Behavior Analysis: Research and Practice, Vol 26(1), Feb 2026, 19-38; doi:10.1037/bar0000324
Federal mandates (Every Student Succeeds Act, 2015) require educators, general and special, to adopt evidence-based instructional procedures for all students to ensure that all children have a fair, equal, and significant opportunity to obtain high-quality education. However, there is a discrepancy between federal policy, research, training, and actual classroom practice. Teachers need better training and support on strategies with evidence to best support and maximize learning outcomes for their students. An extensive body of research has demonstrated the effectiveness of evidence-based training approaches (e.g., behavioral skills training [BST]) to address implementation deficiencies across school personnel (Kirkpatrick et al., 2019). Using a concurrent multiple-baseline design across participants, this study evaluated the effectiveness of BST to teach four general education teachers to implement simultaneous prompting procedures. Results indicated that the implementation of BST was effective in increasing teachers’ performance of the targeted instructional procedures. Implications related to the effectiveness and efficiency of BST, applicability of simultaneous prompting procedures to general educators, and recommendations for future research and practice, are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved)