This study examined the effects of goal setting on behavior technicians’ time spent teaching during applied behavior analysis (ABA) therapy sessions using a nonconcurrent multiple baseline design across participants. Three participants independently set their teaching goals, and performance was tracked across baseline, intervention, and follow-up phases. All participants increased their teaching time during the intervention, with two achieving their long-term goals. Some effects were maintained during follow-up. The lack of immediate and specific feedback and learner outcome data were key limitations. An anonymous social validity survey revealed mixed perceptions of the intervention’s clarity and usefulness. Findings suggest goal setting may be a practical tool to enhance instructional engagement, but future research should incorporate guided goal-setting, immediate feedback, and learner outcome measures to better evaluate effectiveness
