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Abstract
Values-centered Acceptance and Commitment Training (ACTraining) interventions have enhanced the performance of direct care providers across a variety of settings; however, procedural limitations raise concerns regarding the generalization of these interventions’ outcomes into more naturalistic contexts. The current study evaluated the effect of an ACTraining session upon levels of unsupervised task engagement among three master’s students in an applied behavior analysis (ABA) demonstration classroom. The experimenter employed a multiple baseline across participants design to measure the prevalence of task engagement (i.e., active engagement, active treatment, data collection, and task-oriented discussion) when working with preschool age students with intellectual and developmental disability (IDD). All participants exhibited an increase in task engagement levels following intervention, illustrating a positive functional relation between ACTraining and unsupervised performance. The observed performance improvements demonstrate the generalization of values-centered ACTraining’s positive outcomes into contexts reflective of more naturalistic, unsupervised workplace settings.