Behavioral Skills Training

Name Behavioral Skills Training Behavioral Skills Training (BST)   A treatment package including the following components: - Instructions, modeling, rehearsal, feedback BST is used: - To teach new skills - For behaviors that can be simulated in a role play - With learners who can follow instructions and initiate models - When more intrusive procedures (e.g., chaining) are unnecessary - With individuals or groups of clients Application examples       BST Component overview 1. Instructions - Describe the appropriate behavior for the learner 2. Modeling - Correct behavior is demonstrated for the learner 3. Rehearsal - Learner practices the behavior 4. Feedback - Praise for correct performance/correction of errors 1. Instructions       Parenting skills (to typical & parents with ID) Assertive training in the workplace Abduction prevention Street crossing safety Social skills Firearm safety Specific decriptions of the desired behaviors and stimulus conditions - The “Rationale” should not dominate the instructions Must be comprehensible, client must attend Should be provided by a person with credibility Clients should be able to repeat the instructions back to you Rarely effective as the sole intervention Today, technology-based instuctions are possible with computers   Example: Street Crossing Instructions: 1. Wait at least 6 inches from the curb 2. Look left and right 3. If clear, walk and continue looking 4. Walk (Don’t run) in the crosswalk  Client observes a model and immediately imitates it - The client must attend to the model - The client must have an imitative repertoire The complexity of the model should be appropriate The models behavior should occur in the proper context (during role playing or in situ) Incorporate a variety of stimulus conditions into the model 2. Modeling    3. Rehearsal 4. Feedback (during rehearsal)    The models behavior should be visibly reinforced The model should have high status or similiarity Rarely effective as the sole intervention or with instructions       Use immediately after instuctions and modeling Client is given an opportunity to perform the behavior Rehearse in the proper context (if possible) Provide immediate consequences (reinforcement and error correction) Begin with easiest behaviors and progress to more difficult ones Rehearsal is a necessary component of BST      Immeddiately praise correct behaviors Always praise some aspect of the behavior Use descriptive praise Give feedback on ones aspect of behavior at a time Do not make corrective feedback too negative  Goal of BST is for learner to acquire new skills and to use these in situations outside of training - Training involves the four procedures - Usually done in clinic, teaching session, etc. - Want to see the behaviors generalize to real life situations 1. 2. 3. 4. 5. Incorporate real-life situations into training Conduct training in the natural environment Give clients homework to rehearse in the natural environment Arrange for additional reinforcement in the natural environment Always assess effects of BST in the natural environment - Follow up + Booster sessions  Sometimes needed to promote generalization after training - Teaching children to say NO to strangers and to tell an adult In Situ Training - Trainer sets up an assessment in the natural setting without learner knowing (In situ assessment) - If learner does not emit the skill, trainer enters the situation and turns it into a training session - Child rehearses skill so more likely to occur in natural setting  Abduction skills example  In BST session, child taught to say “No run away” and tell an adult  Had a research assistant that was a stranger approach child  Child didn’t follow the protocol  Trainer stepped in Generalizaiton Promoting Stimulus Generalization In-Situ training   BST in groups Sometimes BST used with groups of people who all need to learn similar skills - Opportunity for multiple models in multiple situations (multiple - Using BST protocol 1. 2. 3. 4. 5. 6. 7. exemplars) Opportunity to observe others rehearsals Opportunity to observe feedback for others Opportunity to evaluate others performance and provide feedback Less individual rehearsal and feedback Identify and define the skills to teach Identify all the relevant Sds Assess the learners skills to establish a baseline Begin training with the easiest skill/situation first Describe the behavior and model it in a realistiv role-play context Allow the learner to rehearse the behavior in the role-play context Provide praise for correct performance and further instuctions (feedback) for improvement 8. Repeat until the learner performs the behavior successfully without assistance 9. Advance to the next behavior/situation and repeat steps 5-8 10. Program for generalization Summary Use this space to write a two or three sentence summary of what you just read.