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Chapter 12

Chapter 12.pdf

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John Bassili

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Chapter 12: Behavioural Skills Training Procedures
Components of the Behavioural Skills Training Procedure:
1. Modeling
2. Instructions
3. Rehearsal
4. Feedback
Modeling: correct behaviour is demonstrated for the learner (learner imitates model)
o May be live (another person demonstrate) or symbolic (on vid, audio, cartoon/movie)
Factors influencing the effectiveness of Modeling:
When model exhibits correct behaviour, it should result in a successful outcome
(reinforcer) for the model
Model should resemble the people observing the model or should have high status
Complexity of model’s behaviour should be appropriate to developmental or ability
level of learner. If model’s behaviour is too complex, learner may not learn from it. If
model’s behaviour is too simple, learner may not pay attention
Learner has to pay attention to learn behaviour being modeled (often, teacher draw
attention to important aspects of model’s behaviour)
Modeled behaviour must occur in proper context (in response to relevant S^d).
Behaviour should be modeled in real situation or in context of role-play of real situation
Modeled behaviour should be repeated as often as necessary for learner to imitate it
Behaviour should be modeled in variety of ways and in variety of situations to enhance
Learner should have opportunity to rehearse (imitate) behaviour as soon as possible
after observing the model. Correct imitation of modeled behaviour should be reinforced
Instructions: describe appropriate behaviour for learner
o Should be specific (specify exact behaviours expected from learner, for chain of
behaviours: describe each component in chain in proper sequence, also specify
appropriate circumstances in which learner is expected to engage in behaviour)
Factors influencing the effectiveness of Instructions
Instructions should be presented at a level that learner can understand
Instructions should be delivered by someone who has credibility with learner
Learner should have opportunity to rehearse behaviour as soon as possible after
receiving instructions
Instructions should be paired with modeling whenever observing the behaviour will
enhance the potential for learning the behaviour
Instructions should be given only when learner is paying attention
Learner should repeat instructions so that teacher can be certain learner heard the
instructions correctly. Repeating instructions during training also increases likelihood
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