Behavior Modification Program

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Chapter 12

Behavioral Skills Training (BST) Procedures

Used to teach new behaviors
Used for behaviors that can be simulated in a role play
Used with learners who can follow instructions and imitate models
Used when more intrusive prompting and fading or chaining procedures are not necessary
May be used individually or in groups

BST is used to teach new behaviors that can be simulated in a _______________.

Self-assessment

BST is used to teach new behaviors that can be simulated in a role-play.

Self-assessment

To use BST, the learner has to be able to

follow _______________ and

imitate ______________.

Self-assessment

To use BST, the learner has to be able to

follow instructions and

imitate models.

Self-assessment

Examples of the use of BST:

Teaching parenting skills
Teaching assertiveness
Teaching abduction prevention skills
Teaching social skills
Teaching skills to prevent gun play

BST Components

Instructions
Modeling
Rehearsal
Feedback

Instructions

Must be understood by the learner
Given by a person with credibility
Opportunity to rehearse the behavior
Use instructions with modeling when necessary
Give instructions when the learner is paying attention

Instructions must be given by a person with ______________.

Self-assessment

Instructions must be given by a person with credibility.

Self-assessment

Instructions must be given when the learner is paying _______________.

Self-assessment

Instructions must be given when the learner is paying attention.

Self-assessment

Modeling

Model has high status or similarity
Model’s behavior is reinforced
Complexity of the model is appropriate for the learner
The learner must pay attention to the model
The model’s behavior occurs in the proper context (in a role-play or real life)
Repeat as necessary
Opportunity for immediate rehearsal
Variety of exemplars
Describe important aspects of the model’s behavior
Have the learner describe important aspects of the model’s behavior

A model should be provided by someone with high _____________ or

______________ to the learner.

Self-assessment

A model should be provided by someone with high status or

similarity to the learner.

Self-assessment

The model’s behavior should be ______________.

Self-assessment

The model’s behavior should be reinforced.

Self-assessment

After instructions and modeling, the learner must have the opportunity to _____________ the behavior.

Self-assessment

After instructions and modeling, the learner must have the opportunity to rehearse the behavior.

Self-assessment

Rehearsal

Immediately after instructions and modeling
Rehearsal in the proper context

(SD ---> R ---> SR)

Immediate praise or other reinforcers
Corrective feedback if needed
Repeat rehearsal of correct behavior
Work from easy to hard behaviors or situations

(program for success)

Rehearsal occurs immediately after ___________ and ___________.

Self-assessment

Rehearsal occurs immediately after instructions and modeling.

Self-assessment

Rehearsal should occur in the proper ______________.

Self-assessment

Rehearsal should occur in the proper context.

Self-assessment

Feedback has two components

Praise for correct performance (positive feedback)

Instructions for improvement (corrective feedback) if needed

Praise correct behavior immediately
Always praise some aspect of the performance
Use descriptive praise
Give instructions for improvement on one aspect of performance at a time
Do not make corrective feedback negative (do not criticize)
Mix praise and corrective feedback

Feedback

When correct behavior occurs, provide ____________ immediately.

Self-assessment

When correct behavior occurs, provide praise immediately.

Self-assessment

Feedback involves _____________________________ and

_____________________________.

Self-assessment

Feedback involves

praise for correct performance and

instructions for improvement.

Self-assessment

Promoting generalization

Use realistic role plays that simulate the full range of situations
Incorporate real life stimuli into training
Practice skills outside of sessions in real life situations
Arrange to reinforce skills outside of training sessions

In situ Training

In situ assessment

What is it?

Why is it important?

In situ training

What is it?

When is it necessary?

How does it promote generalization?

BST and the Three Term Contingency

Antecedent ---------> Behavior ---------> Consequence

Simulate criterion

situation in role play (SD)

Provide instructions

and modeling ------> Rehearsal -----> Praise for correct performance

Further instructions -----> Rehearsal --------> Praise

BST in Groups

Opportunity for multiple models in multiple situations (multiple exemplars)
Opportunity to observe others’ rehearsals
Opportunity to observe feedback received by others
Opportunity to evaluate others’ performance and provide feedback
Less individual rehearsal and feedback

Using BST Procedures

1. Identify and define the skills to teach

2. Identify all the relevant SD’s

3. Assess the learner’s skills to establish a baseline

4. Begin training with the easiest skill or situation first

5. Describe the behavior and model it in a realistic role-play context

6. Allow the learner to rehearse the behavior in the role-play context

7. Provide praise for correct performance and further instructions (feedback) for improvement

8. Repeat until the learner performs the behavior successfully without assistance

9. Advance to the next behavior or situation and repeat steps 5-8

10. Program for generalization