Training individuals to implement discrete‐trial teaching procedures using behavioral skills training: A scoping review with implications for practice and research

Probably not a substantial claim: may not pass S3 (load-bearing).

The review followed the PRISMA-ScR guidelines.

“We followed the guidelines for the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR; Tricco et al., 2018).”

• cites Tricco et al., 2018 sourceSupported

Classified as probably not a substantial claim.

Given the number of studies demonstrating the efficacy of BST for teaching DTT procedures, it is somewhat surprising that more have not conducted RCTs.

“Given the number of studies demonstrating the efficacy of BST for teaching DTT procedures, it is somewhat surprising that more have not conducted RCTs, as this is the gold standard for effectiveness research (Hariton & Locascio, 2018).”

• cites Hariton & Locascio, 2018 sourceSupported

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Recent advancements have embedded instructions within video-model components as on-screen text or included voiceover instructions where a narrator described what was being demonstrated in the video.

“Further, recent advancements have embedded instructions within the video-model components as on-screen text (e.g., Spiegel et al., 2016) to enhance the saliency of important training features or included voiceover instructions where a narrator described what was being demonstrated in the video (e.g., Catania et al., 2009).”

• cites Spiegel et al., 2016 sourceNot checked — no full text of the source
• cites Catania et al., 2009 sourceSupported

May combine two claims.

There is an immense need for services and a limited number of qualified behavior analysts to provide training.

“However, with the immense need for services and the limited number of qualified behavior analysts to provide training (Behavior Analyst Certification Board, 2023;Yingling et al., 2021;Yingling et al., 2022), it is no wonder that the major research trends we observed in the literature were related to improving the efficacy and efficiency of BST for training individuals to implement DTT procedures.”

• cites Behavior Analyst Certification Board, 2023Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Yingling et al., 2021 sourceNot checked — no full text of the source
• cites Yingling et al., 2022 sourcePartly supported

  The Introduction reports substantially increased demand for ABA services, and the Discussion says that the limited number of BCBAs in most counties would require caseloads above recommendations. The paper addresses shortages of providers serving children with ASD, but does not establish a shortage of behavior analysts specifically available to provide training. (LLM, conf=0.87)

  Experimental — accuracy not yet measured

Probably not a substantial claim: may not pass S3 (load-bearing).

We closely followed the guidelines for the PRISMA-ScR (Tricco et al., 2018).

“Although we closely followed the guidelines for the PRISMA-ScR (Tricco et al., 2018), we omitted several steps.”

• cites Tricco et al., 2018 sourceSupported

May combine two claims.

The types of DTT programs taught differed both within and across studies, and the three most commonly taught DTT programs were matching, auditory-visual conditional discrimination, and imitation.

“The types of DTT programs taught differed both within and across studies.The three most commonly taught DTT programs were matching (e.g., match to sample; Nosik & Williams, 2011), auditory-visual conditional discrimination (e.g., pointing to named objects; Thomson et al., 2012), and imitation (e.g., gross motor imitation; Nosik et al., 2013).”

• cites Nosik & Williams, 2011 sourceNot checked — no full text of the source
• cites Thomson et al., 2012 sourceNot checked — no full text of the source
• cites Nosik et al., 2013 sourceNot checked — no full text of the source

May combine two claims.

Within this literature, researchers evaluated the accuracy of two training procedures: the trainer's behavior during different components of the training program or the confederate's script-following during rehearsal.

“Within this literature, researchers evaluated the accuracy of two training procedures: (a) the trainer's behavior during different components of the training program (e.g., Clayton & Headley, 2019) or (b) the confederate's script-following during rehearsal (e.g., Fisher et al., 2020).”

• cites Clayton & Headley, 2019 sourceNot checked — no full text of the source
• cites Fisher et al., 2020 sourceNot checked — no full text of the source

May combine two claims.

Neither performance on a quiz nor the fluency measured by the time it took to complete the quiz predicted performance scores.

