Evaluating Behavioral Skills Training with and without Simulated In Situ Training for Teaching Safety Skills to Children

Miltenberger, Raymond G.; Gross, Amy C.; Knudson, Peter; Bosch, Amanda; Jostad, Candice; Breitwieser, Carrie Brower

doi:10.1353/etc.0.0049

Cited by 36 publications

(17 citation statements)

References 16 publications

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“…All the children maintained the skills in the 2-week and 1-month follow-ups. Similar results were obtained by Miltenberger et al ( 2009 ) and Pan-Skadden et al ( 2009 ). Homlitas et al ( 2014 ) evaluated the effectiveness of a behavioral skills training package to teach the picture exchange communication system (PECS) to teachers employed at a therapeutic center for children with autism.…”

Section: Introductionsupporting

confidence: 90%

Behavioral Skills Training in Portuguese Children With School Failure Problems

et al. 2018

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This paper postulates that psychology can make an important contribution at an individual level to help children with school failure problems in a context where too little applied research has been conducted on the instructional needs of these children. Some data are analyzed, revealing that, despite some progress, school failure is still a main educational problem in many countries. In this study, Behavioral Skills Training (BST) was applied in Portugal to train children with school failure difficulties. BST is a method based on Applied Behavior Analysis, a teaching package consisting of a combination of behavioral techniques: instructions, modeling, rehearsal, and feedback. Two empirical studies are presented. Their main purpose was to develop behavioral diagnostic and training techniques to teach lacking skills. School success was defined in terms of a set of skills proposed by teachers and school failure as a lack of one or more of these skills. The main instrument was a package of training programs to be applied in three areas: basic behavior (precurrents), academic behavior, or social behavior. The second instrument is a package of check-lists, aimed to determine the level of performance of the child in an area. This check-list was applied before (pre-test) and after (post-test) training. In the first study, 16, 7- to 8-year old children were trained. They were attending the second or third grades and having academic difficulties of different origins. The effects of the training programs are evaluated in terms of percentage of attained objectives, comparing a pre- and a post-test. The results showed an increase in correct responses after training in all cases. To provide a sounder demonstration of the efficacy of the training programs, a second study was carried out using a quasi-experimental design. A multiple baseline design was applied to three 10- to 11-year-old children, referred by teachers because of learning difficulties in the fourth grade. Results showed few performance changes without training. Increases in behavior following BST were evident in all cases, indicating that training generated improvement in all three children. In both studies, comparable results occurred across students, demonstrating replication of the effects of the training programs.

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Section: Introductionsupporting

confidence: 90%

Behavioral Skills Training in Portuguese Children With School Failure Problems

et al. 2018

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“…First, although Conner refused to go with strangers following training and maintained this skill during the follow-up phase, he did not consistently emit the entire safety response. Though parents reported satisfaction, failure to move away from strangers remains a safety concern and future studies might conduct booster sessions in an attempt to improve performance (Beck & Miltenberger, 2009;Miltenberger et al, 2009).…”

Section: Resultsmentioning

confidence: 99%

Behavioral Skills Training to Improve the Abduction-Prevention Skills of Children with Autism

Ledbetter-Cho

Lang

Davenport

et al. 2016

Behav Analysis Practice

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A concurrent multiple baseline across participants design evaluated the effects of behavioral skills training (BST) on abduction-prevention skills of four children with autism. Across phases, confederates presented four types of abduction lures: (a) simple requests, (b) appeals to authority, (c) assistance requests, and (d) incentives. During baseline, lures resulted in children leaving with confederate strangers. During intervention, BST targeted a three-step response (i.e., refuse, move away, and report) and the abduction-prevention skills of all participants improved. Improvements generalized to novel settings and confederates and were maintained at 4 weeks. There is currently limited research on abduction-prevention pertaining to individuals with ASD. BST can be used to teach abduction-prevention skills to individuals with ASD. BST can be effective at teaching appropriate responses to multiple types of abduction lures. The effects of BST on multiple responses to multiple types of lures can generalize across settings and people and maintain over time.

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“…During IST, a parent or teacher arranges for the danger to appear in a more natural setting (e.g., a confederate stranger approaches a child at the playground), and the parent or teacher arrives to provide feedback after the child responds to the danger. Previous studies have shown consistent improvement for participants during in situ assessments following BST, only after IST was added (Beck & Miltenberger, ; Dancho et al, ; Himle, Miltenberger, Flessner, & Gatheridge, ; Jostad, Miltenberger, Kelso, & Knudson, ; Miltenberger et al, ).…”

mentioning

confidence: 77%

“…In two studies (Beck & Miltenberger, 2009;Poche, Yoder, & Miltenberger, 1988), 25 of 26 children (5 to 8 years old) did not get away from or tell an adult about a stranger who approached them. In two other studies (Kelso, Miltenberger, Waters, Egemo-Helm, & Bagne, 2007;Miltenberger et al, 2009), 7 of 52 children (6 to 9 years old) touched a gun, and 37 children did not get away or tell an adult about the gun. Children continued to respond incorrectly to dangerous situations even after they received traditional instruction that consisted of videos and lectures.…”

mentioning

confidence: 97%

An evaluation of computerized behavioral skills training to teach safety skills to young children

Vanselow

Hanley

2014

J of App Behav Analysis

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Previous research has demonstrated the efficacy of behavioral skills training (BST) and in situ training (IST) for teaching children to protect themselves. However, BST may be resource intensive and difficult to implement on a large scale. We evaluated a computerized version of BST (CBST) to teach safety skills and determined the extent to which safety skills generalized across different dangers. In Study 1, 11 children learned, via CBST and IST, to respond safely when asked to leave with a stranger. In Studies 2 and 3, IST was implemented with 16 children for 1 or 2 dangers after exposure to CBST for 3 dangers. Participants correctly self-protected from dangers after CBST and IST, and performance generalized to similar dangers for which participants did not receive IST. CBST may be an acceptable substitute for BST when combined with IST to improve efficiency and maintain efficacy in a comprehensive safety skills program.

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Evaluating Behavioral Skills Training with and without Simulated In Situ Training for Teaching Safety Skills to Children

Cited by 36 publications

References 16 publications

Behavioral Skills Training in Portuguese Children With School Failure Problems

Behavioral Skills Training in Portuguese Children With School Failure Problems

Behavioral Skills Training to Improve the Abduction-Prevention Skills of Children with Autism

An evaluation of computerized behavioral skills training to teach safety skills to young children

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