Effects of Behavioral Skills Training With Directed Data Collection on the Acquisition of Behavioral Practices by Workers in a Private, Not-for-Profit Child Care Center

Hine, Kathleen M.

doi:10.1080/01608061.2014.944744

Cited by 8 publications

(4 citation statements)

References 8 publications

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“…The instructional package used in Fawcett and Miller (1975) essentially used a behavioral skills training (BST) approach (Parsons et al, 2012), which includes instruction, modeling, rehearsal, and feedback. This approach has been successful across a wide range of skills including interview behaviors (Edgemon et al, 2020; Stocco et al, 2017), data graphing (Kranak et al, 2018), staff engagement with clients (Hine, 2014), and trainer skills (Erath et al, 2020). Although Fawcett and Miller incorporated BST, their multicomponent instructional package could be difficult to replicate.…”

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confidence: 99%

The efficacy of remote video‐based training on public speaking

Laske

Reed

2022

J of App Behav Analysis

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This study evaluated the efficacy of remote video‐based behavioral skills training (BST) on teaching public speaking behaviors to 4 participants. A multiple‐baseline design across speech behaviors was used to evaluate the effects of the training. Remote video‐based BST was effective at increasing public speaking behaviors for all participants. In addition, performance generalized to an increased audience size. An external expert in communications rated the participants as more effective public speakers following training. All participants reported satisfaction with the training and expressed greater comfort, confidence, overall ability, and less anxiety as a public speaker following training. We also measured potential collateral effects of teaching public speaking behaviors on speech disfluencies. Although remote video‐based BST was effective for all participants, it did not produce a change in the rate of speech disfluencies. Our findings indicate that public speaking behaviors can be taught using a remote video‐based BST package.

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confidence: 99%

The efficacy of remote video‐based training on public speaking

Laske

Reed

2022

J of App Behav Analysis

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“…However, the positive results found in the area of Child-Directed skills support the training format used in this investigation. The SCIT workshop involved behavioral techniques founded in learning theory that have been shown to be effective for teaching new skills to parents, teachers, and staff (Bennett-Levy, McManus, Westling, & Fennell, 2009;Hine, 2014;Serketich & Dumas, 1996). The core techniques of behavioral skills training, role-play, rehearsal, coding, and feedback, were used in the workshop.…”

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confidence: 99%

“…While SCIT incorporates many of the core treatment components of PCIT, the core training components used in PCIT are also utilized in SCIT. Behavioral skills training (BST) is one of the most common and effective approaches to teach individuals new skills (Hine, 2014), and comprises the majority of the methods used to train caregivers in PCIT. BST was also used in this study to train TSS.…”

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confidence: 99%

“…There have been several studies that have evaluated the effectiveness of using behavioral skills training to teach individuals new skills. Furthermore, several studies have demonstrated high success rates when behavioral skills training has been used to train staff, particularly staff working with children with developmental disabilities and disruptive behavior problems (Hine, 2014;Leblanc, Ricciardi, & Luiselli, 2005;Nosik, Williams, Garrido, & Lee, 2013). For instance, Sarkoff and Sturmey (2004) used a multiple baseline design to evaluate the use of behavioral skills training to train three teachers working with students with autism in discrete trial training.…”

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Evaluating a Staff-Child Interaction Therapy Workshop for Home-Based Mental Health Providers: Effects on Therapist Skill Change

Robinson¹

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The current study evaluated the effectiveness of a one-day training workshop used to train bachelor's level mental health staff in Staff-Child Interaction Therapy (SCIT), a newly developed intervention designed to reduce problem behaviors in children 2-to-9 years of age through the use of behavioral management techniques by home-based staff. A total of 39 therapists, known as Therapeutic Support Staff (TSS), were involved in this study, 20 who received training in SCIT (i.e., experimental group) and 19 who received training in Compassion Fatigue (i.e., attention control group). This study was a part of a larger outcome study that included additional training workshops and an evaluation of the SCIT protocol for changing child behavior problems in the home. Therapists in both groups completed a baseline assessment at the beginning of the workshop day. To measure the skills, therapists interacted with confederate children (adult research assistants who were trained to act like children) during two 5-minute situations (Child-Led Play and Clean-Up). These interactions were live coded by a trained research assistant using the Dyadic Parent-Child Interaction Coding System (DPICS; Eyberg, Nelson, Duke, & Boggs, 2005) to measure the staff skill change. Therapists also completed the TSS Demographic Form at baseline. Approximately 6-to-8 weeks following the baseline assessment, therapists completed a post-training assessment, which involved the same procedures as the baseline assessment. Analyses indicated that therapists who were trained in SCIT provided significantly more labeled praises, reflections, and behavior descriptions from pre-to post-assessment and significantly fewer questions, criticisms, and commands than therapists who received a Compassion Fatigue training workshop during the Child-Led Play DPICS situation. Regarding the Clean-Up DPICS situation, analyses indicated that therapists who were trained in SCIT provided significantly fewer questions and criticisms than therapists who received a Compassion Fatigue training workshop. There were no significant differences between the SCIT and Compassion Fatigue groups on any other dependent variables (e.g., contingent praise, effective commands). TSS from the study had difficulty learning two distinct sets of skills simultaneously. Specifically, it was challenging for TSS to master both Child-Directed Interaction skills (designed to improve TSS-child relationships) and Adult-Directed Interaction skills (designed to help therapists implement effective discipline strategies) during a one-day workshop where they received only 4.5 actual hours of instruction. In future research, it may be more effective to teach positive relationship skills first and allow TSS to practice those skills before teaching discipline skills. This would allow therapists to have additional time to practice both skill sets, thus also improving their chances of meeting mastery criteria for two sets of disparate techniques. Overall, however, findings supported the use of this experiential, mastery...

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Organizational Behavior Management in Autism

Wilder

Cymbal

2022

Handbook of Autism and Pervasive Developmental Disorder

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Effects of Behavioral Skills Training With Directed Data Collection on the Acquisition of Behavioral Practices by Workers in a Private, Not-for-Profit Child Care Center

Cited by 8 publications

References 8 publications

The efficacy of remote video‐based training on public speaking

The efficacy of remote video‐based training on public speaking

Evaluating a Staff-Child Interaction Therapy Workshop for Home-Based Mental Health Providers: Effects on Therapist Skill Change

Organizational Behavior Management in Autism

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