Executive Solution Overview
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**files (12)**
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– ## newfile.docx
– ## refle3.docx
– ## Assignment_Explanation.docx
– ## example.docx
– WhatsAppImage2026-06-06at11.08.02AM4.jpeg
– module4.pdf
– WhatsAppImage2026-06-06at11.08.02AM2.jpeg
– WhatsAppImage2026-06-06at11.08.02AM.jpeg
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**## rubric3.docx**
**Reflection Paper Rubric 4.9.26 Edits**
| | | |
| — | — | — |
| Reflection Paper Rubric 4.9.26 Edits |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeLength<br>Number of words – excludes reference section and direct quotes from references that are longer than 5 words | **5 to >3.0 ptsMeets Expectations** Reflection paper is between 150 and 500 words<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper is less than 150 words or more than 500 words<br> <br>**0 ptsDoes not Meet Expectation** The reflection paper is less than 100 words. | 5 pts |
| This criterion is linked to a Learning OutcomeGrammar, Usage, and Spelling | **5 to >3.0 ptsMeets Expectations** Reflection paper contained less than 2 grammar, usage, or spelling errors.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper contained 3-4 grammar, usage, or spelling errors.<br> <br>**0 ptsDoes not Meet Expectation** Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. | 5 pts |
| This criterion is linked to a Learning OutcomeReferences and Utilization of Outside Resources<br>Inclusion of one peer reviewed behavioral source and one course assigned reading | **5 to >3.0 ptsMeets Expectations** The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference.<br> <br>**0 ptsDoes not Meet Expectations** The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. | 5 pts |
| This criterion is linked to a Learning OutcomeAddressing the Prompt<br>Author answers the questions presented in the prompt. | **5 to >3.0 ptsMeets Expectations** Directly and thoroughly responds to the assignment prompt, demonstrating clear understanding of the required topic. Develops ideas logically and coherently, using organized, empirical, and evidenceinformed writing.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Responds to the assignment prompt, but the development of ideas may be only partially clear, briefly addressed, or lacking depth. Organization may be uneven, with some logical flow but limited support for claims.<br> <br>**0 ptsDoes not Meet Expectations** The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. | 5 pts |
| This criterion is linked to a Learning OutcomeApplication<br>Author applies the week's readings/topics. | **5 to >3.0 ptsMeets Expectations** Shows strong application of the week’s assigned readings or topic, making explicit, accurate connections between course content and the student’s insights.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** References the week’s topic or readings only tangentially, without demonstrating real application or meaningful integration. Contains general or surfacelevel statements rather than wellsupported insights.<br> <br>**0 ptsDoes not Meet Expectations** The author’s post does not demonstrate application of the week’s assigned topic/reading. | 5 pts |
| This criterion is linked to a Learning OutcomeOriginality<br>Author writes original and unique content. | **5 to >3.0 ptsMeets Expectations** The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected.<br> <br>**0 ptsDoes not Meet Expectations** The author’s response is heavily verbatim or typical output of artificial intelligence. | 5 pts |
**## newfile.docx**
## image1.jpeg
**## refle3.docx**
Module lecture:
[Sup-Essentials-4—Training-FULL](https://uwf.video.yuja.com/V/Video?isPlaying=false&startTime=7&node=66407550&isExternalPlayRequest=true&z=1&u=6f9775d4-eb68-4dc6-bba7-9253182e39ea)
Assignment:
Describe either your best training experience, OR your worst training experience.
For your best training experience, what elements of BST were included? What did they do that made you enjoy the training?
For your worst training experience, what elements of BST were missing? What did they do that made you dislike the training?
In either case, to your knowledge, did they collect any measures to evaluate the quality of training? If so, what did they evaluate?
_Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions_
**## Assignment_Explanation.docx**
## Explanation of the BST Training Assignment
### What question is the first paragraph answering?
The first paragraph answers the question: 'What was your best training experience?' The response explains that the best training experience occurred during onboarding as a Registered Behavior Technician (RBT). It introduces the training topic and identifies the four components of Behavior Skills Training (BST): Instruction, Modeling, Rehearsal, and Feedback.
### What question is the second paragraph answering?
The second paragraph explains how the Instruction and Modeling components of BST were used. Instruction occurred when the trainer explained the procedures and provided written materials and examples. Modeling occurred when the trainer demonstrated the skills through role-play scenarios.
