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.

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 In this study, equivalence‐based instruction (EBI) was used to teach hypothesis testing methods to graduate and undergraduate psychology students. Instruction was delivered on six‐members classes representing the z ‐test, t ‐test, F ‐test, chi‐square test and binomial test. A pretest‐training‐posttest‐maintenance design was employed, with baseline relations taught using a computer‐controlled match‐to‐sample task. The effects of training were assessed using both written and computerized pretests and posttests. One week after training, a follow‐up written and computerized test was administered to assess maintenance. Test scores improved following training, derived relations emerged, and class‐consistent responding generalized to a novel context (i.e., the written test) for all participants. These effects were maintained 1 week after training across all participants. This study systematically replicates precious findings that EBI can effectively teach advanced content to college students and is the first to apply EBI to the instruction of hypothesis testing methods.

ABSTRACT The purpose of the current study was to test the effects of two interventions, sensory integration (SI) therapy and physical exercise (PE), as treatments for automatically maintained stereotypy. The study was conducted with two sets of two preschool students with ASD using a counterbalanced, multiple treatment design to test for a functional relation between the interventions, the participants' individualized, prescribed SI diets or PE and the dependent variable, their episodes of stereotypy. The results do not support the use of SI as a treatment for stereotypy and showed positive results and the need for future research on PE and its effects on stereotypy.

ABSTRACT Children on the autism spectrum who exhibit a restricted range of interests may engage less in appropriate toy play and display stereotypy, which may negatively affect their social engagement and task performance. Our study replicated and extended prior research by implementing response‐stimulus pairing to increase appropriate toy play and decrease inappropriate toy play and stereotypy in three Chinese children (aged 4–5 years) on the autism spectrum. We used a multiple probe design across participants. Results indicated that the intervention effectively increased appropriate toy play while decreasing inappropriate toy play and stereotypy. These improvements were also observed during free play. Two weeks after the completion of the intervention, all participants maintained the target behavior. Future research should consider collecting generalization data from home settings and conducting more rigorous functional behavior assessments.

ABSTRACT Individuals with neurodevelopmental conditions sometimes engage in self‐induced vomiting, a behavior associated with serious medical complications and increased risk of exposure to communicable diseases. Despite its clinical significance, the functional dimensions of self‐induced vomiting remain understudied, particularly in cases where it occurs within a hierarchical response class of attention‐maintained behavior. This study describes the functional assessment and treatment of self‐induced vomiting in an adolescent male with multiple neurodevelopmental conditions. A response class hierarchy analysis was conducted to evaluate whether self‐induced vomiting, self‐gagging, pica, and other challenging behaviors were functionally related. Findings revealed systematic shifts in challenging behavior topographies with sequential exposure to extinction, supporting the presence of a hierarchically organized response class maintained by attention. Treatment involved functional communication training, extinction, and an individualized levels system involving token reinforcement and a probabilistic exchange schedule. This multicomponent intervention eliminated self‐induced vomiting, self‐gagging, pica, and other challenging behaviors within the attention‐maintained response class. These findings underscore the need for function‐based assessments in the treatment of self‐induced vomiting and related behaviors.

ABSTRACT As fluency in technology becomes more of a requirement in many fields, identifying an effective and efficient way to teach technology skills, such as spreadsheets, is necessary. In the field of behavior analysis, many studies assessed methods to teach graphing skills, but few have reported programming for or assessing generalization of these skills. One effective way to program for generalization is through general‐case procedures, which produces behavior change across a variety of stimuli and responses while requiring minimal training time. The current study used a nonconcurrent multiple‐baseline design across participants to assess the effects of general‐case procedures and computer‐based instruction on graph training in Excel and to program for and assess within and across‐category generalization of responding with undergraduate college students. These procedures resulted in generalized responding within and across stimuli and response categories for most participants. Future research should further evaluate the application of general‐case procedures outside of behavior analysis.

ABSTRACT Teaching listener selection responses to students with autism spectrum disorders (ASD) through auditory‐visual conditional discrimination (AVCD) tasks is both essential and challenging in early intensive behavioral intervention (EIBI) programs. We evaluated the efficacy of two instructional approaches—conditional discrimination‐based instruction (CDB) and joint control‐based instruction (JCB)—using an adaptive alternative treatment design with six Chinese‐speaking students with ASD. Results consistently showed that JCB was more effective than CDB. Our findings support the role of joint control as a form of verbal mediation in AVCD tasks and highlight the multiply controlled nature of intraverbal behavior. The findings provide valuable insights for educators aiming to enhance language intervention strategies.

ABSTRACTHaptic feedback involves the delivery of a vibratory stimulus contingent upon a behavior targeted for increase or decrease. Among other applications, it has been used to prompt initiation of social interactions and increase on‐task time in children with disabilities. In the current study, we used a combination reversal and nonconcurrent multiple baseline design to evaluate haptic feedback delivered via a bracelet to reduce toe walking exhibited by an adolescent with autism and a typically developing young adult. The feedback was effective to reduce toe walking to low levels. In addition, participants reported that the bracelet was helpful to improve their gait. Participants also noted that they would be willing to wear the bracelet outside of research sessions. We discuss the possible behavioral mechanisms responsible for the effects of the haptic feedback and provide directions for future research.