Developing and Implementing Emergent Responding Training Systems With Available and Low-Cost Computer-Based Learning Tools: Some Best Practices and a Tutorial
Free web tools plus this 12-step recipe let any BCBA build computer lessons that teach new skills without extra drills.
01Research in Context
What this study did
Blair et al. (2020) wrote a how-to guide. They show you how to build your own computer lessons that teach new skills without direct teaching.
The paper gives a shopping list of free web tools. It also lists design tips and a 12-step recipe you can copy tonight.
What they found
This is a tutorial, not an experiment. The authors do not give outcome data.
Instead, they share screen shots, code snippets, and checklists you can use right away.
How this fits with other research
Higbee et al. (2016) already proved the idea works. They used a low-cost program like the one in the tutorial and taught discrete-trial skills to eight Brazilian students. All learned and most kept the skill.
Vladescu et al. (2022) did the same with BCBAs learning firearm-safety BST. Again, cheap computer training hit mastery levels.
O'Grady et al. (2021) ran an RCT and beat plain lecture when they taught graph reading with a short module. Their data back the design tips Blair gives.
Vecchia et al. (2025) added general-case rules and got broad Excel graphing with college kids. The tutorial folds in the same rules, so you can expect wide transfer.
Why it matters
You no longer need a coder or a big budget. Follow the 12 steps, drop your content into free tools, and you have a lesson that teaches itself. Use it for staff training, parent nights, or student homework. The neighbor studies show the format works across cultures, topics, and learners. Build once, share forever.
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02At a glance
03Original abstract
Systems and protocols based on emergent responding training have been demonstrated to be effective instructional tools for teaching a variety of skills to typically developing adult learners across a number of content areas in controlled research settings. However, these systems have yet to be widely adopted by instructors and are not often used in applied settings such as college classrooms or staff trainings. Proponents of emergent responding training systems have asserted that this failure might be because the protocols require substantial resources to develop, and there are no known manuals or guidelines to assist teachers or trainers with the development of the training systems. In order to assist instructors with the implementation of systems, we provide a brief summary of emergent responding training systems research; review the published computer-based training systems studies; present general guidelines for developing and implementing a training and testing system; and provide a detailed, task-analyzed written and visually supported manual/tutorial for educators and trainers using free and easily accessible computer-based learning tools and web applications. Educators and trainers can incorporate these methods and learning tools into their current curriculum and instructional designs to improve overall learning outcomes and training efficiency. The online version of this article (10.1007/s40617-019-00405-x) contains supplementary material, which is available to authorized users.
Behavior Analysis in Practice, 2020 · doi:10.1007/s40617-019-00405-x