“Results indicated that neither the performance on a quiz nor the fluency measured by the time it took to complete the quiz predicted performance scores.”

May combine two claims.

Across the 51 studies, 47 (92%) used a within-subject experimental design and four (8%) used a between-groups design.

“Across the 51 studies, 47 (92%) used a within-subject experimental design and four (8%) used a between-groups design.”

May combine two claims.

Six of the 31 (19%) participants in these studies reached DTT performance mastery criteria following experience with only the self-instruction manual, and the remaining 25 of 31 (81%) participants required additional training components to reach mastery criteria.

“Six of the 31 (19%) participants in these studies reached DTT performance mastery criteria following experience with only the self-instruction manual.The remaining 25 of 31 (81%) participants required additional training components (e.g., modeling, feedback) to reach mastery criteria.”

May combine two claims.

40 out of the 51 (78%) studies used individual training formats, five (10%) used group formats, the remaining used individual and group formats (9%) or did not specify the format (4%).

“Further, 40 out of the 51 (78%) studies used individual training formats.Only five of the 51 (10%) studies used group training formats.The remaining studies used individual and group formats (9%) or did not specify the format (4%).”

Probably not a substantial claim: may not pass S3 (load-bearing).

The remaining studies using a self-instruction manual did not provide sufficient details to judge whether enhanced components were used.

“The remaining studies using a self-instruction manual did not provide sufficient details to judge whether enhanced components were used.”

May combine two claims.

Of the studies using a within-subject design, 42 (89%) used some variation of a multiple-baseline design, multiple-probe design, or multiresponse baseline design, and five (12%) used a quasi-experimental, two-phase design.

“Of the studies using a within-subject design, 42 (89%) used some variation of a multiple-baseline design, multiple-probe design, or multiresponse baseline design, and five (12%) used a quasi-experimental, twophase design.”

May combine two claims.

Salem et al. (2009) included practice data sheets within their self-instruction manual, and Severtson and Carr (2012) reported using step-by-step nontechnical jargon, pictures depicting how to implement DTT, and detailed examples of procedures within their self-instruction manual.

“Similarly, Salem et al. (2009) included practice data sheets within their self-instruction manual and Severtson and Carr (2012) reported using (a) stepby-step nontechnical jargon, (b) pictures depicting how to implement DTT, and (c) detailed examples of procedures within their self-instruction manual.”

• cites Salem et al. (2009)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Severtson and Carr (2012) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Baseline conditions typically varied as a function of the research question or independent variable.

“Baseline conditions typically varied as a function of the research question or independent variable.”

May combine two claims.

The reviewed studies reported demographic variables at the following rates: age 36/51 (71%), sex/gender 34/51 (67%), ethnicity/nationality 6/51 (12%), and socioeconomic status 3/51 (6%).

“Specifically, 36 out of 51 (71%) studies reported the age of participants, 34 out of 51 (67%) studies reported the sex/gender of participants, six out of 51 (12%) studies reported the ethnicity/nationality of participants, and only three out of 51 (6%) studies reported the socioeconomic status of participants.”

May combine two claims.

Across the 51 studies, 31 (61%) included a combination of written plus vocal instructions, 15 (29%) included written instructions only, four (8%) included vocal instructions only, and one (2%) included either a combination of written plus vocal instructions or vocal instructions only.

“Across the 51 studies, 31 (61%) included a combination of written plus vocal instructions, 15 (29%) included written instructions only, four (8%) included vocal instructions only, and one (2%) included either a combination of written plus vocal instructions or vocal instructions only.”

May combine two claims.

Across the 51 studies, participants were trained to implement DTT procedures that varied greatly by the number of steps, with the number of steps trained ranging from 4 to 45 among studies providing these details.

“Across the 51 studies, participants were trained to implement DTT procedures that varied greatly by the number of steps.Of the studies providing these details, the number of steps trained ranged from 4 to 45.”

