The purpose of the study was to demonstrate the effects of using high-quality feedback (HQF) to train educators on an ACT-based intervention called cognitive defusion. Since there was limited acquisition using HQF as a training method, the participants were switched to BST to learn the remaining cognitive defusion task. A delayed multiple probe design was used with four participants who were taught two cognitive defusion exercises. In addition to graphical depictions of the results, a non-parametric statistical analysis measure was also used. Non overlapping of all pairs (NAP) was utilized to identify the effect size of intervention and three social validity assessments were given at different intervals to obtain the perspective of the participants throughout the training sequence. The findings of this study suggested that BST was more efficient in training educators on an ACT-based intervention than HQF. This study was significant because it bolstered the evidence for using BST as a training method. The implications, recommendations, future directions, and limitations are all discussed in this paper. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]