Behavior-analytic procedures have been identified as effective for training teachers
working in special education. However, most are implemented in a face-to-face and
individualized manner, leading to a lower cost-benefit ratio compared to online training.
This study evaluated the efficacy of a Personalized Online Instruction System (POIS) in
teaching declarative knowledge about autism diagnosis, basic concepts of Behavior
Analysis, and the implementation of three behavior-analytic procedures (Multiple
Stimulus Without Replacement Preference Assessment, Brief Functional Analysis, and
Functional Communication Training) to thirty-five special education teachers. All
teachers completed the POIS modules, organized sequentially and individually, including
video instruction, written material, and written and computerized feedback. Progression
between modules was contingent on meeting minimum performance criteria in posttests.
Nine participants underwent generalization tests to verify the practical application of
procedural knowledge in simulated trials with confederates. These tests involved
implementing the three learned behavior-analytic procedures, assessing the accuracy of
correct responses. Results indicated that the POIS was effective in teaching declarative
knowledge. However, in the generalization test, no participant met the criterion to
independently implement the procedures, thus requiring additional training with
feedback. This study contributes to the development of efficient and accessible teacher
training methodologies, which highlights the importance of combining online
instructional systems with in-person strategies to maximize learning and practical
application of behavior-analytic repertoires in special education.
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