An evaluation of video modeling with embedded instructions to teach implementation of stimulus preference assessments.

Izquierdo-Gomez et al. (2015) filmed a short video that shows every step of three common preference assessments.

Embedded captions popped up to remind teachers what to do next.

After watching, teachers tried the assessments with real students while the researchers scored their accuracy.

Every teacher hit mastery after viewing the clip.

Two out of three still performed perfectly one month later with no extra help.

The video alone produced the same results usually seen after live coaching.

Shapiro et al. (2016) swapped the video for a printed self-instruction packet and still reached 100% fidelity.

Ruppel et al. (2023) and Ausenhus et al. (2019) moved training online, adding Zoom feedback and got the same outcome.

Ellingsen et al. (2014) used a web module with virtual role-play one year earlier and found equal gains, showing the method is durable across formats.

You no longer need to block off an afternoon to model, rehearse, and give live feedback.

Send the three-minute clip to new aides the night before.

They arrive already able to run paired-stimulus, multiple-stimulus, and free-operant preference checks, freeing you to focus on treatment goals.