Procedural fidelity is the extent to which an intervention is implemented as designed and is an important component of research and practice. There are multiple ways to measure procedural fidelity, and few studies have explored how procedural fidelity varies based on the method of measurement. The current study compared adherence to discrete-trial instruction protocols by behavior technicians with a child with autism when observers used different procedural-fidelity measures. We collected individual-component and individual-trial fidelity with an occurrence-nonoccurrence data sheet and compared these scores to global fidelity and all-or-nothing, 3-point Likert scale, and 5-point Likert scale measurement methods. The all-or-nothing method required all instances of a component or trial be implemented without error to be scored correct. The Likert scales used a rating system to score components and trials. At the component level, we found that the global, 3-point Likert, and 5-point Likert methods were likely to overestimate fidelity and mask component errors, and the all-or-nothing method was unlikely to mask errors. At the trial level, we found that the global and 5-point Likert methods approximated individual-trial fidelity, the 3-point Likert method overestimated fidelity, and the all-or-nothing method underestimated fidelity. The occurrence-nonoccurrence method required the most time to complete, and all-or-nothing by trial required the least. We discuss the implications of measuring procedural fidelity with different methods of measurement, including false positives and false negatives, and provide suggestions for practice and research.

We examined shifts in educators' perceived knowledge, confidence, and usefulness and actual knowledge of concepts in the Comprehensive, Integrated, Three-tiered (Ci3T) model of prevention before and after participation in a practice-based professional learning series to design, implement, and evaluate a Ci3T model for their school. Participants completed the Knowledge, Confidence, and Use (KCU) survey prior to and at the conclusion of the year-long, six-part Ci3T Professional Learning Series. Results indicated participants demonstrated statistically significant increases in perceived and actual knowledge, perceived confidence, and perceived usefulness of concepts measured, with effect sizes suggesting large effects. Implications for supporting educators in designing a Ci3T model of prevention to meet students' educational needs using a practice-based professional learning series are discussed along with limitations and considerations for future research.

This study examined the effects of behavioral skills training (BST) on teachers' implementation fidelity of a reading racetrack (a board game designed to increase sight word fluency) with elementary students identified as struggling readers. BST, an alternative to traditional professional development, is a performance-based protocol incorporating instruction, modeling, rehearsal, and feedback. A multiple probe design across teacher-student dyads demonstrated that BST was functionally related to the teachers' implementation of a reading racetrack with 100% fidelity on at least three consecutive sessions. Additionally, students met mastery criteria for sight word acquisition and demonstrated maintenance at least one to two weeks post intervention.

This article describes the results of a series of studies that involved functional communication training (FCT) conducted in children's homes by their parents. The 103 children who participated were six years old or younger, had developmental delays, and engaged in destructive behaviors such as self-injury. The core procedures used in each study were functional analyses (FA) and FCT conducted by parents with coaching by the investigators. The overall results of the projects showed that the FA plus FCT intervention package produced substantial reductions in destructive behavior ( = 90%), which were often maintained following treatment. In terms of behavioral momentum theory, these results suggest that analyses of behavioral persistence provide an explicit technology of maintenance.

Teachers' skill in fostering students' engagement and limiting disruptive behavior is important for maintaining a safe, productive, and effective learning environment. Yet, teachers lacking specific training in classroom and behavior management continue to report high levels of stress and are more likely to leave the profession (Ingersoll, Merrill, et al., , 2018; Zabel & Zabel, (2), 67-73, 2002). Despite wide agreement from experts about the importance of developing classroom and behavior management skills, many teacher training programs do not require specified coursework or experiences to develop this skill set for teacher licensure or degree completion. In this article, we describe what we observe to be a disconnect between current requirements of teacher preparation programs, and the nature of adequate teacher training to appropriately manage and support student behavior. We argue that this disconnect currently contributes to a host of problematic outcomes observable in schools, including teacher attrition, racial disproportionality in discipline actions, and an overreliance on punitive and ineffective behavior support practices. We end our discussion with additional recommendations for improving teacher training and ensuring systems alignment.

Following the outbreak of the COVID-19 pandemic, the U.S. government declared a state of emergency and many applied behavior analysis clinics temporarily closed. The current study described a pilot of an existing manualized caregiver behavior skills training, the Online and Applied System of Intervention Skills (OASIS), to promote telehealth caregiver training during the pandemic and facilitate the start of early intervention for families on waitlists. The OASIS telehealth curriculum trains caregivers to use applied behavior analysis with their children with autism spectrum disorder. Pre/post measures suggest that OASIS modestly improved parent knowledge, improved perceived quality of life, decreased stress, improved caregiver self-efficacy, and was viewed positively by participating families.