May combine two claims.

Enhanced self-instruction manuals used easy-to-understand language, detailed examples of procedures, pictures depicting each step, and detailed data sheets.

“Enhanced self-instruction manuals used easy-to-understand language, detailed examples of procedures, pictures depicting each step, and detailed data sheets.”

May combine two claims.

BST components have been used to train various types of individuals (e.g., undergraduate students, clinical staff) across a wide range of ages (18-70 years) and settings (e.g., school, clinic, home).

“The findings indicate that BST components have been used to train various types of individuals (e.g., undergraduate students, clinical staff) across a wide range of ages (i.e., 18-70 years) and settings (e.g., school, clinic, home).”

May combine two claims.

Other studies did not combine rehearsal with feedback because they either did not include a feedback component at all or they did not need to program a feedback component to produce desirable performance.

“In contrast, the other studies did not combine rehearsal with feedback because they either (a) did not include a feedback component at all (Thomson et al., 2012;Zaragoza Scherman et al., 2008) or (b) they did not need to program a feedback component to produce desirable performance (Salem et al., 2009;Thiessen et al., 2009;Ward-Horner & Sturmey, 2008).”

• cites Thomson et al., 2012 sourceNot checked — no full text of the source
• cites Zaragoza Scherman et al., 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Salem et al., 2009Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Some training approaches embedded a self-practice component within the self-instruction component or included rehearsal with a computer program simulating a child's behavior, incorporating the practice aspect of the rehearsal component without requiring someone else to be present.

“For instance, some training approaches embedded a self-practice component within the selfinstruction component (e.g., Salem et al., 2009) or included rehearsal with a computer program simulating a child's behavior (e.g., Serna et al., 2016), either of which incorporates the practice aspect of the rehearsal component without requiring someone else to be present.”

May combine two claims.

Vocal feedback was evaluated in isolation in 24 of the 44 (55%) studies and in combination with other modalities in 16 of the 44 (36%) studies, thus being represented in 40 of the 44 (91%) studies that incorporated feedback.

“Specifically, vocal feedback was evaluated in isolation (24 of the 44 [55%] studies) or in combination with other modalities (16 of the 44 [36%] studies), thus being represented in most studies (40 of the 44 [91%] studies) that incorporated feedback.”

May combine two claims.

Studies have supplemented video models with interactive media and audio components, and some studies embedded quiz questions within online training modules.

“Studies have also supplemented video models with interactive media and audio components (e.g., embedded clickable text and exercises; Serna et al., 2016).Finally, some studies also embedded quiz questions within the online training modules (e.g., Nosik & Williams, 2011).”

• cites Serna et al., 2016 sourceNot checked — no full text of the source
• cites Nosik & Williams, 2011 sourceNot checked — no full text of the source

May combine two claims.

Procedural-fidelity data on the confederate's performance during the rehearsal component were often absent; only 52% of studies using a confederate reported procedural-fidelity data.

“Further, procedural-fidelity data on the confederate's performance during the rehearsal component were often absent (only 52% of studies using a confederate reported procedural-fidelity data).”

Classified as probably not a substantial claim.

The influence of BST mastery criteria on the short-and long-term maintenance of DTT procedures is unknown.

“Relatedly, the influence of BST mastery criteria on the short-and long-term maintenance of DTT procedures is unknown.”

May combine two claims.

Feedback was the second most common component incorporated into BST used to teach DTT procedures, included within 86% of studies reviewed.

“Feedback was the second most common component incorporated into BST used to teach DTT procedures (included within 86% of studies reviewed).”

May combine two claims.

Among studies using rehearsal, 17 of 41 (41%) conducted rehearsal with a trainer or trainee posing as a child confederate, 10 of 41 (24%) with a child, six of 41 (15%) as self-practice or via e-learning with a virtual child, six of 41 (15%) used a combination, and two of 41 (5%) did not describe their rehearsal conditions.

