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Abstract
A mastery criterion is selected in skill acquisition to demonstrate mastery of a taught skill. Recently, research has evaluated different mastery criteria and their effects on the maintenance of the taught skill. Previous research has suggested that skills taught with a stringent mastery criterion of 100% across three consecutive sessions achieved the best maintenance when assessed in four monthly probes. This study replicates and extends previous research from Longino et al. (2021) to evaluate the maintenance of tacting skills taught using a most-to-least prompting procedure combined with a progressive time delay with three children diagnosed with autism spectrum disorder.