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Abstract The primary purpose was to study how the expansion of equivalence classes is documented by sorting tests. In two experiments with 40 adult participants, there were three phases of training and testing of emergent relations. In the first phase, the participants were trained on 12 conditional discriminations arranged as a linear series training structure (A➔B➔C➔D➔E) followed by a sorting test. The second phase included simple discrimination training of C stimuli. The training comprised different numbers of key presses, and these numbers were used as F stimuli in the expansion test of the existing classes. The final phase contained sorting and matching‐to‐sample (MTS) tests. The two experiments differed in the number of key presses in the simple discrimination training and stimuli used as F stimuli in Phase 2 and the order of sorting and MTS tests in Phase 3. The main findings of the two experiments were that 100% of the participants sorted the stimuli correctly in the first phase, 83% (25 of 30) of the participants showed expansion and sorted the stimuli in the second phase, and finally, 90% (36 of 40) of the participants responded correctly on the MTS test in the third phase.

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Scale-up of evidence-based universal prevention programs for student behavior, such as School-Wide Positive Behavioral Interventions and Supports (SWPBIS), is important for improving K-12 education outcomes. While much research exists on factors affecting SWPBIS implementation, few studies have been conducted in rural schools. Here, we highlight practical lessons learned from a 3-year cluster-randomized trial in the U.S. studying implementation supports for the scale-up of SWPBIS in 40 rural K-12 schools in Idaho state. Schools in the trial either received Basic or Enhanced support (training only, or training + technical assistance and virtual learning community). Leveraging interview data from school implementers, event data collected during the trial, and School-wide Evaluation Tool data, we explore the following research questions: Which factors are frequently reported to impact SWPBIS implementation in rural schools, and what are actionable strategies that rural schools can use to overcome implementation challenges? Many of the factors that were reported to aid rural schools’ implementation corroborate previous findings from non-rural schools (leadership support, staff buy-in, team collaboration, and external/ongoing support). Rural school stakeholders additionally valued receiving technical assistance from a provider in-person initially and having like-minded peer collaborators in the virtual learning cohort. Additional strategies to facilitate rural school SWPBIS implementation are discussed.

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