Asynchronous training procedures, which do not require the simultaneous presence of a trainer and trainee, may offer benefits over synchronous training because they may be more efficient, cost-effective, and easier to disseminate. Additionally, asynchronous training may address low trainer to staff ratios. The purpose of this literature review was to identify studies that used asynchronous training procedures to teach any skill related to job performance. A total of 54 articles (containing 58 experiments) were identified for inclusion. The asynchronous staff training techniques identified included video models, computer-based instruction,

We assessed the effects of trainees observing and rating the accuracy of others implementing a paired-stimulus preference assessment from video on the trainees' subsequent implementation accuracy. These observational experiences increased implementation accuracy with both a confederate and an actual consumer. These results suggest conducting observations and accuracy ratings may prepare staff to implement behavioral procedures without need of a dedicated trainer.

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Procedural integrity errors have widespread implications for the success or failure of behavior analytic interventions. However, previous research has not examined the effects of procedural integrity errors during auditory-visual conditional discrimination with clinical populations. The purpose of this preliminary investigation was to replicate and extend the work of Carroll, Kodak, and Fisher by evaluating the effects of procedural integrity errors compared with perfect integrity during auditory-visual conditional discrimination training with a child with autism spectrum disorder. A descriptive assessment, which identified omission of reinforcement and omission of error correction as the most common clinician errors, informed error selection. The participant required twice as many sessions to master targets taught under low-integrity conditions compared with those taught under high-integrity conditions. These results suggest that procedural integrity errors hinder skill acquisition and affect teaching efficiency. Future researchers should evaluate the effects of errors during auditory-visual conditional discrimination training across task arrangements.

Few studies have evaluated the use of assessment to identify the most efficient instructional practices for individuals with autism spectrum disorder. This is problematic as these individuals often have difficulty acquiring skills, and the procedures that may be efficient with one individual may not be for others. The experimenters conducted instructional assessments to identify the most efficient prompt type (model, partial physical, full physical) and prompt-fading procedure (progressive delay, most-to-least, least-to-most) for teaching auditory-visual conditional discriminations for individuals with autism spectrum disorder. Each assessment was conducted at least twice, and a final generality test combined the most and the least efficient prompt type and prompt-fading procedure for teaching novel auditory-visual conditional discriminations. The results demonstrated learner-specific outcomes for the prompt type assessment, whereas the least-to-most prompt fading procedure was most efficient for all participants.