Online-formatted training for ABA practitioners: a systematic review

Abstract

Practitioners working in the field of applied behavior analysis (ABA), play a vital role in meeting the needs of individuals with autism spectrum disorder and other developmental disorders. Due to the lack of highly qualified practitioners required to provide ABA-based interventions, particularly in rural areas, many individuals are not receiving adequate services. Online training utilizing internet-based technology can provide staff training in a cost and time-effective way. This systematic review evidence synthesis examined the reported research on online-formatted training for ABA practitioners. A comprehensive search of multiple databases, including PsycINFO, ERIC, PubMed, PsycARTICLES, Medline and Scopus were conducted. The evidence synthesis included single subjects and group research design studies on online-formatted training for ABA practitioners. Training characteristics, outcomes, and research quality in 16 studies were analyzed, and the gaps were explored. Results were favorable, with all studies reporting positive or mixed findings. Quality ratings were notably low, especially for the group design studies. Recommendations for future research are proposed in light of identified methodological flaws in this type of training.

Keywords: Applied behavior analysis; autism spectrum disorder; developmental disabilities; dissemination; evidence-based practices; online learning; online training; practitioners.

Figure 1.

PRISMA diagram.

Figure 2.

Proportion of studies completing research in each training category.

Figure 3.

Study scores in each primary quality Indicator in group research.

Figure 4.

Study scores in each secondary quality Indicator in group research.

Figure 5.

Study scores in each primary quality Indicator in SSRD.

Figure 6.

Study scores in each primary quality Indicator in SSRD.