Effective implementation of behavior analytic practices for children with autism spectrum disorders (ASD) often requires explicit training. Although there is a need for more training in many human services fields, barriers such as costs and regulations may hinder the development of effective training practices (Larson et al., 2005). The absence of explicit training practices, particularly in naturalistic behavioral interventions (NDBIs) for children with ASD may lead to increased negative interactions with clients and their families (Jimenez-Gomez et al., 2019, Rose, 2020; Rohrer & Weiss, 2023; Rohrer et al., 2021; Taylor et al., 2019). Therefore, providers of NDBIs need to assess cheaper, yet effective ways of training providers to implement their practices. The purpose of this dissertation was to assess the current training practices and trends reported in evidence-based naturalistic interventions. Three interrelated, yet separate studies were conducted.Chapter two is a scoping review of the reported training practices and strategies in NDBIs literature from 2000-2024. This review aimed to assess how providers are trained to implement evidence-based naturalistic interventions such as NDBIs. This study extends previous NDBI reviews as it adds pertinent information regarding training that may aid in the dissemination of NDBI practices. Chapter three assessed a training package aimed at training providers to implement an NDBI known as reciprocal imitation training (RIT). Behavior technicians (BT) underwent a behavior skills training (BST) training protocol to increase implementation fidelity percentages. The results of this study indicated that BST was a cost effective and simple strategy that could be used to train BTs to implement RIT. Chapter four assessed changes in children’s spontaneous behaviors and responses to adult behavior following a change in adult PRIDE behaviors during a naturalistic intervention session. A reversal design was implemented to assess any change in child behaviors when an adult doubled the number of PRIDE behaviors expressed during a naturalistic teaching session. This study emulates a training study by expressing simulated “pre-training” and “post-training” frequencies of PRIDE behaviors, thus informing of the possible benefits of training providers to engage in higher levels of PRIDE behaviors. This study extends parent-child interaction therapy (PCIT) literature. Chapter five summarizes and integrates themes witnessed across studies including the use of BST components and the focus on parent training procedures observed in NDBI literature.
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