### What question is the third paragraph answering?
The third paragraph explains how Rehearsal and Feedback were used. Rehearsal occurred when the trainee practiced the skills through role-play activities. Feedback occurred when the trainer provided immediate praise for correct performance and corrective feedback for errors.
### What question is the fourth paragraph answering?
The fourth paragraph answers the question: 'Why did you enjoy this training experience?' The training was interactive, engaging, and supportive. The trainee had opportunities to ask questions, practice skills, and actively participate.
### What question is the fifth paragraph answering?
The fifth paragraph answers the question: 'How did the organization evaluate the effectiveness of the training?' Competency checklists were used to assess skills, and supervisors conducted observations to evaluate treatment integrity and implementation accuracy.
### BST Components Summary
Instruction = The trainer explained the procedures and provided materials.
Modeling = The trainer demonstrated the skills.
Rehearsal = The trainee practiced through role-play.
Feedback = The trainer provided praise and corrective feedback.
### Why This Assignment Meets the Requirements
The assignment describes a training experience, identifies all four BST components, explains why the training was effective, and describes how the organization evaluated the training.
**## example.docx**
## Best Training Experience
One of the best training experiences I had was during my onboarding as a Registered Behavior Technician (RBT). The training focused on implementing behavior intervention plans, collecting data accurately, and using reinforcement procedures. The trainer used all four components of Behavior Skills Training (BST): instruction, modeling, rehearsal, and feedback.
First, the trainer clearly explained each procedure and provided written materials and examples. This instruction component helped me understand why each procedure was important and how it should be implemented. Next, the trainer demonstrated the skills with role-play scenarios, which served as the modeling component. Seeing the procedures performed correctly made the expectations much clearer.
After observing the demonstrations, I practiced the skills through role-play activities. This rehearsal component allowed me to apply what I had learned in a safe environment before working with actual clients. Finally, the trainer provided immediate and specific feedback after each practice opportunity. Positive feedback was given for correct performance, and corrective feedback helped me improve areas that needed adjustment.
I enjoyed this training because it was interactive and engaging. Rather than simply listening to lectures, I was actively involved throughout the process. The trainer encouraged questions, provided multiple opportunities to practice, and created a supportive learning environment. As a result, I felt confident and prepared when I began working with clients.
To my knowledge, the organization collected measures to evaluate the quality of the training. They used competency checklists to assess whether trainees could correctly perform specific skills. In addition, supervisors conducted observations after training to evaluate treatment integrity and ensure that procedures were implemented accurately. These measures helped determine whether the training was effective and whether additional support was needed.
### References
Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-based staff training: A guide for practitioners. Behavior Analysis in Practice, 5(2), 2–11. https://doi.org/10.1007/BF03391819
Ward-Horner, J., & Sturmey, P. (2012). Component analysis of behavior skills training in functional analysis. Behavior Analysis in Practice, 5(2), 75–78. https://doi.org/10.1007/BF03391824
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**module4.pdf**
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**## rubric3.docx**
**Reflection Paper Rubric 4.9.26 Edits**
| | | |
| — | — | — |
| Reflection Paper Rubric 4.9.26 Edits |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeLength<br>Number of words – excludes reference section and direct quotes from references that are longer than 5 words | **5 to >3.0 ptsMeets Expectations** Reflection paper is between 150 and 500 words<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper is less than 150 words or more than 500 words<br> <br>**0 ptsDoes not Meet Expectation** The reflection paper is less than 100 words. | 5 pts |
| This criterion is linked to a Learning OutcomeGrammar, Usage, and Spelling | **5 to >3.0 ptsMeets Expectations** Reflection paper contained less than 2 grammar, usage, or spelling errors.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper contained 3-4 grammar, usage, or spelling errors.<br> <br>**0 ptsDoes not Meet Expectation** Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. | 5 pts |
| This criterion is linked to a Learning OutcomeReferences and Utilization of Outside Resources<br>Inclusion of one peer reviewed behavioral source and one course assigned reading | **5 to >3.0 ptsMeets Expectations** The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference.<br> <br>**0 ptsDoes not Meet Expectations** The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. | 5 pts |
