Expanding the field of behavior analysis allows empirically validated practices to be more accessible for children impacted by autism, developmental disabilities, and behavioral challenges. However, even with the global advancement of applied behavior analysis (ABA) getting the science into the area where children spend most of their time, schools, can be a challenge. Professional development for teachers in the area of ABA has been previously investigated. However, incorporating ABA coursework into pre-service teacher training does not have a strong research base. Looking specifically at teaching ABA coursework in English to a group of speakers of English as a second language is even more novel. Therefore, the aim of this investigation was to use an alternating treatments design in an undergraduate pre-service teacher ABA elective course to evaluate the effectiveness and social validity of information delivery in two different formats: in-person lecture and online recorded lecture. The findings of the study did not show a difference in student course performance based on delivery method, but did show variations in preferences. Overall, the blended model of instruction proved effective in disseminating ABA to pre-service teachers in their nonnative language with promising reports for future usage.

扩大行为分析的领域，使受孤独症，发育障碍和行为挑战影响的儿童更容易获得经过经验验证的做法。但是，即使应用行为分析（ABA）在全球范围内取得了进步，但要将科学运用于儿童大部分时间都在学习的领域，对学校而言仍然是一个挑战。先前已经调查了ABA领域教师的专业发展。但是，将ABA课程纳入到职前教师培训中并没有强大的研究基础。专门针对一群英语作为第二语言的讲者讲英语的ABA课程教学是更加新颖的。因此，这项调查的目的是在本科预科教师ABA选修课中使用交替治疗设计，以两种不同的形式评估信息传递的有效性和社会有效性：面对面的演讲和在线录制的演讲。该研究结果并未显示基于授课方式的学生课程表现的差异，但确实显示了偏好方面的差异。总体而言，混合教学模式被证明可以有效地将ABA以其非本地语言传播给职前教师，并有希望的报告供将来使用。但确实显示出偏好方面的差异。总体而言，混合教学模式被证明可以有效地将ABA以其非本地语言传播给职前教师，并有希望的报告供将来使用。但确实显示出偏好上的差异。总体而言，混合教学模式被证明可以有效地将ABA以其非本地语言传播给职前教师，并有希望的报告供将来使用。