Association for Behavior Analysis International

Behavior analysts play a critical role in education, training, and research, with their work often extending beyond the clinical setting to influence the broader professional landscape. Despite the growing focus on effective training methods and engagement in research, there remains a need to better understand how different instructional approaches impact learning outcomes, the efficacy of online training platforms, and the barriers that prevent practitioners from engaging in research. This symposium will present findings from three studies that address these important areas. The first presentation will explore the comparative effects of interteaching and discussion forums on student performance in a master’s level applied behavior analysis course. Using an alternating treatments design, the study found that interteaching resulted in significantly higher quiz scores than discussion forums, demonstrating the potential of interactive pedagogical methods in enhancing student learning outcomes. The second presentation will focus on the effectiveness of asynchronous online training for Registered Behavior Technicians® (RBT®s). This study evaluated whether online training could effectively prepare behavior technicians in the measurement competencies required by the RBT task list. The results indicate that most participants successfully mastered the tasks after initial training, with supplemental modules proving effective for those who did not immediately pass. These findings suggest that online training platforms may be a practical and efficient solution for training behavior technicians. The final presentation will discuss the barriers preventing behavior analysts from engaging in research. This study replicated a previous survey and found that while the majority of behavior analysts are interested in conducting and disseminating research, factors such as time constraints, lack of knowledge, and limited opportunities are significant obstacles. The organization featured in the study developed a plan to support research engagement by creating research communities and mentorship opportunities, and preliminary findings show increased research productivity. This symposium will provide evidence-based recommendations for improving training methods, enhancing online learning for behavior technicians, and increasing research participation among behavior analysts, with implications for the continued advancement of the field.

The target audience for this symposium includes practicing behavior analysts, professors, and students currently pursuing degrees in behavior analysis. This diverse group combines practical experience, academic expertise, and emerging knowledge, fostering a collaborative environment to explore advancements in training and research within the field. Practitioners will gain insights into innovative instructional methods and effective online training platforms to apply in clinical and educational settings, while professors can examine new pedagogical strategies to enhance student engagement and learning outcomes. Students will deepen their understanding of the critical skills necessary for clinical competency and research engagement. Collectively, attendees will leave equipped with evidence-based strategies to elevate educational practices, research productivity, and professional growth.

There are currently approximately 180,000 Registered Behavior Technicians® (RBT®s) (Behavior Analyst Certification Board, n.d.) To become an RBT, one must complete 40 hours of training and pass a competency assessment and an exam. The initial training is frequently conducted though asynchronous online platforms. There has been little research on the effects of the initial training for RBTs. The purpose of this study was to evaluate the effects of asynchronous online instruction on a portion of the RBT Competency Assessment – specifically, the effects of training on the measurement section of the task list on the measurement competencies (continuous measurement, discontinuous measurement, and data and graphs). The training utilized computer-based instruction including video modeling, behavioral observation and ratings (having the participant view another person implementing the task and rating the accuracy of the implementation), and active student responding. The training was administered through a learning management system. The initial training resulted in most participants passing most of the tasks. When a task was not passed immediately upon the completion of the initial training, one supplemental module consisting of one additional video model and one additional behavioral observation and rating activity resulted in passing the competency. These results suggest that online asynchronous training may be effective for the initial training of behavior technicians. Implications and future research directions will be discussed.