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Abstract Autism spectrum disorder (ASD) is a multifaceted neurodevelopmental condition that affects an estimated 1 in 31 children in the United States. ASD frequently co-occurs with a wide range of developmental, emotional, sensory, and medical conditions necessitating a multifaceted and coordinated approach to care. In this paper, we describe the programmatic evaluation of a transformation of an applied behavior analysis (ABA) focused multidisciplinary therapy clinic into an interdisciplinary ASD therapy center. Using a quality improvement Plan-Do-Study-Act framework, we outline our process for building integrated teams, cultivating interdisciplinary collaboration, and enhancing respect among disciplines. Results indicated improved respect and collaboration among disciplines (ABA, speech, occupational, mental health therapists and psychologists) over the course of three years. By sharing practical strategies and lessons learned, this paper aims to support other ASD treatment providers, clinic leaders, and health systems in reimagining how interdisciplinary collaboration can advance outcomes for autistic children and their families.

ABSTRACT Decision models are frequently published in applied behavior analysis (ABA) to guide clinical decision‐making, yet few have been empirically tested for their validity. To help researchers and practitioners identify potential weaknesses in decision models, the present study demonstrates one analytic method researchers can use to assess the procedural validity of decision models. Participants ( N = 75) were presented with systematically designed hypothetical vignettes to comprehensively test all decision pathways. Each vignette described a client, challenging behavior, and the targeted therapeutic environment (e.g., school, home) similar to what might be collected during an intake process. Participants were then asked to select the best data collection procedure for their initial behavioral observation either without (baseline) or with access to an associated decision model. Access to the decision model did not significantly improve performance for the control or behavior analyst group. Once these data were collected, we demonstrate how an error analysis allows researchers to identify which decision points incorrect decisions cluster at, providing information on how to improve the language of the decision model. Having an analytic technique that identifies challenges in decision model language and decision paths will aid future researchers in the iterative process i.e. decision model design and validation.

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ABSTRACT Few would argue that building rapport with young autistic children in the context of therapy has inherent value. In fact, establishing rapport has been linked to improved learning outcomes within intensive behavioral intervention settings. College placement students and junior technicians may have limited direct training on rapport building, in part because there has been limited research on systematically training rapport building to date. Fortunately, existing literature provides substantial evidence supporting the effectiveness of behavioral skills training (BST) in addressing this need. The current study's objectives were three‐fold. First, to examine the efficacy of using BST to train Therapist Participants employed by a community‐based autism and mental health agency rapport building skills. Second, to investigate the efficacy of using BST to train employed Therapist Participants on using BST to teach Trainee Participants rapport building skills. Third, to monitor and report any collateral effects of rapport building skills training on select client participant (i.e., autistic children receiving services participating in the study) behaviors. Our results suggest rapport building skills improved after training across all adult participants, indicating Therapist Participants were able to effectively teach rapport building to Trainee Participants. Child Participant behavior patterns largely remained unchanged across the study. Given the study was conducted in collaboration with a community agency who invested significant in‐kind support, we discuss study strengths and limitations—as well as next steps for future research.

A ressurgência comportamental é definida como o reaparecimento de uma resposta previamente aprendida e depois suprimida, quando os reforços para uma resposta alternativa mais recentemente reforçada são eliminados ou reduzidos. Estudos anteriores que investigaram os efeitos da exposição repetida na magnitude da ressurgência demonstraram que a ressurgência é um fenômeno replicável, porém, os resultados são divergentes quanto a mudança na sua magnitude. O objetivo do presente estudo foi investigar o efeito da exposição repetida ao procedimento convencional de ressurgência sobre a magnitude de ressurgência da resposta-alvo. Para isso, seis ratos foram expostos ao procedimento de ressurgência que consistiu em três fases: 1) Treino da resposta-alvo; 2) Extinção da resposta-alvo simultânea ao treino da resposta alternativa; 3) Extinção de ambas as respostas/Teste de Ressurgência. Todas as fases foram realizadas três vezes para todos os animais. Os resultados indicam que a ressurgência ocorreu repetidamente para todos os ratos e que a magnitude da resposta-alvo aumentou no decorrer das exposições ao procedimento. Por fim, foram discutidas as possíveis variáveis que influenciaram esses resultados, suas semelhanças com outras investigações de ressurgência.

ABSTRACT This systematic literature review examines the effectiveness of online training approaches for behavior analytic practices and assessments. As the prevalence of Board Certified Behavior Analysts (BCBAs) rises, it is important to ensure that practitioners are equipped with effective training methodologies. This review synthesizes findings from 29 studies, focusing on various online training methods, including self‐instructional manuals, video modeling, computerized training, and videoconferencing. The results indicate that these training modalities are generally effective in improving trainee skill acquisition and procedural fidelity. However, the review identifies gaps in the literature related to training methodologies, social validity, and reliability, highlighting the need for further research in these areas. By addressing these gaps, the review aims to provide insights that can inform future research and training practices, thereby improving the overall quality of ABA services provided by practitioners to meet the diverse needs of the populations they serve.

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Abstract Despite growing attention to diversity, equity and inclusion (DEI), empirical research on anti-Black bias within behavior analysis remains scarce. This systematic review followed PRISMA guidelines and adopted a methodological and conceptual framework grounded in behavior analysis to identify and examine 23 empirical studies published in 27 behavior-analytic journals between 1964 and 2026. The selected studies were categorized into three methodological domains: (1) cross-sectional and correlational surveys; (2) validity of implicit and explicit measures for detecting anti-Black bias; and (3) experimental interventions on anti-Black bias. Cross-sectional and correlational studies examined associations between values, psychological flexibility, mental health, and racial attitudes, highlighting contextual influences on bias. Measurement studies primarily used relational frame theory–based tools, including the implicit relational assessment procedure (IRAP) and the Function Acquisition Speed Test (FAST), demonstrating sensitivity to implicit anti-Black biases not captured by self-report measures. Intervention studies included equivalence-based training, particularly with children, showing promising but preliminary effects in modifying biased relational networks. Interventions with adults also yielded favorable outcomes, especially those involving values clarification and exposure to relationally inconsistent stimuli. Across cross-sectional studies, common limitations included reliance on convenience samples, incomplete reporting of sampling procedures, and inadequate control of confounding variables. Experimental studies frequently lacked control groups or baseline comparability included limited follow-up assessments, and relied on self-report or emerging measures with limited validation. Overall, findings highlight the need for a more cumulative, conceptually precise, and functionally grounded research agenda to advance antiracist efforts within behavior analysis.

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