Using remote teach‐back to train graduate students to implement latency‐based functional analyses
Year: 2026
Type: article
Abstract: Training individuals to implement behavior-analytic procedures using evidence-based strategies such as behavioral skills training often requires substantial resources. Teach-back has recently been shown to be a promising alternative method for training behavior-analytic procedures. Teach-back involves providing instructions to learners and then assessing their understanding by asking them specific questions that require them to explain the procedures. Remote teaching offers a practical format for delivering training, particularly for individuals with limited access to in-person instruction. Thus, the purpose of the current study was to evaluate the effectiveness of using remote teach-back to train three behavior analysis graduate students to implement latency-based functional analyses with a simulated trainee. Two of three participants achieved mastery with remote teach-back, and one participant required additional feedback to reach mastery. Procedural fidelity remained high during maintenance for the two participants for whom it was evaluated.
DOI: 10.1002/jaba.70093
Institution: Simmons University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W7225323714