Evaluation of Asynchronous Behavioral Skills Training for MSWO Preference Assessments With Pre-Service Special Education Teachers

Abstract

High-quality training in evidence-based practices during pre-service preparation is essential for improving special education outcomes. Multiple stimulus without replacement (MSWO) preference assessments are critical for identifying effective reinforcers, yet pre-service teachers often lack systematic training in these procedures. This study evaluated a remote Behavioral Skills Training (BST) package for teaching MSWO implementation to pre-service special education teachers. Using a delayed multiple probe design, four pre-service teachers received remote BST consisting of instructional presentation, video modeling, guided practice, and individualized feedback. The dependent variable was procedural fidelity measured using a nine-step task analysis. All participants demonstrated immediate improvements from baseline (0%–80% accuracy) to 100% implementation fidelity following intervention. Skills maintained at 100% accuracy during 1-week follow-up. Social validity ratings revealed unanimous approval for training effectiveness (M = 5.0/5.0), although mixed ratings for future implementation likelihood (M = 4.0/5.0, range: 3–5). Remote BST was used to effectively train pre-service teachers to implement MSWO preference assessments with high fidelity and short-term maintenance. These findings provide initial evidence for remote training approaches in special education teacher preparation, although replication across diverse settings and with student populations is needed to establish broader generalizability.