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Previous research evaluating behavior skills training and performance feedback has largely examined factors influencing interventionist performance outcomes. However, to our knowledge, researchers have yet to compile existing literature to specifically explore characteristics associated with improved learner outcomes in the context of interventionist training research. In our meta-analysis, we conducted a regression analysis to examine the relationships between improved interventionist performance, interventionist training approach (behavioral skills training versus performance feedback in isolation), behavior domain (skill acquisition, behavior reduction, or both used in combination), and interventionist type on outcomes for learners. Results suggested that while interventionist performance was significantly correlated with improved learner outcomes, the training approach used was not. Behavior domain was found to reliably predict learner outcomes. Namely, training interventionists on protocols featuring both skill acquisition and behavior reduction were associated with better outcomes for learners than either skill acquisition or behavior reduction in isolation. Finally, interventionist type reliably predicted learner outcomes. That is, behavior therapists were positively correlated with larger learner effect sizes compared to other interventionist type, while post-secondary students as interventionists were correlated with the poorest learner outcomes. We end the paper by discussing potential clinical implications and make recommendations for future research. [ABSTRACT FROM AUTHOR]

The present study evaluated the use of computerized equivalence-based instruction (EBI) to teach classes representing schedules of reinforcement to staff members. Four, 5-member classes representing fixed ratio, fixed interval, variable ratio, and variable interval schedules of reinforcement were taught. The participants were 16 staff members between the ages of 22 and 30 years of age that were employed at a private school for individuals with autism. Participants were randomly assigned to either an experimental or control group. A pretest-training-posttest-maintenance design was used to evaluate the effects of EBI on participants' performance during both a computer-based test and a written multiple-choice test. Participants in the control group were only exposed to pretest and posttests. All participants in the experimental group acquired the baseline trained relations during match-to-sample instruction. Test scores improved from pretest to posttest and derived (untrained) relations emerged across all participants in the experimental group following training but did not change for the participants in the control group. In addition, participants maintained the learned relations one week after EBI was completed. The present study demonstrated that EBI is an effective teaching procedure to teach schedules of reinforcement to staff members in the field of applied behavior analysis. [ABSTRACT FROM AUTHOR]

Behavior-specific praise (BSP) is one of the simplest classroom management strategies to implement and considered an evidence-based practice. Unfortunately, teachers underuse BSP and deliver more reprimands to students in their classrooms. Secondary students receive the highest rates of reprimands and exclusionary discipline (i.e., office discipline referral [ODR], suspension, expulsion) with students of color receiving disproportionate rates compared to their White peers. Performance feedback is a commonly used strategy to change teacher practices however, little is known about the impact of performance feedback on the equitable delivery of BSP and reprimands to students by race and sex. The purpose of this multiple baseline design study was to examine the effects of a visual performance feedback (VPF) intervention with secondary teachers on their equitable delivery of BSP and reprimands and the collateral impacts on student outcomes. In the first phase of intervention, teachers received VPF on their total BSP and reprimands. In the second phase, teachers received disaggregated VPF on their rates of BSP and reprimands delivered to students by race and sex. Results indicate a functional relation between VPF and total BSP and an overall reduction in total reprimands. Mixed results were found between VPF and the equitable delivery of BSP and reprimands rates delivered to students by race and sex. Student outcomes indicated an increase in average class-wide academic engagement and no impact on ODRs as no teacher delivered a single ODR. Key findings, limitations, and future research are discussed. [ABSTRACT FROM AUTHOR]