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.

Purpose Choking on items is a highly prevalent issue among young children which can lead to injury and death. This study assessed the effects of behavioral skills training (BST) for new three parents in identifying choking hazards and preparing food that will not be a choking hazard for young children. Method This study used multiple exemplar training using 160 nonfood items and 73 food items. Generalization was programed for by using an environment that was set up to resemble a naturalistic setting. Results The participants responding was low and variable responding in baseline and improved to high consistent rates of correct responding of identifying choking hazards and preparing foods to a nonhazardous size following BST. Discussion The success of this training package is attributed to the use of a performance-based training which included direct observation of the target behavior and immediate feedback following the participant's performance.

Students diagnosed with autism spectrum disorder (ASD) commonly struggle with self-regulation skills, which can lead to less social inclusion, difficulties with peer and teacher interactions, low academic performance and high levels of challenging behaviors. Alternatively, when students are equipped with strong self-regulatory capabilities, their social development and academic performance is enhanced, leading to improved well-being, increased attention in the classroom, and lower levels of challenging behaviors. Research suggests that the use of progressive muscle relaxation (PMR) may show promising results in improving observable behaviors such as academic engagement and challenging behaviors in the classroom. However, much of the current literature focuses on the positive effects of PMR solely when targeting private events, such as anxiety, executive functioning, and autonomic arousal. The purpose of this study was to conduct a preliminary examination to explore the effects of brief video-based PMR to increase academic engagement in the classroom with three elementary school students diagnosed with ASD. Using visual and statistical analyses, the results from this study showed that PMR showed promising increases in academic engagement across all three participants. Social validity ratings indicated that the teacher and participants were satisfied with the intervention and rated PMR as a feasible and acceptable behavior-management strategy in the classroom. While social validity outcomes were positive, they were limited as they consisted of short Likert-type scale questions completed by one single teacher and three students. Given the small sample size of this exploratory study, future studies should incorporate additional participants and evaluate the long-term impacts of PMR for improving engagement and academic outcomes for students with ASD.

Teachers of students with emotional disturbance (ED) often have limited support to implement evidence-based interventions in their classrooms. This study describes MOTIVATED, a modular approach to address this need and develop a collaborative consultation framework to assist teachers in selecting and implementing class-wide evidence-based practices (EBPs) matched to their classroom needs. A randomized controlled pilot study was completed with 16 teachers across four school districts to assess the feasibility and initial outcomes for teachers implementing the MOTIVATED modular approach. Teachers completed a guided, semi-structured interview assessment to identify a module that best addressed the class-wide behavioral concerns and desired behavioral goals. Modules included all components necessary for coaches and teachers to implement the corresponding EBP, including a conceptual overview, implementation guide, teacher lesson plan, and example vignettes. Active ongoing coaching support was provided for teachers who implemented modules with their classroom. Results indicated a significant reduction in class-wide disruptive behavior and a positive trajectory for improved academic engagement. Teacher fidelity of implementation was high, and social validity measures indicated that teachers found the modular-based consultation approach acceptable and feasible for their classrooms.

Interdisciplinary personnel preparation programs are essential for equipping school-based professionals with collaborative skills to effectively support children with disabilities. This paper describes two federally funded training projects designed to prepare diverse graduate students from the Applied Behavior Analysis, Social Work, and School Psychology graduate programs to address service gaps and personnel shortages in K–12 schools, particularly for children with emotional and behavioral disorders. The paper highlights key components and outcomes of the training programs, which integrated interdisciplinary graduate coursework in positive behavior support, coordinated and supervised field experiences in high-need schools, joint case studies, and other cross-disciplinary training activities. Findings indicated an increase in trainees’ (i.e., scholars’) knowledge and skills, high scholar satisfaction, strong performance ratings from field supervisors, high consultee (teacher) satisfaction, and positive post-graduation feedback from their employer. Children supported by project scholars demonstrated improvements in behavioral and social-emotional outcomes. Challenges included logistical coordination and integrating cross-disciplinary practices through meaningful collaborative partnerships. The discussion provides recommendations and implications for strengthening interdisciplinary personnel preparation to improve services for children with disabilities.