“Seventeen of the 41 (41%) studies conducted rehearsal with a trainer or trainee posing as a child confederate.Ten of the 41 (24%) studies conducted rehearsal with a child.Six of the 41 (15%) studies arranged the rehearsal component as either a self-practice session or offered via an e-learning platform with a virtual child.Six of 41 (15%) studies used some combination of the three aforementioned”

May combine two claims.

Most of the studies in this review set a global measure mastery criterion and did not report DTT steps performed with errors.

“Most of the studies in this review set a global measure mastery criterion and did not report DTT steps performed with errors (see Cook et al., 2015, for a demonstration of and discussion on how using global measures can mask critical performance errors).”

May combine two claims.

Only 19% of the total studies reviewed required a mastery criterion of 100%, and even fewer required this criterion across multiple consecutive sessions.

“Given that only 19% of the total studies we reviewed required a mastery criterion of 100% and even fewer required this criterion across multiple consecutive sessions, we suggest researchers replicate and extend the effects of different mastery criteria on the skill maintenance of DTT procedures.”

May combine two claims.

The modality of social-validity data collection also differed across studies, with some using a face-to-face interview approach, whereas other approaches had participants complete an open-ended or closed-ended questionnaire on their own.

“The modality of social-validity data collection also differed across studies, with some using a face-to-face interview approach (e.g., McBride & Schwartz, 2003) to assess participant preference, whereas other approaches had participants complete an open-ended (e.g., Williams & Gallinat, 2011) or closed-ended (e.g., Likert-type scale measure; Fazzio et al., 2009) questionnaire on their own.”

May combine two claims.

Video models with voiceover instruction and interactive computer-based training improved the integrity with which individuals implemented DTT procedures.

“For instance, video models with voiceover instruction (e.g., Catania et al., 2009) and interactive computer-based training (e.g., Pollard et al., 2014) improved the integrity with which individuals implemented DTT procedures.”

Probably not a substantial claim: may not pass S3 (load-bearing).

This finding is identical to the research themes in the general BST literature.

“This finding is identical to the research themes in the general BST literature (Erath & DiGennaro Reed, 2020;Gerencser et al., 2020;Marano et al., 2020).”

May combine two claims.

The studies used different types of questions to assess for social validity, including questions about perceived effectiveness of training materials and BST training components, participant opinions about the training experience, participants' perceived confidence in their successful implementation of DTT posttraining, or open-ended questions directed at obtaining participant feedback on how the培训

“The studies used different types of questions to assess for social validity, including questions about the perceived effectiveness of training materials (Thiessen et al., 2009) and BST training components (Lerman et al., 2020), participant opinions about the training experience (Lerman et al., 2013), participants' perceived confidence in their successful implementation of DTT posttraining (Al-N”

May combine two claims.

We are unaware of any studies that have compared the results of live synchronous and remote synchronous or asynchronous methods or individual versus group instruction.

“we are unaware of any studies that have compared the results of (a) live synchronous and remote synchronous or asynchronous methods or (b) individual versus group instruction.”

May combine two claims.

Of the 34 studies conducting probes for generality, 25 (74%) assessed for generality across novel programs, 19 (56%) assessed for generality across novel learners, and two (6%) assessed for generality across novel settings.

“Of the 34 studies conducting probes for generality, 25 (74%) assessed for generality across novel programs, 19 (56%) assessed for generality across novel learners, and two (6%) assessed for generality across novel settings.”

May combine two claims.

Comparison studies found little difference between live synchronous and remote synchronous or asynchronous formats and individual versus group instruction.

“In addition, comparison studies found little difference between live synchronous and remote synchronous or asynchronous formats and individual versus group instruction (e.g., Geiger et al., 2018).”

May combine two claims.

One study conducted maintenance checks up to 25 weeks postmastery, and the next closest study conducted maintenance checks up to 16 weeks postmastery.

“One study conducted maintenance checks up to 25 weeks postmastery.The next closest study conducted maintenance checks up to 16 weeks postmastery.”

