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Abstract The need to prepare future behavior analysts to become effective, collaborative professionals is increasingly evident. The social importance of goals, procedures, and effects has always been a critical part of our applied science; yet too often it is superseded in priority by considerations of procedural integrity. Disciplinary centrism, often cultivated through traditional training models, can be counterbalanced through intentional promotion of cultural and professional humility. We argue that community-engaged scholarship (CES) offers a behaviorally compatible framework for collaboration training and emphasizes the same collaboration skills should extend beyond interprofessional collaborations to include nonprofessionals (e.g., clients, families, communities). Because CES emphasizes reciprocal learning “about, from, and with” all potential partners—including those receiving services—and naturally positions students alongside nonbehavioral collaborators with varied lived experiences and professional perspectives, we use the term interpartner as an alternative to interprofessional. When CES is paired with the Interprofessional Education and Collaborative Practice (IPECP) competencies—values and ethics, roles and responsibilities, interprofessional communication, and teams and teamwork—it creates a powerful, inclusive model for cultivating collaboration skills in behavior analytic trainees. This blended approach aligns with the core aims of applied behavior analysis while advancing its relevance and responsiveness in diverse service contexts. In this paper, we first provide an overview of key concepts from IPECP and CES. We then illustrate the application of the Participatory Action Cycle for Community Engagement through two case examples that highlight how CES can serve as a foundational context for interpartner education within behavior analytic training.

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Abstract A common method for studying derived relations is the matching‐to‐sample (MTS) preparation. However, certain aspects of its training format potentially hinder the emergence of new relations. The training version of the implicit relational assessment procedure (training‐IRAP) may present an alternative. Our primary objective involved comparing the effectiveness of delayed MTS(2s) and training‐IRAP procedures on participant yield. The secondary objective involved comparing mean number of training blocks per procedure. Given additional components in the standard training‐IRAP not found in MTS, changes were made to the former, producing the modified training‐IRAP and delayed modified training‐IRAP(2s). Sixty‐eight typically developing students participated in a between‐subjects design. Two classes comprising five abstract stimuli were employed. Yield was analyzed at three levels, 91.67, 83.33, and 79% correct responses, with at least 87.5% correct responses at baseline mixed‐block maintenance. All participants maintained baseline criterion during tests. At the three levels of analyses, the modified versions of training‐IRAP produced higher yield, followed by DMTS(2s) and then the standard training‐IRAP. Mean number of blocks to complete training phases was lowest for the delayed MTS(2s) and delayed modified training‐IRAP(2s) groups. Limitations and implications of the findings toward greater precision, scope, and depth in conceptual, experimental, and applied settings are discussed.

Abstract This study replicated Shaw et al. (2024) by comparing quiz and assignment scores in interteaching and discussion forum conditions using an alternating‐treatments design. Five graduate students in an asynchronous course participated. Variations from Shaw et al. included (a) the inclusion or revision of interteaching components, (b) alternative measures of generality, and (c) social validity data. Participants scored higher on quizzes in the interteaching condition ( M = 93%) than in the discussion forum condition ( M = 72%). Mean quiz scores were analyzed using a paired‐sample t test, which indicated statistically significant differences between the two conditions, t (24) = 5.80, p < .0001 (two‐tailed), with a substantial effect size of partial η 2 = 0.58. Interteaching did not have a significant effect on project scores. Most participants (80%) favored interteaching. The discussion identifies multiple treatment interference as a potential limitation and explores the implications of the results for graduate coursework in applied behavior analysis.

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Abstract Self‐monitoring (SM) has been used as part of intervention packages to enhance skills such as leisure and vocational engagement for individuals with intellectual and developmental disabilities (IDD). However, the effectiveness of SM alone remains unclear. We analyzed components of an SM intervention to increase task engagement for five individuals with IDD. Participants were first taught to accurately self‐monitor their engagement. Sequential analyses evaluated SM alone, SM + differential reinforcement (DR) for accurate SM, SM + DR for accurate SM and task engagement, and DR for task engagement. SM alone was ineffective. Combining SM with DR for accurate SM improved accuracy of SM for all participants but increased task engagement for only two. Combining SM with DR for both accurate SM and task engagement increased engagement for the remaining participants. High levels of task engagement were maintained when reinforcement for engagement was provided without SM. Implications for intervention design are discussed.

ABSTRACT Neurodevelopmental disabilities, including autism spectrum disorder, have increased in prevalence, highlighting the need for reliable and valid instruments that guide behavioral interventions. This study reports a comprehensive psychometric evaluation of the Assessment of Basic Language and Learning Skills–Revised (ABLLS‐R) and the Assessment of Functional Living Skills (AFLS). Strong unidimensionality, adequate or better reliability, and good convergent and known‐groups validity were hypothesized across content areas. Using assessment data from 41,912 unique individuals (89,733 total administrations), multiple reliability and validity analyses were conducted. Most content areas showed unidimensionality, excellent internal consistency ( α ≥ 0.88), and fair to excellent test–retest reliability (all ABLLS‐R r xx ≥ 0.40 and all AFLS r xx ≥ 0.60). The correlation between ABLLS‐R and AFLS total scores was high ( r = 0.82). Known‐groups validity was supported, with expected differences between individuals with and without intellectual disability. Results demonstrated that the ABLLS‐R and AFLS have strong psychometric properties, supporting their utility in intervention planning and progress monitoring.

Abstract Efficient, low‐cost approaches for disseminating evidence‐based training on behavior‐analytic interventions to professionals outside of North America are needed to address the scarcity of available services. This study evaluated the effectiveness and acceptability of computer‐based instruction for training professionals in Nigeria to conduct pairwise functional analyses of challenging behavior. Six professionals demonstrated high levels of procedural fidelity during role‐play and in situ sessions with children after completing a self‐paced computer‐based instruction program that provided multiple opportunities for active responding and included culturally relevant content. Results extend prior research on virtual training of functional analysis implementation by incorporating a broader range of dependent variables (e.g., graphing, data interpretation) and delivering a fully asynchronous program. Results have implications for the further development of technologies to scale up the reach of behavior analysis services. Issues related to ensuring that asynchronous programs are delivered in an ethically responsible manner are discussed.