Effectiveness of a Teacher Training Program for Students with Symptoms of Developmental Disorders: Data from a Correspondence High School in Japan.

Researchers ran a small RCT in a Japanese correspondence high school.

They gave the teachers a five-session behavioral-skills workshop.

Another the teachers waited and served as the control group.

All students showed signs of developmental delay and struggled with social skills.

After the workshop, trained teachers felt more confident and used clearer prompts.

Their students talked more to peers and followed class rules better.

The control group showed no change until they later received the same training.

Sherman et al. (2021) also used BST to sharpen teacher delivery of signals, praise, and error corrections.

Both studies show brief BST lifts teacher skill, even when student diagnoses differ.

Al-Nasser et al. (2019) removed the trainer entirely—novices taught themselves with picture packets and still hit mastery.

That work extends the current finding: you can keep the high effect even when staff learn alone.

Ausenhus et al. (2019) moved BST online; remote real-time feedback still trained staff to mastery on preference assessments.

Together these papers sketch a continuum: in-person BST works, self-instruction works, telehealth works—pick the mode that matches your staffing and travel limits.

If you support teachers, package your coaching into five short BST sessions.

Confidence and student social behavior improve quickly, even in teens with developmental delay.

When travel is tough, swap live meetings for picture-rich self-packets or Zoom feedback—peer studies show the gains hold.

Start Monday by scripting one skill, modeling it, and giving your teacher brief rehearsal plus praise; the literature says that is enough to see change within the week.