Chapter 12 – Behavioural Skills Training Procedures
Behaviour skills training: a procedure consisting of instructions, modelling, behavioural
rehearsal, and feedback that is used to teach new behaviours or skills
Examples of Behavioural Skills Training Procedures
Teaching a woman to say ‘no’ to pushy coworkers
Teaching children to avoid abduction
Components of the Behavioural Skills Training Procedure
Def.: correct behaviour is demonstrated to the learner. The learner observes the
model’s behaviour and then imitates the model.
For this to be effective the learner has to be able to pay attention to the model
and perform the behaviour demonstrated.
Children’s behaviour of imitating models is reinforced many times. This means that a
model’s behaviour becomes an S for imitation and imitation becomes a generalized
response class = imitation is likely to occur in the future when a behaviour is modelled
for a learner.
Live modelling: another person demonstrates the behaviour
Symbolic modelling: correct behaviour is demonstrated on videotape/audiotape/maybe
cartoon or movie.
Factors influencing the effectiveness of modelling:
When model exhibits behaviour, it should result in a successful outcome
(reinforcer) for the model
The model should resemble the people observing the model or should have high
The complexity of the model’s behaviour should be appropriate to the
developmental/ability level of the learner
The modelled behaviour must occur in the proper context. Should be modelled in
the real situation or in the context of a role-play of the real situation
The modelled behaviour should be repeated as often as necessary for the
learner to imitate it correctly
Behaviour should be modelled in a variety of ways/situations Learner should have opportunity to rehearse the behaviour ASAP after observing
Def.: description of appropriate behaviour for learner.
To be effective, instructions should be specific. For a chain of behaviours, they
should specify each component in the chain. Should also specify circumstances
for the behaviour.
Influencing the effectiveness:
Should be presented at a level that the learner can understand
Should be delivered by someone who has credibility with the learner
The learner should have the opportunity to rehearse the behaviour ASAP after
Should be paired with modelling with observing behaviour will enhance learning
Should only be given when learner is paying attention
Learner should repeat the instructions so that teacher can be sure that learner
heard them. Repeating = more likely to remember instructions later to self-
Def.: Opportunity for learner to practice the behaviour
Teacher cannot be sure that learner has learned behaviour until it is
Provides opportunity to enforce the behaviour
Provides opportunity to assess and correct any errors in performance
Behaviour should be rehearsed in proper context. This facilitates generalization.
Rehearsals should be programmed for success. Learners should practice easy
behaviours first then moved on to harder behaviours
Rehearsal of the correct behaviour should always be followed immediately by
Rehearsals that are part correct or are incorrect should be followed by corrective
feedback Behaviour should be rehearsed until it is demonstrated correctly at least a few
Def.: Involves praise or other reinforcers for correct performance. When necessary, may
also involve correction of errors or further instruction in how to improve performance.
Should be given immediately after behaviour
Should always involve praise (or other reinforcers) for some aspect of the
behaviour. Even if incorrect, praise for at least trying.
Praise should be descriptive
When providing corrective feedback, do not be negative