Using remote teach-back to train graduate students to implement latency-based functional analyses

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.