| This criterion is linked to a Learning OutcomeAddressing the Prompt<br>Author answers the questions presented in the prompt. | **5 to >3.0 ptsMeets Expectations** Directly and thoroughly responds to the assignment prompt, demonstrating clear understanding of the required topic. Develops ideas logically and coherently, using organized, empirical, and evidenceinformed writing.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Responds to the assignment prompt, but the development of ideas may be only partially clear, briefly addressed, or lacking depth. Organization may be uneven, with some logical flow but limited support for claims.<br> <br>**0 ptsDoes not Meet Expectations** The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. | 5 pts |
| This criterion is linked to a Learning OutcomeApplication<br>Author applies the week's readings/topics. | **5 to >3.0 ptsMeets Expectations** Shows strong application of the week’s assigned readings or topic, making explicit, accurate connections between course content and the student’s insights.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** References the week’s topic or readings only tangentially, without demonstrating real application or meaningful integration. Contains general or surfacelevel statements rather than wellsupported insights.<br> <br>**0 ptsDoes not Meet Expectations** The author’s post does not demonstrate application of the week’s assigned topic/reading. | 5 pts |
| This criterion is linked to a Learning OutcomeOriginality<br>Author writes original and unique content. | **5 to >3.0 ptsMeets Expectations** The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected.<br> <br>**0 ptsDoes not Meet Expectations** The author’s response is heavily verbatim or typical output of artificial intelligence. | 5 pts |
**## newfile.docx**
## image1.jpeg
**## refle3.docx**
Module lecture:
[Sup-Essentials-4—Training-FULL](https://uwf.video.yuja.com/V/Video?isPlaying=false&startTime=7&node=66407550&isExternalPlayRequest=true&z=1&u=6f9775d4-eb68-4dc6-bba7-9253182e39ea)
Assignment:
Describe either your best training experience, OR your worst training experience.
For your best training experience, what elements of BST were included? What did they do that made you enjoy the training?
For your worst training experience, what elements of BST were missing? What did they do that made you dislike the training?
In either case, to your knowledge, did they collect any measures to evaluate the quality of training? If so, what did they evaluate?
_Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions_
**## Assignment_Explanation.docx**
## Explanation of the BST Training Assignment
### What question is the first paragraph answering?
The first paragraph answers the question: 'What was your best training experience?' The response explains that the best training experience occurred during onboarding as a Registered Behavior Technician (RBT). It introduces the training topic and identifies the four components of Behavior Skills Training (BST): Instruction, Modeling, Rehearsal, and Feedback.
### What question is the second paragraph answering?
The second paragraph explains how the Instruction and Modeling components of BST were used. Instruction occurred when the trainer explained the procedures and provided written materials and examples. Modeling occurred when the trainer demonstrated the skills through role-play scenarios.
### What question is the third paragraph answering?
The third paragraph explains how Rehearsal and Feedback were used. Rehearsal occurred when the trainee practiced the skills through role-play activities. Feedback occurred when the trainer provided immediate praise for correct performance and corrective feedback for errors.
### What question is the fourth paragraph answering?
The fourth paragraph answers the question: 'Why did you enjoy this training experience?' The training was interactive, engaging, and supportive. The trainee had opportunities to ask questions, practice skills, and actively participate.
### What question is the fifth paragraph answering?
The fifth paragraph answers the question: 'How did the organization evaluate the effectiveness of the training?' Competency checklists were used to assess skills, and supervisors conducted observations to evaluate treatment integrity and implementation accuracy.
### BST Components Summary
Instruction = The trainer explained the procedures and provided materials.
Modeling = The trainer demonstrated the skills.
Rehearsal = The trainee practiced through role-play.
Feedback = The trainer provided praise and corrective feedback.
### Why This Assignment Meets the Requirements
The assignment describes a training experience, identifies all four BST components, explains why the training was effective, and describes how the organization evaluated the training.
**## example.docx**
## Best Training Experience
One of the best training experiences I had was during my onboarding as a Registered Behavior Technician (RBT). The training focused on implementing behavior intervention plans, collecting data accurately, and using reinforcement procedures. The trainer used all four components of Behavior Skills Training (BST): instruction, modeling, rehearsal, and feedback.
