Abstract
There is limited research evaluating behavioral skills training (BST) in university classrooms to teach stimulus preference assessments. We evaluated the effects of BST on three preservice school psychologists' performance with the multiple-stimulus without-replacement preference assessment. A single BST session improved performance across participants, and improvements were maintained 1 week after BST. Limitations, directions for future research, and suggestions for maximizing the efficiency of BST in university classrooms are discussed.
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