This study examined the effects of using behavioral skills training (BST) to teach peer models to engage students with moderate to severe developmental disabilities in interactive play. Two separate multiple-baseline across participants designs were used to determine the effectiveness of BST on the peer models' implementation of the procedural steps and the target students' percent of intervals engaged in interactive play. Results demonstrated that BST was functionally related to the peer models' accurate implementation of procedures and the target students' percentage of intervals engaged in interactive play. In addition, all participants demonstrated generalization to novel activities and play partners, and three of the four target students maintained high levels of interactive play for up to 13 weeks after intervention.

Complementary and reciprocal interactions are a defining feature of sibling relationships for young children. However, the social and communication difficulties of children with autism spectrum disorder (ASD) can make reciprocal play more difficult and play between siblings can be less rewarding. Sibling play can serve an important role in intervention and family cohesiveness, but there is no consistent method for involving siblings in intervention benefitting the sibling dyad. This study evaluated a novel treatment package including training siblings on play strategies to increase positive sibling play in combination with a sibling support group to offer social support for the neurotypical sibling (NT). The effects of the treatment package on NT sibling play and fidelity of implementation of naturalistic play strategies was examined using a concurrent multiple-baseline design across six dyads, five of whom completed the intervention. After behavior skills training, all NT siblings increased the number of strategies they used, and increased the frequency of initiations towards their sibling with ASD. In addition, the percentage of reciprocal play between siblings increased. Generalization probes and follow-up probes demonstrated above-baseline levels of performance across most dyads, indicating that the skills learned generalized across other toys and were maintained over time. Only three of the sibling support group sessions were completed due to the COVID-19 pandemic. Although the effectiveness of the sibling support group cannot be determined, social validity questionnaires suggest siblings and parents valued and liked the support group.

Challenging student behavior can have negative consequences for both educators and students. Although effective behavior management strategies can improve student behavior, they are not consistently implemented with fidelity. The purpose of this exploratory mixed-methods study is to investigate which resources educators and other school personnel use to find information on effective behavior management strategies and their perceptions of those resources. We surveyed 238 educators in four West Virginia counties regarding the degree to which they used, trusted, could access, could implement, and could understand information regarding behavior management strategies on six types of resources (i.e., search engines, internet media, professional organization websites, journals, colleagues, and professional development). Ten participants shared additional insights regarding why educators prefer specific resources and what they searched for in behavioral resources in follow-up interviews. Results indicated that educators primarily used colleagues because they provide information perceived to be accessible, understandable, trustworthy, and usable.

We report findings from a multistate survey of 720 faculty and staff from 25 elementary schools in five districts across three states and geographic regions participating in an IES Network grant examining integrated tiered systems. In this preregistered study, we replicated and extended previous inquiry examining educators' views of (1) implementation of core components of their school's Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention; and (2) preference for professional learning (content and avenue). Results indicated more than half of respondents indicated high levels of implementation of core features of Ci3T across Tiers 1, 2, and 3. Educators reported high levels of implementation for 10 out of 19 research-based educational practices used within tiered systems with a statistically significant relation between ratings of implemented practices and the desire for support with most practices. Respondents identified their top three areas for professional development needed in the coming year as behavior deescalation techniques, small-group social skills instruction, and strategies for supporting students with internalizing behavior patterns. For potential professional learning avenues, respondents' top ratings were in-district, during-school workshops, course for college credit on-line, teacher collaboratives/networks, and one-to-one coaching or mentoring. There were many similarities among educators' ratings across implementation year and state. Low levels of implementation across many core Ci3T and common educational practices were reported by educators working within the most experienced schools. We conclude with a discussion of implications, limitations, and future directions.

This study used video modeling via portable technology to improve daily living skills for a student with an intellectual disability in a university campus-based transition program. Results showed increased independence across four daily living skills. Implications for future practice are discussed.