Although there are many advantages to using quantitative measures, employing qualitative strategies to understand complex problems could considerably influence the trajectory of behavior analysis. Behavior analysts often limit their use of qualitative strategies to inquiring about consumers’ experiences with an intervention or service (Burney et al., 2023). Although this approach can enhance social validity, using qualitative methodologies in the development and ongoing refinement of assessment tools and interventions may broaden behavior analysts’ impact. First, this article discusses how qualitative research has enhanced our understanding of the complexities of child welfare and how the authors, who are behavior analysts, were initially introduced to qualitative methodology. Next, an example from the authors’ work in child welfare is presented that illustrates how qualitative methods helped improve assessment and intervention strategies for youth who run away from foster care placements. Then, the article will describe how qualitative methodology can be used in conjunction with quantitative methods to understand human trafficking and how to develop effective prevention and intervention strategies. Finally, we will discuss how behavior analysts can continue using qualitative methodology in research and clinical practice to improve child welfare services and prevent human trafficking.

Literature on human trafficking suggests the vulnerability to commercial sexual exploitation of children (CSEC) and child sexual abuse (CSA) changes by the prevalence of certain risk factors (e.g., runaway), trafficker-used lures (e.g., isolation), and the environmental conditions present at the time of victimization (e.g., foster care). Often, youth in foster care are at high risk for CSEC and CSA victimization associated with runaway instances. This scoping review aims to identify prevention and intervention strategies for CSEC/CSA of youth who run away from foster care. PRISMA scoping review guidelines were followed to review the literature across two search parameters (CSEC; CSA). An electronic review was conducted between August 2022 and January 2023 across four databases: PubMed, SAGE Journals Online, ScienceDirect, and Web of Science. The CSEC and CSA search parameters comprised three domains (sexual exploitation, foster care, and runaway; sexual abuse, foster care, and runaway, respectively). Literature published between 2012 and 2022 was included regardless of the methodological approach. Literature not concerning youth who run from foster care was excluded. Database searches yielded 206 publications for CSEC and 351 for CSA, reduced to 185 and 212, respectively, after removing duplicates. Seventy-one articles were identified, of which, 64 articles (28 CSEC, 36 CSA) were categorized as prevention strategies and seven (five CSEC, two CSA) as interventions. The intersection and dual victimization of CSEC and CSA of youth who run away from foster care are discussed. This paper also discusses applied behavior analysis principles for developing function-based interventions.

Choking is a leading cause of mortality in children. Over half of choking injuries occur due to food, and the remaining injuries involve common household objects. Purpose: The purpose of this study was to evaluate Behavioral Skills Training (BST) to teach choking hazard identification and correction to substitute caregivers. Method: This study evaluated the efficacy of using BST to teach nonedible choking hazard identification (Phase 1) and edible choking hazard identification and correction (Phase 2) to substitute caregivers following guidelines from the Home Accident Prevention Inventory-Revised Protocol. Results: The results found that all participants significantly improved their hazard identification and correction following BST in both phases. Generalization probes were high in baseline for all participants across phases; however, all participants scored 100% correct on the final generalization probes. Discussion: Implications for practice and future research considerations for choking prevention training are discussed.

The use of technology-based self monitoring (SM) interventions is becoming more popular, increasing the likelihood that SM interventions will have greater contextual fit within classrooms. SM has resulted in increases in desired school behaviors, such as increases in on task behavior, academic performance, and task completion for students diagnosed with disabilities. The purpose of this study was to extend the findings from Clemons et al. and examine student and teacher use of a web based SM application, I-Connect, and reinforcement to increase on task behavior for elementary school students with or at risk for an emotional behavioral disorder using extended SM intervals. All three participants demonstrated significant increases in on task behavior with the use of the I-Connect application plus reinforcement intervention in the classroom.

Students with autism spectrum disorder (ASD) may have a difficult time transitioning frequently throughout a school day, and problem behavior can be more apparent during this time. Valuable academic time can be preserved by decreasing the time it takes to transition between tasks. Hine et al. (2015) found that computer-assisted instruction (CAI)–based intervention was successful in decreasing classroom transition times for students in general education. The purpose of this study was to evaluate the effects of a similar CAI intervention to decrease the latency to on-task behavior during transitions in students with ASD. Two different transitions were evaluated with three student participants with ASD. Results indicated the CAI intervention decreased latency to on-task behavior for all three participants for both transitions without the need for a reinforcement component. High implementation fidelity and social validity scores demonstrated acceptance of the intervention by both the teachers and the student participants.

