Expanding Behavioral Competency: Empirical Evaluations of Training Methods Across Roles and Contexts belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter home routines and caregiver-led implementation. In Empirical Evaluations of Training Methods Across Roles, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via Florida Association of Behavior Analysis
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Join Free →As behavior analysis continues to expand across service settings, there is increasing demand for efficient and effective training procedures that promote high-fidelity implementation of assessment and intervention techniques. This symposium brings together four data-based presentations evaluating diverse training strategies aimed at caregivers, direct care staff, behavioral professionals, and students. In the first presentation, researchers assessed the effectiveness of Behavioral Skills Training (BST) in teaching group home staff to collect structured Antecedent-Behavior-Consequence (ABC) data. The second study evaluated BST for training behavioral professionals to implement indirect assessments (QABF, MAS, and FAST) with procedural fidelity, revealing that even experienced practitioners required hands-on instruction to reach mastery. The third presentation examined the use of video modeling to train caregivers in the Picture Exchange Communication System (PECS®), with results demonstrating both caregiver skill acquisition and increased mands from children with developmental disabilities. Lastly, the fourth study explored the comparative effects of SAFMEDS variations and self-paced learning methods on fluency in behavioral terminology among undergraduate students. Collectively, these studies highlight the importance of tailoring training approaches to the needs of learners across contexts and roles to ensure effective, scalable, and sustainable implementation of behavior analytic practices.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
| COA | 0 | — |
| FL MH/PSY | 0 | — |
Iser DeLeon earned his Ph.D. at the University of Florida, where he is now Professor in the Department of Psychology. Prior positions include Associate Professor of Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine and Director of Research Development for the Department of Behavioral Psychology at the Kennedy Krieger Institute. Dr. DeLeon is a Fellow of the Association for Behavior Analysis International (ABAI) and has served the behavior analysis community in several roles including President of the Behavior Analyst Certification Board, President of the Maryland Association for Behavior Analysis, Associate Editor for both the Journal of Applied Behavior Analysis and the Journal of the Experimental Analysis of Behavior, member of the Board of Directors for the Society for the Experimental Analysis of Behavior, and member of the ABAI Science Board. Dr. DeLeon’s research has focused on assessment and treatment of problem behavior in persons with neurodevelopmental disorders, identification of preferences and determinants of choice, and translation of basic behavioral processes towards enhancing therapeutic and instructional outcomes. He was the 2020 recipient of the American Psychological Association (Division 25) Don Hake Translational Research Award and the 2024 recipient of the American Psychological Association (Division 25) Nate Azrin Distinguished Contribution to Applied Behavior Analysis Award.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
252 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.