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Chapter 12

Chapter 12

Course Code
Zachariah Campbell

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Chapter 12
Behavioral Skills Training Procedures
Behavioral skills training (BST) procedures modeling,
instructions, rehearsal, and feedback generally are used together in
training sessions to help a person acquire useful skills (such as social
skills or job-related skills)
Components of the Behavioral Skills Training Procedure
oThe correct behavior is demonstrated for the learner
oThe learner observes the model behavior and then imitates the
oThe learner must have an imitative repertoire; that is, the
learner has to be able to pay attention to the model and perform
the behavior that the model just demonstrated
oA models behavior becomes an SD for imitation, and imitation
becomes a generalized class, which means that imitation is
likely to occur in the future, when a behavior is modeled for the
oModeling may be live or symbolic
Live another person demonstrates the appropriate
behavior in the appropriate situation
Symbolic the correct behavior is demonstrated on
videotape, audiotape, or in a movie
oA number of factors influence the effectiveness of modeling:
oInstructions describe the appropriate behavior for the learner
oThey should be specific and should specify the appropriate
circumstances in which the learner is expected to engage in the
oThe opportunity for the learner to practice behavior after
receiving instructions or watching a model demonstrate the
oImportant part of BST procedure because
The teacher cannot be sure that the learner has learned
the behavior until the teacher sees the learner engage in
the correct behavior
It provides an opportunity to reinforce the behavior
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It provides an opportunity to assess and correct errors
that may be present in the performance of the behavior
oFollowing the learners rehearsal of the behavior, the trainer
should provide immediate feedback
oFeedback involves praise or other reinforcers for correct
oIt also may involve correction of errors or further instruction in
how to improve performance
Enhancing Generalization After Behavioral Skills Training
The goal of BST is for the learner to acquire new skills and to use
these skills in the appropriate circumstances outside the training
Several strategies can be used to promote generalization of these skills:
oTraining should involve a variety of role-plays that stimulate the
actual situations the learner is likely to encounter in real life
oIncorporate real-life situations into training
oProvide assignments for the learner to practice the skill being
learned outside the BST session, in a real-life situation
oThe trainer can arrange for reinforcement of the skills in
situations outside the training sessions ex. A parent can
provide reinforcement
In Situ Training
The trainer sets up an assessment in the natural setting without the
childs knowledge that he or she is being assessed
If the child does not perform the skills during this in situ assessment,
a trainer enters the situation and immediately turns the assessment
into a training session
The trainer then has the child rehearse the skills in the assessment
situation so that the skills are more likely to occur if the child is faced
with a similar situation in the future
Behavioral Skills Training and the Three-Term Contingency
A three-term contingency involving antecedents, the behavior and
consequences of the behavior should be used in any teaching
The modeling and instructions are antecedent strategies used to evoke
the correct behavior
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