First, the trainer clearly explained each procedure and provided written materials and examples. This instruction component helped me understand why each procedure was important and how it should be implemented. Next, the trainer demonstrated the skills with role-play scenarios, which served as the modeling component. Seeing the procedures performed correctly made the expectations much clearer.
After observing the demonstrations, I practiced the skills through role-play activities. This rehearsal component allowed me to apply what I had learned in a safe environment before working with actual clients. Finally, the trainer provided immediate and specific feedback after each practice opportunity. Positive feedback was given for correct performance, and corrective feedback helped me improve areas that needed adjustment.
I enjoyed this training because it was interactive and engaging. Rather than simply listening to lectures, I was actively involved throughout the process. The trainer encouraged questions, provided multiple opportunities to practice, and created a supportive learning environment. As a result, I felt confident and prepared when I began working with clients.
To my knowledge, the organization collected measures to evaluate the quality of the training. They used competency checklists to assess whether trainees could correctly perform specific skills. In addition, supervisors conducted observations after training to evaluate treatment integrity and ensure that procedures were implemented accurately. These measures helped determine whether the training was effective and whether additional support was needed.
### References
Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-based staff training: A guide for practitioners. Behavior Analysis in Practice, 5(2), 2–11. https://doi.org/10.1007/BF03391819
Ward-Horner, J., & Sturmey, P. (2012). Component analysis of behavior skills training in functional analysis. Behavior Analysis in Practice, 5(2), 75–78. https://doi.org/10.1007/BF03391824
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**module4.pdf**
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**## rubric3.docx**
**Reflection Paper Rubric 4.9.26 Edits**
| | | |
| — | — | — |
| Reflection Paper Rubric 4.9.26 Edits |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeLength<br>Number of words – excludes reference section and direct quotes from references that are longer than 5 words | **5 to >3.0 ptsMeets Expectations** Reflection paper is between 150 and 500 words<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper is less than 150 words or more than 500 words<br> <br>**0 ptsDoes not Meet Expectation** The reflection paper is less than 100 words. | 5 pts |
| This criterion is linked to a Learning OutcomeGrammar, Usage, and Spelling | **5 to >3.0 ptsMeets Expectations** Reflection paper contained less than 2 grammar, usage, or spelling errors.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Reflection paper contained 3-4 grammar, usage, or spelling errors.<br> <br>**0 ptsDoes not Meet Expectation** Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. | 5 pts |
| This criterion is linked to a Learning OutcomeReferences and Utilization of Outside Resources<br>Inclusion of one peer reviewed behavioral source and one course assigned reading | **5 to >3.0 ptsMeets Expectations** The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference.<br> <br>**0 ptsDoes not Meet Expectations** The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. | 5 pts |
| This criterion is linked to a Learning OutcomeAddressing the Prompt<br>Author answers the questions presented in the prompt. | **5 to >3.0 ptsMeets Expectations** Directly and thoroughly responds to the assignment prompt, demonstrating clear understanding of the required topic. Develops ideas logically and coherently, using organized, empirical, and evidenceinformed writing.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** Responds to the assignment prompt, but the development of ideas may be only partially clear, briefly addressed, or lacking depth. Organization may be uneven, with some logical flow but limited support for claims.<br> <br>**0 ptsDoes not Meet Expectations** The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas. | 5 pts |
| This criterion is linked to a Learning OutcomeApplication<br>Author applies the week's readings/topics. | **5 to >3.0 ptsMeets Expectations** Shows strong application of the week’s assigned readings or topic, making explicit, accurate connections between course content and the student’s insights.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** References the week’s topic or readings only tangentially, without demonstrating real application or meaningful integration. Contains general or surfacelevel statements rather than wellsupported insights.<br> <br>**0 ptsDoes not Meet Expectations** The author’s post does not demonstrate application of the week’s assigned topic/reading. | 5 pts |
| This criterion is linked to a Learning OutcomeOriginality<br>Author writes original and unique content. | **5 to >3.0 ptsMeets Expectations** The author clearly articulates information that is not a direct summary of the materials presented in class or typical output from artificial intelligence.<br> <br>**3 to >0.0 ptsPartially Meets Expectations** The author is able to articulate novel responses, but rudimentary summarization or typical output from artificial intelligence is detected.<br> <br>**0 ptsDoes not Meet Expectations** The author’s response is heavily verbatim or typical output of artificial intelligence. | 5 pts |
**## newfile.docx**
## image1.jpeg
**## refle3.docx**
Module lecture:
[Sup-Essentials-4—Training-FULL](https://uwf.video.yuja.com/V/Video?isPlaying=false&startTime=7&node=66407550&isExternalPlayRequest=true&z=1&u=6f9775d4-eb68-4dc6-bba7-9253182e39ea)
Assignment:
Describe either your best training experience, OR your worst training experience.