May combine two claims.

10 of the 17 (59%) studies only performed one maintenance check, whereas the other seven (41%) conducted multiple maintenance checks over time.

“Additionally, 10 of the 17 (59%) studies only performed one maintenance check, whereas the other seven (41%) conducted multiple maintenance checks over time.”

Classified as probably not a substantial claim. May combine two claims.

Time-to-completion data are lacking, and comparative studies are needed to demonstrate whether one approach is more efficient while still producing desirable outcomes.

“However, time-to-completion data are lacking, and comparative studies are needed to demonstrate whether one approach is, in fact, more efficient while still producing desirable outcomes.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The second and third authors independently reviewed each study and extracted data for each descriptive variable.

“The second and third authors independently reviewed each study and extracted data for each descriptive variable described above.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Raters agreed on 100% of studies for inclusion.

“Raters agreed on 100% of studies for inclusion.”

Classified as probably not a substantial claim.

Practical constraints related to time and resources required for developing and administering evidence-based training may prevent adoption in practice.

“One possibility is that considerable practical constraints related to the time (e.g., the number of trials required to demonstrate performance mastery) and resources (e.g., use of training materials and the presence of an experienced trainer) required for developing and administering evidence-based training may prevent adoption in practice (Sherman et al., 2021).”

• cites Sherman et al., 2021 sourceNot checked — no full text of the source

May combine two claims.

Leaf et al. (2019) considered all training approaches separately and did not conceptualize the components within the framework of BST.

“The results indicated robust literature on training individuals to implement DTT; however, Leaf et al. considered all training approaches separately (i.e., it did not conceptualize the components within the framework of BST).”

• cites Leaf et al. (2019) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Interrater agreement for the search procedures was 100%.

“Interrater agreement was 100%.”

May combine two claims.

The asynchronous self-instruction approach represents a more time- and resource-efficient method, which translates to improved cost effectiveness.

“Therefore, this asynchronous approach represents a more time-and resource-efficient method, which translates to improved cost effectiveness (Marano et al., 2020).”

• cites Marano et al., 2020 sourceNot checked — no full text of the source

May combine two claims.

As video models do not require the presence of a trainer, they permit easy distribution of standardized training.

“As video models do not require the presence of a trainer, they permit easy distribution of standardized training (Gerencser et al., 2020;Marano et al., 2020).”

• cites Gerencser et al., 2020 sourceNot checked — no full text of the source
• cites Marano et al., 2020 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

A self-instruction option may be desirable when clinics operate with low trainer-to-staff ratios.

“This option may be desirable when clinics operate with low trainer-to-staff ratios (Karsten et al., 2015).”

• cites Karsten et al., 2015 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Raters agreed on all data extracted for 44 of 51 (86%) studies.

“After they completed an independent review and data extraction for each study, raters agreed on all data extracted for 44 of 51 (86%) studies.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Instruction components presented with a computer-based approach require that trainees have access to this technology.

“Finally, instruction components presented with a computerbased approach (e.g., Pollard et al., 2014) require that trainees have access to this technology.”

• cites Pollard et al., 2014 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The single disagreement resulted from an oversight on the first author's behalf and did not require resolution or modification to the data-charting table.

“The first author reviewed the single disagreement and found it to result from an oversight on his behalf, which did not require any resolution or modification to the data-charting table.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Overall, raters agreed on all data extracted from 9 out of 10 (90% agreement) studies and 139 out of 140 (99% agreement) variables assessed.

“Overall, raters agreed on all data extracted from 9 out of 10 (90% agreement) studies and 139 out of 140 (99% agreement) variables assessed.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The first author randomly selected 10 (20%) studies to independently review and extract data for each descriptive variable.

“After completing this data-charting table, the first author randomly selected 10 (20%) studies to independently review and extract data for each descriptive variable.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Performance feedback is an often-researched independent variable within the staff training and organizational behavior management literature.

