Scaling Up Behavioral Skills Training: Effectiveness of Large-Scale and Multiskill Trainings

Abstract

We used behavioral skills training (BST) to teach multiple skills to 2 cohorts of 18 participants. BST consisted of the standard 4 components: (a) didactic instruction, (b) modeling, (c) role-play, and (d) feedback, modified to be delivered in a large-group format. All components were provided by 1 trainer, simultaneously to all participants, with peers delivering feedback during roleplays. Across 4 targeted skills (e.g., discrete-trial teaching), the average performance of Cohort 1 improved from less than 60% correct implementation in baseline to a performance of between 85% and 100% correct, across participants, following BST. We used social validity data collected from Cohort 1 to modify the length of instruction across skills for Cohort 2. BST was similarly effective for Cohort 2, with a decrease in the additional training required for trainees to demonstrate the skill in a novel role-play scenario or with a client. Implications for effectively scaling up BST are discussed.

Behavioral Skills Training to Teach Identification of Choking Hazards to Substitute Caregivers

“…Future studies could assess the generalization of training provided by therapists in clinical settings to the home environment. Additionally, researchers, social workers, and child welfare personnel may consider the use of group BST training (e.g., LaBrot et al, 2022) or pyramidal training (e.g., Courtemanche et al, 2021) procedures to increase training efficiency.…”

Putting the power of behavior analysis in the hands of nonbehavioral professionals: Toward a blueprint for dissemination†

“…However, this format might require too much time, depending on the number of trainees and the criteria for concluding the training (e.g., based on number of role‐play opportunities or performance). In a more efficient arrangement, Karlie could create dyads or triads among the trainees and instruct them to take turns role playing and providing feedback to each other (e.g., Courtemanche et al, 2021; Erath et al, 2020). However, the accuracy of the trainees' feedback to each other might influence the effectiveness and efficiency of this approach, even if Karlie provided periodic feedback to each trainee herself (e.g., Sawyer et al, 2017).…”

“…Leveraging these technologies to promote maintenance and generalization of skills independent of a live trainer (e.g., through booster trainings) would also be critically important for effective dissemination. If research on technology‐enhanced approaches to BST indicates that certain trainees still require some live training, additional research will be needed on ways to increase the efficiency of BST models (e.g., Courtemanche et al, 2021; Standish et al, 2023) and on effective and efficient combinations of asynchronous and synchronous training modalities. In light of research suggesting that many behavior analysts do not apply the full BST model when training their own supervisees (DiGennaro Reed & Henley, 2015), this work also has the potential to greatly improve training activities within the behavior‐analytic field.…”

Mapping Knowledge and Training Needs in Teachers Working with Students with Autism Spectrum Disorder: A Comparative Cross-Sectional Investigation

“…Learning is ensured by teachers' willingness to undertake targeted professional training in ASD and adjust school discipline [25,26]. In Croatia, North Macedonia, and Poland, a lack of adequate preparation in evidence-based practices for ASD students were reported, including inadequate training during initial teacher education and lack of updated knowledge on ASD [27].…”