increased above pre-instruction levels for all participants, with seven achieving mastery on these convergent tasks. Maintenance probes conducted at 2 and 4 weeks post-instruction demonstrated sustained responding for the majority of participants, though marked individual variability—including notable performance decays in story recall for two participants—was observed. Because a formal component analysis was not conducted, the specific contribution of vocal rehearsal cannot be isolated from the overall package, and theoretical mechanisms such as joint control serve only as a cautious, tentative conceptual account. While limited by CI’s functional problem-solving evidence being tempered by its measurement format within the staggered concurrent arrangement, the absence of component isolation, and direct classroom generalization probes, these preliminary findings suggest that package utilizing strictly auditory–vocal arrangements demonstrates initial feasibility for establishing complex intraverbal forward chains under controlled 1:1 clinical conditions. This foundation allows future research on adapting this package, considering temporal location parameter adjustments, to support multi-component stimulus control for vocal independence within inclusive classroom settings like Learning in Regular Classrooms (LRC). Full article
(This article belongs to the Special Issue Behavioral Analysis and Intervention for Children with Autism and Developmental Disabilities)
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Review

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8 pages, 197 KB  
Review
Beyond Behavior Reduction: A Clinical Perspective on Integrating Developmental, Psychological, and Family-Centered Frameworks into Community ABA Implementation
by Andres Feliciano Mambuca
Behav. Sci. 2026, 16(7), 1076; https://doi.org/10.3390/bs16071076 - 1 Jul 2026
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Abstract
Applied Behavior Analysis (ABA) is recognized as among the most empirically supported interventions for autism spectrum disorder (ASD) and related neurodevelopmental conditions. This clinical perspective examines the gap between controlled research efficacy and community-based implementation by integrating insights from developmental psychology, family systems [...] Read more.
Applied Behavior Analysis (ABA) is recognized as among the most empirically supported interventions for autism spectrum disorder (ASD) and related neurodevelopmental conditions. This clinical perspective examines the gap between controlled research efficacy and community-based implementation by integrating insights from developmental psychology, family systems theory, and implementation science. The paper argues that several limitations sometimes observed in long-term functional outcomes are better understood as challenges of community-level implementation rather than deficiencies of behavioral principles themselves. Furthermore, dimensions occasionally described as “missing” from behavioral practice—including attention to covert behavior, family systems, emotional regulation, and lifespan adaptation—already fall within contemporary best practice, though they may be applied inconsistently across diverse service contexts. Rather than positioning these dimensions as external to behavior analysis, this paper proposes an explicitly interdisciplinary, family-centered, and lifespan-oriented framework in which behavioral science is embedded within structured caregiver preparation, clear referral pathways, and neurodiversity-affirming goals. Key recommendations include flexible service delivery models aligned with family realities; integrated family stress screening and mental-health referral pathways; workforce training in developmental psychology and emotional regulation; and lifespan-oriented outcome measurement beyond behavior reduction. The paper concludes that ABA’s contributions to autism intervention are profound and not in dispute; rather, the field benefits from expanding implementation contexts to address the full scope of neurodevelopmental care and family support. This perspective is intended to generate empirical investigation of proposed service-design innovations and to inform clinical practice in community-based ABA settings serving diverse, underserved populations. Full article
(This article belongs to the Special Issue Behavioral Analysis and Intervention for Children with Autism and Developmental Disabilities)
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