“Thus, performance feedback is an often-researched independent variable within the staff training and organizational behavior management literature (Alvero et al., 2001;Gravina et al., 2018).”

• cites Alvero et al., 2001 sourceNot checked — no full text of the source
• cites Gravina et al., 2018 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

Recent research suggests that requiring 100% mastery criteria may improve the maintenance of trained skills.

“Recent research suggests that requiring 100% mastery criteria may improve the maintenance of trained skills (Richling et al., 2019).”

• cites Richling et al., 2019 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

A recent review of technology-based staff training procedures suggests incorporating voiceover instruction into video models may enhance participant mastery of trained skills.

“A recent review of technology-based staff training procedures suggests incorporating voiceover instruction into video models may enhance participant mastery of trained skills (Erath & DiGennaro Reed, 2020).”

• cites Erath & DiGennaro Reed, 2020 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Staff preference for feedback may be idiosyncratic.

“Another implication is that staff preference for feedback may be idiosyncratic and that trainers should consider these preferences when designing training sessions.”

May combine two claims.

Recent outcomes from Simonian and Brand (2022) suggest that when learning a novel task, corrective feedback is more effective and preferred.

“and recent outcomes from Simonian and Brand (2022) suggest that when learning a novel task, corrective feedback is more effective (and preferred).”

• cites Simonian and Brand, 2022 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

Requiring repeated rehearsals may not necessarily lead to higher fidelity or greater performance levels.

“This would be important to determine, given that some studies have found that requiring repeated rehearsals may not necessarily lead to higher fidelity or greater performance levels and fewer rehearsal opportunities may be sufficient and, ultimately, more efficient (Jenkins & DiGennaro Reed, 2016).”

• cites Jenkins & DiGennaro Reed, 2016 sourceNot checked — no full text of the source

May combine two claims.

Bacotti et al. (2021) found that undergraduate students initially preferred feedback following each step while learning a task; however, as they acquired the skill, participant preference for feedback shifted to following the completion of the task.

“For instance, Bacotti et al. (2021) found that undergraduate students initially preferred feedback following each step while learning a task; however, as they acquired the skill, participant preference for feedback shifted to following the completion of the task.”

• cites Bacotti et al., 2021 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Feedback timing is another characteristic that might influence the efficacy of performance feedback.

“Feedback timing is another characteristic that might influence the efficacy of performance feedback (Lechermeier & Fassnacht, 2018), and several recent examples outside of training DTT procedures might illuminate some interesting areas for future research.”

• cites Lechermeier & Fassnacht, 2018Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Fewer rehearsal opportunities may be sufficient and more efficient.

“This would be important to determine, given that some studies have found that requiring repeated rehearsals may not necessarily lead to higher fidelity or greater performance levels and fewer rehearsal opportunities may be sufficient and, ultimately, more efficient (Jenkins & DiGennaro Reed, 2016).”

• cites Jenkins & DiGennaro Reed, 2016 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Such training innovations may enhance participants' learning of the material and subsequent performance.

“Such training innovations may enhance participants' learning of the material and subsequent performance (Gerencser et al., 2020;Marano et al., 2020); however, the studies using these interactive media and audio components did not directly evaluate their utility compared with that of traditional training components (e.g., in-person modeling, video modeling without added interactive features; cf.Ge”

• cites Gerencser et al., 2020 sourceNot checked — no full text of the source
• cites Marano et al., 2020 sourceNot checked — no full text of the source

May combine two claims.

Blending teaching components and the self-paced nature of self-instruction manuals or computer-based training modules may allow for trainees to move more quickly through training, thus representing approaches that may be relatively more efficient.

