It is often necessary for the behavior analyst practitioner to work across a variety of settings, including home, school, and community, in which it is common practice for those practitioners to provide training to caregivers and direct-care staff, who may have limited knowledge and experience within the field of applied behavior analysis. A review of the competency-based training literature supports this type of staff training approach as meeting the generally accepted standards needed to be considered an evidence-based practice. In 2013, the Behavior Analysis Certification Board (BACB®) initiated an effort to establish minimal standards for the training of paraprofessionals and direct-care staff in the delivery of educational and treatment services based on the principles of applied behavior analysis. This new standard and credential is known as a Registered Behavior Technician™ (RBT®). The purpose of this study was to evaluate if there is a difference between the generalizability and long-term maintenance of newly acquired skills, to novel opportunities for implementation, by trainees, whose competencies were conducted through two methods: in-vivo with clients versus role-play. The study was designed to evaluate initial training outcomes as well as the generalizability and maintenance of skills taught using a competency-based training model that is aligned with the RBT® credentialing standards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]