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Behavioral Skills Training Procedures

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Eliana Iller

on 22 April 2014

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Transcript of Behavioral Skills Training Procedures

4 behavior skills training (BST) procedures:
1.
Modeling
2.
Instructions
3.
Rehearsal

4.
Feedback


-Generally used together in training sessions to help a person acquire skills (such as social skills or job-related skills)

-BST procedures are typically used to teach skills that can be simulated in a
role-play
context

BST Procedures
Ex 2: Teaching Protection
from Abduction
Teaching
abduction prevention skills
to preschool children:

1. Instruction: how to respond
2. Role-play: 2 adults acted out scene
3. Rehearsal: child practiced skill in another role-play
4. Feedback: praise or instructions and further modeling
5. Rehearsal until behavior is correct
6. Training with different lures until correct response made in various situations
1.) Modeling:
The
correct
behavior is demonstrated for the learner
~The learner observes the model's behavior and then
imitates
the model.

*
Imitative repertoire
- learner has to be able to pay attention to the model and perform the behavior that the model demonstrates.

Reinforcement starts early, a child's behavior of imitating models (parents, teachers,
siblings
, and peers)
Ex 1: Teaching Marcia to Say "No"
Assertiveness skills
through role-play:

1. Create situation at work, Marcia role-plays herself and Dr. Mills role-plays coworker
2. Dr. Mills assesses verbal and nonverbal behavior from her response.
3. Dr. Mills provides instruction and modeling in another role-play
4. Now Marcia role-plays the coworker and Dr. Mills plays an assertive Marcia.
5. Rehearsal, they switch roles again
6. Dr. Mills provides feedback on her performance
7. After feedback, practice in another role-play
8. Feedback
9. Role-play various situations


Eliana Iller
Behavioral Skills Training
(BST) Procedures

Factors in Effectiveness:
2.) Instructions:
Live
modeling: another person demonstrates the appropriate behavior in the appropriate situation

Symbolic
modeling: the correct behavior is demonstrated on videotape, audiotape, or in a cartoon or movie.

Study by Poche, Yoder, & Miltenberger (1988): found that group who received all 4 components learned skills better than group who only got instructions and modeling with rehearsal and feedback.
1.
When model exhibits correct behavior, should result in a reinforcer for the model.
2.
The model should resemble the people observing the model or should have high status.
3. The complexity of the model's behavior appropriate to ability level of the learner.
4. Learner has to pay attention to modeled behavior.
5. Modeled behavior must occur in proper context.
6. Modeled behavior repeated as often as necessary.
7. Modeled in variety of ways and situations - enhance generalization.
8. Learner should have opportunity to rehearse behavior.

Describe the
appropriate
behavior for the learner.

~most effective should specify appropriate circumstances

Factors in Effectiveness:
1. Instructions presented at a level that is understood, not too complex or too simple.
2. Should be delivered by someone with credibility.
3. Learner should have opportunity to rehearse behavior.
4. Instructions should be paired with modeling.
5.
Should be given only when learner is paying attention.
6.
Learner should repeat instructions.
3.) Rehearsal:
The opportunity for the learner to
practice
the behavior after receiving instructions or watching a model demonstrate the behavior.

a.) demonstrates if learner actually learned the
correct
behavior
b.) provides
reinforcement
c.) opportunity to
assess
and correct errors
Factors in Effectiveness:
1. Rehearsed in proper context.
2.
Rehearsals should be programmed for success.
3.
Rehearsal of correct behavior should always be followed immediately by reinforcement.
4. Rehearsals that are partly correct or are incorrect should be followed by corrective feedback.
5. Behavior should be rehearsed until it is demonstrated correctly at least a few times.
4.) Feedback:
Involves
praise
or other
reinforcers
for correct performance.
Factors in Effectiveness:
1.
Feedback should be given immediately after behavior.
2. Should always involve praise (or other reinforcers) for some aspect of the behavior.
3. Praise should be descriptive.
4.
When providing corrective feedback, do not be negative.
5. Always praise some aspect of the performance before providing corrective feedback.
6. Provide corrective feedback on one aspect of the performance at a time.
Enhancing Generalization
1. Training should involve a variety of
role-plays
that simulate the actual situations the learner is likely to encounter in life.
2. Incorporate
real-life
situations into training
3. Provide
assignments
for practice outside BST session
4. Trainer can arrange for reinforcement of skills in situations
outside
the training sessions.
Situ Assessment
When an assessment of skills occurs in the
natural environment
where the skills are needed and the individual is
not
aware that an assessment is taking place.
Ex: guns, only exhibited correct behavior when researcher was present - under stimulus control
Situ Training
BST Three-Term Contingency
Groups
Videos
Sometimes needed for promoting
generalization
after training.

If the child does not perform the skills during the assessment, a trainer enters and immediately turns it into a
training session.

A
B
C
Role-play context, modeling, and instructions
Rehearsal of the skill
Feedback (praise for correct performance)
Parenting groups, assertiveness training, small groups.
Applications
Used extensively with children.
~
self-protection
skills
~
fire emergency
skills
Used with people who have intellectual disabilities or poor social skills.
Used to teach skills to adults.

*
Chaining
procedures generally are used with people who have limited abilities and need intensive prompting.
*
BST
procedures often are used with children and adults with normal abilities.
How to Use
1. Identify and define the
skills
you want to teach.
2. Identify all relevant
stimulus situations
in which the skills must be used.
3. Assess the learner's skills in the stimulus situations to establish a
baseline.
4. Begin training with the
easiest
skill or the easiest stimulus situation.
5. Begin a training session by
modeling
the behavior and describing its important aspects.
6. After the learner hears the instructions and sees the model, provide opportunity for
rehearsal
.
7. Immediately after rehearsal, provide
feedback
.
8. Repeat rehearsal and feedback until
correct
behavior is shown a couple times.
9. After
success
with one situation, move to another.
10. Program for
generalization
to natural situations where skills are needed.
http://www.interactingwithautism.com/section/treating/abasoc
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