A behavioral skills training package was used to train 3 teachers to correctly implement discrete-trial teaching. The mean baseline proportion of possible correct teaching responses for Teachers 1, 2, and 3 increased from 43%, 49%, and 43%, respectively, during baseline to 97%, 98%, and 99%, respectively, following training. These data indicate that the training package consisting of instructions, feedback, rehearsal, and modeling produced rapid and large improvements in the teachers' implementation of discrete-trial teaching.

A multiple baseline across three sets of stimuli was used to assess the effects of a script‐fading procedure using embedded text to teach 2 children with autism to engage in conversation statements about the stimuli. Both students stated all the scripted statements, and unscripted statements also increased. Generalization was assessed with novel peers and with untrained stimuli.

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