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ABSTRACT Front‐line staff are required to implement procedures meant to support those learners who require behavior analytic services. The extent to which they can implement procedures created is called procedural fidelity. The present study used a multiple baseline design across participants to evaluate the effectiveness of behavioral skills training in identifying correct instances of procedural fidelity by Registered Behavior Technicians. Participants identified correct and incorrect procedural components of discrete trial training. Following behavioral skills training, participants were able to detect both errors and instances of correct procedural implementation. Precision teaching components may have aided in the retention of previously learned skills by front‐line staff in the field of applied behavior analysis.

ABSTRACT Timely and accurate data collection is an essential component of successful behavior‐analytic practice. Nevertheless, concerns regarding data collection integrity (DCI) are widespread among practicing behavior analysts. This preliminary study examined the impact of conspicuous and inconspicuous measurement on data collection timeliness with one direct care staff member in a special education school setting serving students with autism spectrum disorder (ASD). This study compared the percentage of timely data entry in an electronic data collection (EDC) system across conspicuous (i.e., obvious or apparent) and inconspicuous (i.e., not obvious or apparent) measurement conditions that were created by the supervisor being present and the disclosure of the EDC system's monitoring capabilities to the participant. The results indicated that timely data collection may be more likely to occur under conspicuous measurement conditions, even in the absence of a supervisor. These findings suggest that awareness of performance monitoring, either by a supervisor or an automated system, can enhance timeliness, potentially as a result of observer reactivity.

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ABSTRACT The Observational Conditioning‐by‐Denial Intervention (OCDI) has been shown to establish new conditioned reinforcers when peers served as confederates. The present study used a pre‐post intervention design with an embedded reversal design to test whether observing an adult confederate instead of a peer yielded similar results for three preschool‐aged participants. In the first intervention condition, an initially neutral stimulus was delivered to an adult confederate while the participant observed and was continually denied access to the stimulus following simultaneous responding to a given task. The intervention was introduced for a minimum of eight sessions and continued until one of the following termination criteria was obtained: (a) a decrease in correct responding to zero, (b) orienting responses to the neutral stimulus or mands for the stimulus decreased across sessions, or (c) two or more mands were emitted by the participant for the stimulus across consecutive sessions. The second intervention condition was identical to the first except a peer served as the confederate. The results indicated that the OCDI effectively altered the reinforcement value of the initially neutral stimuli across all participants only when peers served as confederates. These findings extend previous OCDI research by demonstrating that the peer plays a significant role in the conditioning of reinforcers through observation.

ABSTRACT This study examined the effectiveness of simultaneous prompting delivered in a small‐group instructional arrangement with opportunities for choral responding on teaching preschoolers with ASD to emit intraverbal responses to safety‐related questions about dangerous materials. A concurrent multiple baseline design across behaviors, replicated across three participants, was employed. Findings indicated that all students acquired the target skills, maintained them over time, and generalized them across different settings and people. Parents reported that the skills were functional and socially significant, while teachers evaluated the procedure as ecologically valid, particularly in terms of its applicability to natural classroom settings. The study contributes to the literature by extending evidence on the effectiveness of simultaneous prompting and demonstrating its feasibility in small‐group contexts. Results highlight not only the potential of simultaneous prompting to promote skill acquisition but also its ecological relevance and social acceptability, offering practical implications for classroom‐based interventions for students with ASD.

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ABSTRACT There is a growing amount of research evaluating behavioral approaches for skill acquisition in sports. Few of these studies have focused on skill acquisition in yoga. There is a need for a low effort yet effective way to teach yoga poses to individuals who do not take private yoga classes and may practice at home. This study evaluated the effects of using a picture‐based task analysis and self‐evaluation on the skill acquisition of yoga poses in participants with varying yoga experience. A multiple baseline across yoga poses was used. During the task analysis intervention, the participants received a task analysis, performed the pose, and scored the task analysis upon the completion of the pose. Results showed that the task‐analysis and self‐evaluation procedure increased the accuracy of all the poses.

ABSTRACT There are approximately 206,000 Registered Behavior Technicians (RBTs). To become an RBT, individuals must complete 40 h of training and pass a competency assessment and exam, often conducted through asynchronous online platforms. This study evaluated the effects of an asynchronous online instructional package, which included computer‐based instruction, video modeling, and behavioral observations, on the measurement section of the RBT Competency Assessment. The training focused on continuous measurement, discontinuous measurement, and data and graphs competencies. Most participants met the mastery criterion on the tasks after the initial training. For tasks not passed immediately, a supplemental module with additional video modeling and behavioral observation activities resulted in competency. The results provide an initial demonstration that an online asynchronous training package can produce mastery‐level performance on measurement competencies. Further research is needed to assess the training's effectiveness on other tasks and the generality of its effects.

The Good Behavior Game (GBG) is an effective classroom management intervention that encourages teachers to implement strategies that increase academically engaged behaviors and decrease challenging behaviors. Although the GBG literature demonstrates positive effects across various settings and participants, limited studies have explored the impact of the GBG on students with extensive support needs (ESN). This study aimed to expand the literature by using a single-case multiple-probe baseline design to investigate the impact of the GBG on students with ESN in inclusive elementary classrooms in the Mountain West region of the U.S. Findings indicate that students with ESN demonstrated an overall increase in academically engaged behaviors and a decrease in challenging behaviors across all participants. The GBG also increased the number of positive statements general educators gave directed toward their students with ESN. We discuss several implications for future practice and research related to positive behavioral support for students with ESN in general education classrooms.

Abstract In this article, I examine Guerin’s Social Contextual Analysis (SCA) in relation to behavior analysis (BA). Although both frameworks share an antimentalistic orientation and emphasize behavior-as-history, I argue that they diverge markedly in their explanatory commitments. I contend that SCA advances a form of “reverse reductionism” by privileging exclusively societal-level explanations and, in doing so, effectively eliminates psychology, including behavior analysis. A consequence of this move is the absence of behavioral learning mechanisms capable of explaining how societal factors exert their influence on behavior. Although SCA offers valuable societal analyses and highlights the importance of empirical methods beyond the experimental laboratory, it often relies on abstract conceptual categories—such as “forces,” “resources,” and “relationships” —without specifying the processes through which these operate. At the same time, SCA critiques BA for its theoretical abstractions while engaging in comparable forms of theorizing and interpretation. I argue that BA must broaden its analytical scope to incorporate societal and cultural variables more fully, whereas SCA must acknowledge the necessity of multiple levels of analysis. I propose a pluralistic, multidetermined approach as the most productive path for advancing the study of social and cultural behavioral phenomena.