For your best training experience, what elements of BST were included? What did they do that made you enjoy the training?
For your worst training experience, what elements of BST were missing? What did they do that made you dislike the training?
In either case, to your knowledge, did they collect any measures to evaluate the quality of training? If so, what did they evaluate?
_Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions_
**## Assignment_Explanation.docx**
## Explanation of the BST Training Assignment
### What question is the first paragraph answering?
The first paragraph answers the question: 'What was your best training experience?' The response explains that the best training experience occurred during onboarding as a Registered Behavior Technician (RBT). It introduces the training topic and identifies the four components of Behavior Skills Training (BST): Instruction, Modeling, Rehearsal, and Feedback.
### What question is the second paragraph answering?
The second paragraph explains how the Instruction and Modeling components of BST were used. Instruction occurred when the trainer explained the procedures and provided written materials and examples. Modeling occurred when the trainer demonstrated the skills through role-play scenarios.
### What question is the third paragraph answering?
The third paragraph explains how Rehearsal and Feedback were used. Rehearsal occurred when the trainee practiced the skills through role-play activities. Feedback occurred when the trainer provided immediate praise for correct performance and corrective feedback for errors.
### What question is the fourth paragraph answering?
The fourth paragraph answers the question: 'Why did you enjoy this training experience?' The training was interactive, engaging, and supportive. The trainee had opportunities to ask questions, practice skills, and actively participate.
### What question is the fifth paragraph answering?
The fifth paragraph answers the question: 'How did the organization evaluate the effectiveness of the training?' Competency checklists were used to assess skills, and supervisors conducted observations to evaluate treatment integrity and implementation accuracy.
### BST Components Summary
Instruction = The trainer explained the procedures and provided materials.
Modeling = The trainer demonstrated the skills.
Rehearsal = The trainee practiced through role-play.
Feedback = The trainer provided praise and corrective feedback.
### Why This Assignment Meets the Requirements
The assignment describes a training experience, identifies all four BST components, explains why the training was effective, and describes how the organization evaluated the training.
**## example.docx**
## Best Training Experience
One of the best training experiences I had was during my onboarding as a Registered Behavior Technician (RBT). The training focused on implementing behavior intervention plans, collecting data accurately, and using reinforcement procedures. The trainer used all four components of Behavior Skills Training (BST): instruction, modeling, rehearsal, and feedback.
First, the trainer clearly explained each procedure and provided written materials and examples. This instruction component helped me understand why each procedure was important and how it should be implemented. Next, the trainer demonstrated the skills with role-play scenarios, which served as the modeling component. Seeing the procedures performed correctly made the expectations much clearer.
After observing the demonstrations, I practiced the skills through role-play activities. This rehearsal component allowed me to apply what I had learned in a safe environment before working with actual clients. Finally, the trainer provided immediate and specific feedback after each practice opportunity. Positive feedback was given for correct performance, and corrective feedback helped me improve areas that needed adjustment.
I enjoyed this training because it was interactive and engaging. Rather than simply listening to lectures, I was actively involved throughout the process. The trainer encouraged questions, provided multiple opportunities to practice, and created a supportive learning environment. As a result, I felt confident and prepared when I began working with clients.
To my knowledge, the organization collected measures to evaluate the quality of the training. They used competency checklists to assess whether trainees could correctly perform specific skills. In addition, supervisors conducted observations after training to evaluate treatment integrity and ensure that procedures were implemented accurately. These measures helped determine whether the training was effective and whether additional support was needed.
### References
Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-based staff training: A guide for practitioners. Behavior Analysis in Practice, 5(2), 2–11. https://doi.org/10.1007/BF03391819
Ward-Horner, J., & Sturmey, P. (2012). Component analysis of behavior skills training in functional analysis. Behavior Analysis in Practice, 5(2), 75–78. https://doi.org/10.1007/BF03391824
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