Testing the Teach-Back Method with Instructional Staff to Increase Procedural Fidelity of Instruction for Children with Disabilities.

This study investigated the effects of the teach-back method for training instructional staff to conduct a multiple stimulus without replacement (MSWO) preference assessment. The teach-back method was applied with three instructional staff participants in a center-based program where ABA-based services were provided. A single-subject nonconcurrent multiple probe across participants experimental design was used to assess procedural fidelity. A social validity measure was also used to assess participants' perception of the teach-back method. Results demonstrated that all participants' procedural fidelity improved following teach-back instruction, with one participant requiring additional feedback. Follow-up data were collected on average 8.5 weeks (range 36-74 days) after their last observation with 87.9% fidelity across participants (range 73.6-100%). Social validity measures indicated that instructional staff found the teach-back method acceptable, feasible, and appropriate for learning how to conduct the preference assessment. Overall, findings suggest that the teach-back method may be a viable alternative to traditional training methods in ABA, warranting further investigation into its applicability and potential modifications for enhanced effectiveness. Supplementary Information: The online version contains supplementary material available at 10.1007/s40617-025-01042-3.