Challenging student behavior can have detrimental effects on both students and staff. These effects do not only include students' diminished rates of on-task behavior and low-grade performance, but managing behavior can result in elevated levels of psychological distress and burnout, which places education workers at risk of experiencing potentially life-altering stress-related health concerns. The present study used a delayed multiple-probe design across participants to evaluate the effectiveness of a remotely delivered training package for three education workers from Ontario on learning behavior-specific praise (BSP) and acceptance and commitment therapy (ACT) as a promising behavior management approach and stress-reduction intervention. Although the training package targeted participants' increased knowledge of BSP and ACT, the analysis also provided an evaluation of participants' untrained use of praise statements during five live virtual generalization probes and an assessment of self-reported ratings of stress and burnout. Results denote marked increases in participants' knowledge of BSP and ACT for two of three participants, and overall improvements in the use of praise and reductions in self-reported ratings of stress and burnout, for all participants in the study. The effectiveness of the training package and its implications for future research are discussed. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]