​Abstract

Despite a strong evidence base supporting early intensive behavioral intervention (EIBI) for young children with autism, relatively little research has focused on how to transition learners from 1:1 therapy to more naturalistic, group-based environments. This presentation will examine the implementation of group interventions within applied behavior analysis (ABA), highlighting models that promote social engagement, instructional readiness, and skill generalization. The presenter will outline a staged framework for progressing learners through dyad and group instruction, with an emphasis on procedures for establishing instructional motivation and systematically pairing peers with reinforcement. Intervention components—including group contingencies, environmental arrangements, group instructive feedback, and the integration of evidence-based curricula such as Direct Instruction (DI)—will be discussed in the context of building skills across language, social, behavioral, and adaptive domains. Learner profiles indicative of readiness for group-based services will be reviewed, along with clinical decision-making strategies for grouping learners and selecting goals. Attendees will gain practical knowledge of procedures that help bridge the gap between intensive 1:1 ABA and traditional classroom settings, supporting learners’ successful participation in group learning environments.

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Objectives​​

1. Recognize the gap in existing literature and services for group-based models of ABA intervention​

2. Identify different stages of promoting dyad and group instruction

3. Discuss effective intervention practices when delivering ABA services within dyad and group contexts​

4. Identify learner profiles that suggest readiness for dyad and group instruction

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Speaker Bio

Dr. Sarah Connolly, is an Assistant Professor at the University of Nebraska Medical Center, and Program Director of the Munroe-Meyer Institute BRIDGE Clinic. In addition to her board certification in behavior analysis, she is a licensed psychologist and board certified in Clinical Child and Adolescent Psychology. Dr. Connolly’s clinical and research interests focus on early intervention and skill development for children with autism spectrum disorder, including group-based ABA, the use of speech-generating devices, parent-mediated interventions, and naturalistic teaching strategies. Her excellence in clinical training earned her the Clinical Supervisor Award in 2024 from Association for Behavior Analysis International Verbal Behavior Special Interest Group.