The effects of group virtual training and self‐monitoring on leading a meeting

Blackman et al. (2025) tested a Zoom group training for adults who run team meetings. First they gave the group a slide show and role-play. Then they added a short self-monitoring checklist that each leader filled out while running real meetings.

The researchers tracked how well the adults followed a meeting script. They measured steps like greeting the team, staying on agenda, and asking for questions.

The Zoom class alone did nothing. Fidelity scores stayed flat. Once the checklist was added, every adult hit mastery within three meetings.

The gains held when the checklist was later removed, showing the leaders truly learned the skill.

Gray et al. (2026) saw the same pattern with BCBA students learning to run BST. Web modules worked for some, but others only reached 90% fidelity after they started self-monitoring their own role-plays.

Van Arsdale et al. (2025) looked like an exception: computer-only BST quickly taught 16 staff to run mealtime assessments. The difference is the task—mealtime steps are short and visible, while leading a fluid meeting needs on-the-spot self-cueing.

Maguire et al. (2022) extended the idea to COVID-19 safety drills. Remote BST plus supervisor feedback pushed 25 staff to near-100% fidelity, showing the package scales to large facilities.

If you train staff or parents online, add a one-minute self-check. A simple list of key meeting behaviors, taped to the laptop, turns passive Zoom learning into real performance. You can build the checklist in Canva, share it in the chat, and watch fidelity climb by the next session.