| Abstract: Understanding Applied Behavior Analysis (ABA) interventions, evidence-based assessments, writing behavior intervention plans, and data collection are critical components of becoming a behavior analyst and are all required areas of training per the Behavior Analyst Certification Board’s® Task List. While the task list and mandated training in these technical competencies are critical, the importance of interpersonal skills must not be overlooked (Taylor et al., 2018). Interpersonal skills, also known as “soft skills”, include effective communication, empathy, active listening, and establishing safety and rapport with stakeholders. While little research exists on best practices for training adults in professional interpersonal skills, the new 6th edition of the BACB® has added an Ethics Code E.8, stating that trainees and behavior analysts should be able to “Identify and apply interpersonal and other skills (e.g., accepting feedback, listening actively, seeking input, collaborating) to establish and maintain professional relationships”. These interpersonal skills are pivotal for fostering stakeholder buy-in and ensuring continued success for clients (Roher et al., 2021). Still, they are often inadequately addressed in traditional training programs, which primarily emphasize the technical aspects of ABA. This research aims to evaluate the effectiveness of video modeling as an innovative training tool to enhance the interpersonal skills of trainees pursuing certification as behavior analysts. Video modeling bridges the gap between theoretical knowledge and real-world application by providing visual and practical demonstrations of desired interpersonal behaviors (Parsons et al., 2012). This research aims to provide practical and evidence-based solutions for behavior analysts to meet BACB® Ethics Code 4.08 regarding performance monitoring and feedback and Code 4.06 regarding providing supervision and training. The interpersonal skills addressed in this research are specific to conducting an intake appointment when a behavior analyst first meets with the caregiver of a new client. These skills are crucial in intake meetings to build rapport and trust with the client, especially as this is often the first impression of the behavior analyst and/or agency. This study features a nonconcurrent multiple baseline across participants design, with baseline data collected for each participant before the introduction of the video modeling training. The intervention is evaluated across three participants of varying ages and experience levels who each received the training. Assessments are conducted using an interpersonal skills checklist to measure the impact of the training. Qualitative feedback is also gathered through participant surveys and interviews to assess their perceptions of the training methods. |