CHAPTER 12

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Department
Psychology
Course
PSYB45H3
Professor
Zachariah Campbell
Semester
Summer

Description
Chapter 12Behavioral Skills Training ProceduresChapter OutlineExamples of BST ProceduresTeaching Marcia to Say No to the ProfessorsTeaching Children to Protect Themselves from AbductionComponents of the BST ProcedureModelingInstructionsRehearsalFeedbackEnhancing Generalization after BSTIn Situ AssessmentIn Situ TrainingBST and the ThreeTerm ContingencyBST in GroupsApplications of BST ProceduresHow to Use BST Procedures1Identify and define the skills you want to teach2Identify all relevant stimulus situations in which the skills must be used3Assess the learners skills in the stimulus situations to establish a baseline4Begin training with the easiest skill or the easiest stimulus situation5Begin with instructions and modeling6Provide the opportunity of rehearsal7Immediately after the rehearsal provide feedback8Repeat the rehearsal and feedback process a few times9After success with one training situation move to another situation10Program for generalization to the natural situations where the skills will be neededChapter SummaryKey TermsPractice TestApplicationsMisapplicationsChapter 12 Quiz 1Chapter 12 Quiz 2Chapter 12 Quiz 3Ideas for Class Activities1 Identify an area in which BST procedures are used social skills assertiveness skills safety skills for children etc and have students develop a list of target behaviors to be trained and stimulus situations in which the skills would be needed2 Engage in a role play exercise with the class in which you are the trainer and a student volunteers to be the learner Demonstrate how you would use instructions modeling rehearsal and feedback to teach a skill from the first exercise above to the student Switch roles and have students use BST procedures to teach the skill to you Demonstrate BST procedures with an individual student and with a small group of studentsAnswers to Practice Test Questions1291The four components of the behavioral skills training procedure are1 ModelingWith modeling the correct behavior is demonstrated for the learner who observes the models behavior and then imitates the model2 InstructionsInstructions describe the appropriate behavior for the learner3 RehearsalRehearsal is the opportunity for the learner to practice the behavior after receiving instructions andor observing a model demonstrate the behavior4 Feedback Feedback which should immediately follow the rehearsal of the behavior by the learner involves praise or other reinforcers for correct performance and may also involve correction of errors or further instruction in how to improve performance2The trainer first provides instructions on the correct performance of the behavior and then models the behavior for the learner in the context of a roleplayThe learner then rehearses the behavior in the roleplay contextFollowing the rehearsal the trainer praises the learner for correct aspects of the performance and provides corrective feedback on any aspects of the rehearsal that were incorrectThe process continues until the learners performance of the behavior is correct3Skills that could be taught through the behavioral skills training procedure include any skills that can be simulated in role plays such as 1 Sexual abuse prevention skills for persons with mental retardation and 2 Social skills initiating conversation maintaining eye contact etc4To teach sexual abuse prevention skills to persons with mental retardation you must 1 identify and define theassertively to a sexual abuse lure skills to be taughtFor example you want the participant to say NOleave the situation immediately and tell a trusted adult2 Next identify the situations in which the skills need to be used such as in the home at work and in the community 3 Assess the learners existing skills to establish a baseline One method of doing this is to set up role play situations in which a sexual abuse lure is depicted and then record the participants response 4 Begin training with the easiest skill saying NO assertively 5 Model the behavior of saying NO assertively describing the important aspects of the behavior for example saying NO loudly 6 Provide an opportunity for the participant to practice saying NO assertively 7 Provide feedback on the participants performance 8 Repeat the rehearsal and feedback process until the learner has performed the behavior correctly a couple of times 9 Teach the next skill to be learned leaving the situation and telling a trusted adult what happened continuing the process of modeling instructions rehearsal and feedback until the learner has mastered each skill in each situation and 10 Program for generalization to the natural situations where the skills are neededFor example train in multiple sites home work community with multiple persons at different times of the dayTo teach social skills you must 1 identify and define the skills to be taught for example initiating conversation2 Next identify the situations in which the skills need to be used such as at social events in the community etc 3 Assess the learners existing skills to establish a baseline One method would be to set up a role play situation in which the participant was provided with an opportunity to initiate a conversation and record his or her response Another method would be to surreptitiously observe and record the individuals behavior in the target setting 4 Begin training in the easiest stimulus situation perhaps by simulating a setting where the person feels most comfortable 5 Model the behavior of initiating a conversation describing the important aspects of the behavior that is being modeled eyecontact firm voice etc 6 Provide an opportunity for the participant to initiate a conversation 7 Provide feedback on the participants performance 8 Repeat the rehearsal and feedback process until the learner has performed the behavior successfully a couple of times 9 Begin practice in another simulated setting and continue the process of modeling instructions rehearsal and feedback until the learner has mastered the skill in each situation 10 Program for generalization to the natural settings where the skills are needed130
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