Evaluating teach-back when training behavioral technicians in behavior-analytic procedures

Previous research has demonstrated that behavioral skills training (BST) is an effective method for training support staff working with individuals with autism spectrum disorder. Although effective, BST can be resource-intensive. Recently, researchers have proposed teach-back as a potential alternative to BST. The purpose of this investigation was to evaluate the effectiveness of teach-back in the implementation of multiple stimulus without replacement and paired stimulus preference assessments by behavior technicians. We used a multiple baseline design and programmed for generalization using multiple exemplars. All participants met the mastery criterion, with one participant requiring feedback plus modeling. Social validity results indicated that teach-back is an acceptable form of training.