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ABSTRACT Access to behavior analytic services is limited and often unavailable for many in areas with a dearth of qualified providers. Tools to support behavior‐change agents located in the natural environment of consumers may be a way to provide behavioral interventions. An artificial intelligence (AI) platform that guides the implementation of behavioral interventions may be useful for supporting procedural fidelity. The current studies evaluated whether an AI platform was effective at increasing and maintaining high levels of procedural fidelity in individuals with little to no prior training. Participants were two behavior technicians in training (Exp. 1) and three caregivers (Exp. 2). Introducing guidance provided by the AI platform GAINS improved the procedural fidelity with which behavior technicians and caregivers implemented behavioral interventions with children with autism, except for one caregiver. These results suggest AI platforms may be useful tools for supporting high levels of procedural fidelity by novice users.

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AbstractSynchronous schedules of reinforcement align the onset and offset of the response with the onset and offset of the reinforcer. In this study, we used a multiple‐baseline‐across‐classes and reversal design to determine the effects of a synchronous reinforcement schedule, arranged as an interdependent group contingency, on time spent following rules and disruptive classroom behavior during independent work periods in three elementary classes: two first‐grade classes and one fourth‐grade class. Additionally, we compared the effects of a synchronous reinforcement schedule with those of a continuous noncontingent schedule in the fourth‐grade class. The synchronous schedule increased students' time spent following rules and decreased disruptive classroom behavior across all classes. Furthermore, noncontingent delivery of those stimuli did not produce changes in behavior relative to baseline. Students in the two first‐grade classes reported preferring the synchronous reinforcement condition to baseline. Students in the fourth‐grade class reported preferring the noncontingent access condition.