“For instance, blending teaching components (e.g., modeling with voiceover instructions; Vladescu et al., 2012) and the self-paced nature of self-instruction manuals or computer-based training modules (e.g., Geiger et al., 2018) may allow for trainees to move more quickly through training, thus representing approaches that may be relatively more efficient.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Although the repeated demonstration that BST can be used to train implementers in various DTT programming addresses the generality of these procedures, there is a need for more rigorous procedures that include explicit descriptions of how generality is programmed during training and studies that demonstrate multiple types of generality rather than targeting one feature.

“Although the repeated demonstration that BST can be used to train implementers in various DTT programming addresses the generality of these procedures, there is a need for more rigorous procedures that include explicit descriptions of how generality is programmed during training and studies that demonstrate multiple types of generality rather than targeting one feature.”

May combine two claims.

BST can be time intensive and resource intensive.

“That is, despite BST representing an evidence-based approach for training various skills (Shapiro & Kazemi, 2017), it can be time intensive (i.e., requires time to present training modules and practice opportunities until the desired mastery criterion is reached) and resource intensive (i.e., requires the presence of a trainer and various training materials).”

• cites DiGennaro Reed et al., 2013 sourceNot checked — no full text of the source
• cites Gerencser et al., 2020 sourceNot checked — no full text of the source
• cites Shapiro & Kazemi, 2017 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

BST represents an evidence-based approach for training various skills.

“That is, despite BST representing an evidence-based approach for training various skills (Shapiro & Kazemi, 2017), it can be time intensive (i.e., requires time to present training modules and practice opportunities until the desired mastery criterion is reached) and resource intensive (i.e., requires the presence of a trainer and various training materials).”

• cites Shapiro & Kazemi, 2017 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable).

If more rigorous mastery criteria are associated with better performance maintenance, the time and resources invested in initial training may be justified.

“If more rigorous mastery criteria are associated with better performance maintenance, the time and resources invested in initial training may be justified.”

May combine two claims.

The other half of the studies (16 of the 34; 47%) did not have a baseline measure of performance to compare generality performance, which limits the authors' ability to determine the generality of these skills.

“Therefore, the other half of the studies (16 of the 34; 47%) did not have a baseline measure of performance to compare generality performance, which limits the authors' ability to determine the generality of these skills.”

May combine two claims.

This training approach may present an unreasonable time or financial burden for some human service organizations, or some organizations may not have enough well-trained individuals to implement BST.

“As a result, this training approach may present an unreasonable time or financial burden for some human service organizations, or some organizations may not have enough welltrained individuals to implement BST (DiGennaro Reed et al., 2013;Gerencser et al., 2020;Shapiro & Kazemi, 2017).”

• cites DiGennaro Reed et al., 2013 sourceNot checked — no full text of the source
• cites Gerencser et al., 2020 sourceNot checked — no full text of the source
• cites Shapiro & Kazemi, 2017 sourceNot checked — no full text of the source

May combine two claims.

Alternative training formats and feedback methods are equally effective and offer organization leaders various options when selecting practices for their training programs.

“This handful of comparison studies suggests that alternative training formats and feedback methods are equally effective and offer organization leaders various options when selecting practices for their training programs.”

May combine two claims.

It may be possible to train relatively simple DTT steps through video modeling, but more complex steps may require more extensive in vivo training with feedback.

“For instance, it may be possible to train relatively simple DTT steps (e.g., reinforcer delivery) through video modeling, but more complex steps (e.g., error correction) may require more extensive in vivo training with feedback (Gerencser et al., 2020;Marano et al., 2020).”

• cites Gerencser et al., 2020 sourceNot checked — no full text of the source
• cites Marano et al., 2020 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

Marano et al. (2020) note that individual staff members may respond differently to various training procedures or prefer a particular training approach.

“Marano et al. (2020) note that individual staff members may respond differently to various training procedures or prefer a particular training approach; therefore, we recommend future studies continue to gather social-validity measures to understand the trainees' perspectives about their training experience and whether specific modalities are more or less preferred or perceived to be more or less”

• cites Marano et al., 2020 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Advances in technology-based training procedures have demonstrated that they are as (if not more) effective than in vivo training methods.