Video self-modeling instruction offers advantages compared to in-vivo instruction but has not been used with individuals with Dravet syndrome. Therefore, the purpose of this study was to investigate the effects of video self-modeling (VSM) on three different behaviors of a 12-year-old boy with Dravet syndrome. We taught the participant's mother to use video-modeling instruction via role-playing and feedback and evaluated effects of VSM using a multiple-baseline design across behaviors: ordering numbers in descending sequence, positioning features on a face, and reading words. The VSM increased performance accuracy for all three skills, suggesting that VSM interventions via telehealth may provide an effective and sustainable option for skill development.

Challenging behaviors exhibited by young children negatively affect development and may also prevent children from receiving appropriate education. These behaviors may also hinder positive family interactions and have a significant impact on parents and other family members. Although various parent training approaches exist to increase parents' capacity to address these challenging behaviors, many parents are reportedly not able to access training due to time and resource constraints. To address inequitable dissemination of information, we developed and piloted the use of the Challenging Behavior Online Modules with 10 parents of children with disabilities. In particular, we examined the feasibility of the Challenging Behavior Online Modules for increasing parents' knowledge and use of positive parenting practices with their young children. Parents reported satisfaction with the contents and delivery method of the intervention. Implications and directions for future research are also suggested.

We examined effects of hybrid coaching delivered face-to-face and via smartphone to train middle school general educators to use a simultaneous prompting procedure during instruction on academic core content with sixth-grade students with intellectual disability in general education classrooms. We also measured student outcomes. We used a multiple probe design across four student-teacher dyads in the study. Teachers acquired the steps of simultaneous prompting procedure with 100% accuracy, maintained the use of the prompting procedure over time, and generalized prompting for teaching new academic content to their students. Students acquired their targeted academic content, maintained the skills over time, and generalized the skills across different persons and settings. The results showed a functional relation of the intervention on the dependent variables. Social validity data collected from teachers and students were positive. Future research needs and implications of the findings are discussed.

Adolescents are often burdened with academic, home, and peer stressors. With adolescent mental health issues and suicide on the rise, administrators have worked with nonprofit organizations and the community to address stress and internalized behavior problems. School-based wellness centers are tranquil rooms with various sensory activities, calming nature scenes, and sounds for relaxation purposes. School-based wellness centers may have behavioral effects by reducing exposure to aversive events and increasing access to positive and negative reinforcers. There has not yet been a formal study of school-based wellness centers published in the literature. In the present study, we used questionnaires to examine the perceptions of 752 students, 124 parents, and 69 school staff of their high school wellness center. Results indicated that stakeholders had positive perceptions of the wellness center. In particular, results implied that stakeholders believed the wellness center contributed to students' academic success, elevation of mood, confidence, and coping skills. Results also suggested that attendance at the wellness center was associated with a decrease in student stress and anxiety, though recommendations for improvements were noted. Implications and limitations of this study are discussed.

Several strategies (e.g., performance feedback, video models, tactile prompting) have been found to be effective for improving preservice teachers' use of foundational behavior management skills. However, there is limited research examining these training strategies for promoting preservice clinicians' use of evidence-based behavior management skills. Furthermore, when these strategies are utilized, personnel receiving training often respond differentially. Therefore, the purpose of this study was to evaluate the effectiveness of a tiered training model that incorporated performance feedback, video models, and tactile prompts to increase school psychology graduate students' rates of behavior specific praise during one-to-one sessions with child clients. Results indicated that rates of behavior specific praise increased and maintained across time. Findings, limitations, and directions for future research are discussed.

Research conducted to date has highlighted barriers to initial adoption of universal behavior screening in schools. However, little is known regarding the experiences of those implementing these procedures and there have been no studies conducted examining the experiences of educators in different stages of implementing various tiered systems of supports. Universal screening is foundational to a successful Comprehensive, Integrated Three-Tiered (Ci3T) model of prevention-an integrated tiered system addressing academics, behavior, and social and emotional well-being. Therefore, the perspectives of Ci3T Leadership Team members at different stages of Ci3T implementation were solicited through an online survey that sought to understand (1) current school-based screening practices and (2) individual beliefs regarding those practices. A total of 165 Ci3T Leadership Team members representing five school districts from three geographic regions across the United States, all of whom were participating in an Institute of Education Sciences Network grant examining integrated tiered systems, reported the screening procedures were generally well-understood and feasible to implement. At the same time, results highlighted continuing professional learning may be beneficial in the areas of: (1) integrating multiple sources of data (e.g., screening data with other data collected as regular school practices) and (2) using those multiple data sources to determine next steps for intervention. We discuss educational implications, limitations, and directions for future inquiry.