Evaluating the Effectiveness of Behavioral Skills Training on the Implementation of an Icon Exchange Communication Intervention by Preservice Educators
One brisk BST session lifts preservice teachers to 90% fidelity on an icon exchange communication program.
01Research in Context
What this study did
Ampuero et al. (2025) tested one short Behavioral Skills Training session with three preservice teachers. The goal was to see if they could correctly run an icon exchange communication intervention after the training.
The team used a multiple-baseline design. They watched each teacher, gave the BST package once, then tracked how well the teachers kept using the steps.
What they found
All three teachers jumped to 90% correct steps right after the single BST session. Their good scores stayed high in later checks without more training.
The study found positive results. A brief BST package was enough to get preservice teachers to accurate, lasting implementation of icon exchange.
How this fits with other research
Kirkpatrick et al. (2021) also used one BST class to train preservice teachers, but for token economies instead of icon exchange. Both studies show a single university lesson can ready new teachers for different ABA tools.
Shin et al. (2021) used the same brief BST steps with parents teaching discrete trials. The match in design and quick mastery shows BST works across parents and teachers, and across DTT and AAC tasks.
Harper et al. (2023) got near-perfect scores with clinicians after BST, just like these teachers. The pattern is clear: short BST lifts accuracy for varied skills and staff groups.
Why it matters
You can add one short BST module to your syllabus or staff meeting and leave with confident implementers. Show the steps, model once, let them practice with feedback, and they are ready to run icon exchange at high fidelity. Use the same recipe any time you need to roll out a new communication system with fresh staff or parents.
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02At a glance
03Original abstract
Abstract In undergraduate teacher education programs, student-educators may receive limited training in the implementation of communication-based, evidence-based instructional practices (CB-EBIPs). As a result, CB-EBIPs may not be utilized at ideal levels in the education of students with extensive support needs (ESN). An extensive body of research has demonstrated that behavioral skills training (BST) is an effective method for teaching a wide variety of skills across populations. However, there is a gap in the literature regarding preservice educator training, specifically in the implementation of CB-EBIPs to address communication needs of students. Thus, this study aimed to evaluate the effectiveness of BST for training preservice educators to implement procedures associated with the implementation of an icon selection/exchange communication intervention, a procedure often employed in the education of students with complex communication needs, to teach requesting skills. The current study used a concurrent multiple baseline design to evaluate the effect of a single session of BST on the percentage of correctly implemented icon exchange communication intervention steps by three preservice educators. Results demonstrated an immediate large increase in performance following BST across all participants. Participant performance remained at high levels of correct implementation throughout posttraining and follow-up phases. Additional considerations for future research and practice are discussed.
Education and Treatment of Children, 2025 · doi:10.1007/s43494-025-00153-4