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

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.