“Although advances in technology-based training procedures have demonstrated that they are as (if not more) effective than in vivo training methods (see Erath & DiGennaro Reed, 2020, for a review), we are unaware of any studies that have compared the results of (a) live synchronous and remote synchronous or asynchronous methods or (b) individual versus group instruction.”

• cites Erath & DiGennaro Reed, 2020 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The relative complexity of certain procedures being taught may directly dictate which training strategy practitioners should use.

“The relative complexity of certain procedures (e.g., the number or type of steps) being taught may directly dictate which training strategy practitioners should use.”

May combine two claims.

Erath et al. (2021) recently evaluated the feasibility and effectiveness of a technology-based pyramidal training approach to train staff to implement BST to teach job-related skills.

“Erath et al. (2021) recently evaluated the feasibility and effectiveness of a technology-based pyramidal training approach to train staff to implement BST to teach job-related skills.”

• cites Erath et al., 2021 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

We may have excluded the outcomes of other BST-component studies that teach other procedures.

“Given that our focus was so narrow, we may have excluded the outcomes of other BST-component studies that teach other procedures”

Classified as probably not a substantial claim.

The scope of the review was limited to BST components used to train DTT procedures, excluding other procedures or skills that behavior-analytic service providers perform with or without consumers.

“The scope of our review was limited to BST components used to train DTT procedures, which excludes other procedures or skills that behavior-analytic service providers perform with (e.g., functional analysis procedures) or without consumers (e.g., data-based decision making).”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Other areas of research may have discovered advancements in BST components that should be adapted to train all behavior-analytic procedures or skills.

“other areas of research, like stimulus preference assessments (22.7% of articles reviewed in Gerencser et al., 2020, and 18.6% of articles reviewed in Marano et al., 2020), may have discovered advancements in BST components that should be adapted to train all behavior-analytic procedures or skills.”

• cites Gerencser et al., 2020 sourceNot checked — no full text of the source
• cites Marano et al., 2020 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Stimulus preference assessments comprised 22.7% of articles reviewed in Gerencser et al., 2020, and 18.6% of articles reviewed in Marano et al., 2020.

“like stimulus preference assessments (22.7% of articles reviewed in Gerencser et al., 2020, and 18.6% of articles reviewed in Marano et al., 2020)”

• cites Gerencser et al., 2020 sourceNot checked — no full text of the source
• cites Marano et al., 2020 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Our results may lead to inaccurate or incomplete assumptions about the usefulness of specific approaches.

“our results may lead to inaccurate or incomplete assumptions about the usefulness of specific approaches.”

Probably not a substantial claim: may not pass S3 (load-bearing).

We did not register our search strategy and review procedures protocol.

“Second, we did not register our search strategy and review procedures protocol; however, it can be accessed in Supporting Information A.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Restricting the scope of the review to only research relevant to BST components used for teaching DTT procedures does not allow for an evaluation of the generality of BST used for teaching other behavior-analytic procedures or skills.

“Additionally, restricting the scope of the review to only research relevant to BST components used for teaching DTT procedures does not allow for an evaluation of the generality of BST used for teaching other behavior-analytic procedures or skills.”

Probably not a substantial claim: may not pass S3 (load-bearing).

We did not document the specific dates on which we conducted our searches.

“First, we did not document the specific dates on which we conducted our searches.”

Classified as probably not a substantial claim.

We did not critically appraise the included sources of evidence.

“Third, we did not critically appraise the included sources of evidence; however, this step is optional and was not completed because it was irrelevant to our objectives.”

May combine two claims.

We did not conduct a quantitative analysis of the results from included studies, which limits some of the general conclusions on the efficacy and effectiveness of BST components used for teaching DTT procedures.

“Finally, we did not conduct a quantitative analysis of the results from included studies, which limits some of the general conclusions on the efficacy and effectiveness of BST components used for teaching DTT procedures.”