Purpose This study examined whether a structured online training combined with individualized supervision could enhance university volunteers’ implementation fidelity and service competence, and whether these volunteer improvements coincide with increased classroom compliance among children with autism spectrum disorder (ASD). Methods A multiple-baseline design across two children–volunteer dyads assessed changes in ten volunteers’ implementation fidelity of a prompting hierarchy combined with differential reinforcement, their perceived competence, and two target children's compliance with a routine classroom directive. Results Visual analysis indicated immediate and sustained increases in volunteers’ prompting fidelity and perceived competence, along with increased compliance from both target children. Social validity interviews suggested that the training was deemed acceptable and beneficial in resource-limited special education classroom contexts. Conclusions The findings suggest that brief, structured behavior-analytic training delivered within a social-work-supported service learning model can expand paraprofessional capacity in resource-limited classrooms, while strengthening interdisciplinary collaboration between special education and social work.
Yang et al. (Mon,) studied this question.