Characteristics of emotional and behavioral disorders (EBD) include learning difficulties that cannot be explained by intellectual, sensory, or health factors and difficulties in building or maintaining interpersonal relationships with peers and teachers. Children with or at risk for an EBD often have a tendency to have negative experiences in school and engage in challenging behavior in the classroom including out-of-seat behavior. One possible antecedent manipulation, alternative seating, may reduce challenging behavior and involves exchanging the typical seating in classrooms for different types of seating options. The purpose of this study was to evaluate the use of stability stools and scoop rocker chairs on in-seat behavior and on-task behavior in classrooms with kindergarten students who engaged in challenging behavior and were at risk for EBD. All three participants demonstrated improvements in in-seat behavior using both types of alternative seating compared to a standard classroom chair. On-task behavior improved for all students but was variable for two students. Teachers indicated a preference for the stability stool, whereas results were mixed between the stool and the rockers for student preference.

Although there is a wealth of research supporting the effectiveness of using functional behavior assessment (FBA) to inform development of behavior intervention plans (BIPs), schools continue to find the FBA and BIP process challenging for implementation, particularly for students with emotional and/or behavioral disorders (EBDs) in high school settings. The current study evaluated the use of the prevent–teach–reinforce (PTR) FBA model for three high school students with EBD in self-contained settings. Results indicated that PTR was effective at reducing problem behaviors and increasing replacement behaviors for all three students. Teachers implemented the interventions with high levels of fidelity. Social validity scores obtained from both teachers and students indicated acceptability of the PTR process and outcomes. Limitations and areas for future research are suggested.

This study used an alternating treatments embedded within a nonconcurrent multiple baseline across participants design to evaluate the effects of a stability ball chair on the on-task and in-seat behavior for three children with autism in a clinic setting. Results indicated increases for both in-seat and on-task behavior with the stability ball chair compared to a standard table chair, however, results varied across participants. On-task behavior had a greater increase across participants compared to in-seat behavior with the stability ball chair. Social validity results found that therapists had an overall positive view of stability ball chairs. This study provides clinicians with options for alternative seating to increase the on-task and in-seat behavior of children with autism. This study extends the use and evaluation of alternative seating, from typically studied settings and contexts, such as classrooms, to clinic settings with younger populations.

Youth in foster care are twice as likely to run away from living situations as compared to those of the same age in the general population. When youth are on the run from a living situation, they are at a high risk for being exposed to abuse and neglect or engaging in criminal behavior. One approach to support youth who run is to identify the function of their behavior and then implement interventions that match the function. The Functional Assessment Interview for Runways (FAIR) is an idiosyncratic assessment tool that seeks to identify the function of runaway behavior specific to youth involved with the foster care system. This article provides a summary of the literature related to runaway behavior, the implications for function based interventions, and instructions for administering the FAIR.

Purpose: Homeless children are more likely to have social skills deficits relative to same aged peers and may benefit from a social skills intervention. Therefore, the purpose of this study was to assess the Let's Be Social application with the addition of behavioral skills training (BST) to teach social skills to children who were homeless. Method: This study used a multiple baseline across behaviors design to evaluate the effects of the iPad application and BST for teaching three social skills to three participants. Results: Participants did not demonstrate increases in targeted social skills after the introduction of the application, but social skills did increase after BST was added. Conclusions: The findings suggest that the application needs to be paired with BST in order to see improvement and maintenance in social skills. Future downloadable applications might consider including features that are similar to BST to assist in teaching social skills.

Youth running away from foster care placements is a serious problem that can significantly impact health and well-being. Given the severity of the problem, it is important to identify reasons youth run away because this information could help to identify effective intervention strategies. This paper describes results from focus groups conducted with child welfare providers, educational personnel, and youth with histories of running away from foster care placements. The qualitative analysis revealed that youth's motivation for running, or the function of running away, fell into two general categories: running "to" something (friends, activities, etc.) or running "away" from something (aversive placements, etc.). Suggestions are provided for how understanding the reason for running away could help in determining successful prevention and intervention strategies that result in stable placements.

Purpose: Individuals experiencing extended homelessness face multifaceted risks related to health, substance use, and continuing unemployment and may benefit from learning a problem-solving and decision-making method to assist them in dealing with everyday situations. Methods: This study used a multiple-baseline design to teach three men with extensive histories of homelessness the situation, options, disadvantages, advantages, and solution (SODAS) problem-solving and decision-making method and assessed their ability to learn it and guide another adult in the use of the method in simulated role-play problem situations. Results: All three participants demonstrated substantial increases (from approximately 10% of steps correct in baseline to 100% steps correct after intervention) in their ability to successfully guide another adult through the SODAS process when role-playing problem situations. Conclusions: The findings suggest that the SODAS problem-solving and decision-making method could be efficiently taught to adults who have histories of homelessness, and the participants found the process helpful for problems they encountered.