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AbstractResearchers have shown that behavioral skills training (BST) and in situ training are effective for teaching firearm safety skills to children. Within the safety skills literature, there is evidence that manualized interventions are effective for teaching parents and teachers to conduct BST. An approach that has not been evaluated for teaching safety skills is interactive computerized training (ICT). The purpose of the current study was to evaluate an ICT program with three Board Certified Behavior Analysts (BCBA) who provided services to clients with autism spectrum disorder. In the final phase, the BCBAs implemented firearm safety skills training with their clients. Overall, the BCBAs implemented the safety skills training protocol with high fidelity during post‐ICT assessments and rated the ICT program positively.

Abstract In undergraduate teacher education programs, student-educators may receive limited training in the implementation of communication-based, evidence-based instructional practices (CB-EBIPs). As a result, CB-EBIPs may not be utilized at ideal levels in the education of students with extensive support needs (ESN). An extensive body of research has demonstrated that behavioral skills training (BST) is an effective method for teaching a wide variety of skills across populations. However, there is a gap in the literature regarding preservice educator training, specifically in the implementation of CB-EBIPs to address communication needs of students. Thus, this study aimed to evaluate the effectiveness of BST for training preservice educators to implement procedures associated with the implementation of an icon selection/exchange communication intervention, a procedure often employed in the education of students with complex communication needs, to teach requesting skills. The current study used a concurrent multiple baseline design to evaluate the effect of a single session of BST on the percentage of correctly implemented icon exchange communication intervention steps by three preservice educators. Results demonstrated an immediate large increase in performance following BST across all participants. Participant performance remained at high levels of correct implementation throughout posttraining and follow-up phases. Additional considerations for future research and practice are discussed.

ABSTRACT This study evaluated the efficacy and effectiveness of Arabic‐medium behavioral skills training on the implementation of three parent‐training skills, using a concurrent multiple baseline across behaviors design. Participants included four Arabic‐speaking facilitators in the United Arab Emirates in the Middle East/North Africa (MENA) region and the target behaviors included the presentation of a relaxation activity, role‐play activity, and think‐pair‐share activity. All facilitators acquired the three target skills and successfully performed the role‐play activity in a natural environment setting to a group of Arabic‐speaking mothers participating in a locally developed parenting program in Abu Dhabi. Maintenance of skills was observed in three participants for the relaxation activity and in one participant for the think‐pair‐share activity. Social validity findings indicated that the intervention procedures were viewed positively and considered acceptable. The potential implications of these findings will be outlined, including a discussion on future research and design of effective facilitator training practices in the MENA region.

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Abstract Evidence-based instructional strategies in mathematics provide critical support related to academic achievement for students with disabilities. Many researched mathematics interventions focus on foundational and elementary mathematics skills, indicating the need for interventions for higher-level topics such as algebra. Current research on a core skill within algebra—solving equations—focuses primarily on the initial acquisition. To move students past acquisition, we must consider how interventions target behavioral fluency. Leveraging precision teaching practices, we evaluated a frequency-building intervention to improve the rates of three middle-school students’ correct responses to one-step algebraic equations using a multiple-baseline across participants design. Results demonstrate immediate and significant positive effects on students’ correct notations and drastic decreases in students’ incorrect notations. Students generalized skills to untaught problem presentations. In pre- and post-think-aloud, students moved from using trial-and-error methods to using systematic procedures to solve equations. We discuss how the characteristics of the intervention supported students’ overall improvement and discuss potential implications for both practice and future research. • Frequency-building interventions are effective in supporting students’ accuracy and speed in solving algebraic equations • Precision teaching, including the use of the Standard Celeration Chart, is a powerful system for guiding both research and instructional decisions • Fluent behavior in foundational skills can support generalization to new mathematical problems • Mathematics research broadly must incorporate timing to facilitate movement beyond the acquisition stage of learning

Abstract Sociability assessments may be useful for determining the function of social interaction; however, intensive data collection requirements may limit their clinical feasibility. The purpose of the current studies was to evaluate the feasibility of implementing sociability assessments while collecting discontinuous versus continuous data. We compared procedural fidelity and interobserver agreement across sociability assessment sessions during which implementers collected no data, momentary time sampling data, or duration data in role-play (both studies) and clinical (study 2) contexts. Most participants exhibited relatively high procedural fidelity and interobserver agreement scores remained high across conditions requiring live momentary time sampling and duration data collection. These findings support the feasibility and adoptability of sociability assessments in research and clinical practice. Directions for future research related to sociability assessments as well as general methods of evaluating the feasibility of different data collection procedures are discussed.

Abstract Renewal is a form of treatment relapse that occurs due to a change in context but in the absence of a change in contingencies. Recent prevalence data suggest that renewal may commonly occur in clinical settings, threatening the durability of treatments for decreasing problem behavior. Unfortunately, instances of renewal may also coincide with treatment integrity errors of commission in which the treatment implementer accidentally reinforces the problem behavior. Unplanned reinforcer deliveries for the problem behavior following successful treatment may result in a different form of relapse called response‐dependent reinstatement. Little is known about the combined effects of renewal and response‐dependent reinstatement. The current study compared the effects of renewal alone with the combined effects of renewal plus response‐dependent reinstatement in two experiments. We conducted Experiment 1 in a basic laboratory with rats and Experiment 2 in a translational format with college students who engaged with a task on a touchscreen tablet device. Overall, our results suggest that relapse was worse during combined tests for renewal plus response‐dependent reinstatement relative to renewal alone. We discuss the implications of our findings with respect to the treatment of problem behavior.

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