The Effects of Behavioral Skills Training on Staff Implementation of Discrete‐trial Teaching

Sarokoff, Randi A.; Sturmey, Peter

doi:10.1901/jaba.2004.37-535

Cited by 319 publications

(226 citation statements)

References 5 publications

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“…Following exposure to the instructional package, all participants demonstrated mastery performance of the attention, play, and demand functional analysis conditions. Similar results have been demonstrated when using BST to teach special education teachers the skills required for discrete-trial teaching (Sarokoff and Sturmey 2004). Behavioral skills training included instruction with written descriptions, modeling, rehearsal, and feedback.…”

Section: Verbal Behavior Milestones Assessment and Placement Programsupporting

confidence: 65%

“…Alternatively, if written instructions are not sufficient in teaching professionals to administer the assessment, behavioral skills training (BST; Miltenberger 2008) may be an effective instructional method. BST consists of four components as follows: instructions, modeling, rehearsal, and feedback, and has repeatedly been demonstrated as an effective method for teaching a variety of clinical skills to paraprofessional staff and students (e.g., Rosales et al 2009;Sarokoff and Sturmey 2004). Iwata et al (2000) demonstrated the efficacy of a modified BST procedure when teaching undergraduates to implement functional analyses.…”

mentioning

confidence: 99%

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Implementing the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP): Teaching Assessment Techniques

Barnes

Mellor

Rehfeldt

2014

Analysis Verbal Behav

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The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) is an assessment tool used with individuals diagnosed with autism spectrum disorder and other language delays (Sundberg 2008). The milestones assessment section of the VB-MAPP is used to determine an individual's current skill level. The results of the milestones assessment can be used to identify instructional goals and objectives. The current study examined the effects of behavioral skills training (BST) on the administration of the milestones assessment by two educational professionals. The BST intervention resulted in immediate increases in performance for both participants.Keywords Behavioral skills training . Staff training . Verbal Behavior Milestones Assessment and Placement ProgramThe Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) is a five-component program designed to measure verbal behavior, guide individualized instruction needed to address deficits in verbal behavior, and evaluate progress over the course of a treatment program (Sundberg 2008). The assessment is used to evaluate performance on Skinner's (1957) verbal operants across a number of tasks. The milestones assessment is divided into three developmental levels (0-18, 18-30, and 30-48 months), based on the attainment of developmental milestones by typically developing children. The current study focused on levels 1 and 2 of the milestones assessment of the VB-MAPP only. Level 1 of the assessment includes the evaluation of early mand, tact, listener, social, visualperceptual and match-to-sample, independent play, motor imitation, and echoic skills, as well as spontaneous vocal behavior. Level 2 of the assessment includes continued evaluation of expanded level 1 skills (with the exception of spontaneous vocal behavior) as well as an evaluation of listener responding by function, feature, and class, intraverbals, classroom/group routines, and linguistic skills (see Sundberg 2008). Level 3 expands on the skills targeted in level 2 and assesses preacademic behaviors in reading, math, and writing. The VB-MAPP is a tool that can be used in a variety of settings with any number of clinical populations (Sundberg 2008). Many educational settings use the instrument to establish language goals and objectives for individuals with autism spectrum disorder and other developmental disabilities.As with all tools and protocols, the results of the VB-MAPP will only be meaningful if the assessment is conducted by professionals who are skilled in its Analysis Verbal Behav (2014) (Sundberg 2008). That is, administrators must be aware of the functional relationships between verbal behavior and the speaker's environment in order to correctly design the assessment environment and assess the verbal operants. Without an understanding of Skinner's (1957) analysis of verbal behavior, an individual may mistake one operant for another based on formal similarity. Table 1 provides examples of verbal operants in which the response topography, saying "train," is the s...

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Section: Verbal Behavior Milestones Assessment and Placement Programsupporting

confidence: 65%

mentioning

confidence: 99%

Implementing the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP): Teaching Assessment Techniques

Barnes

Mellor

Rehfeldt

2014

Analysis Verbal Behav

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“…An additional step was added that involved providing a rationale to the trainees (i.e., whom the participants would be training) regarding why the target skill would be trained. Providing a rationale is a recommended step when training staff (Fleming, Oliver, & Bolton, 1996;Willner et al, 1977) though it is not always specifically included in descriptions of BST (Miles & Wilder, 2009;Nigro-Bruzzi & Sturmey, 2010;Sarokoff & Sturmey, 2004). Also, one more step was added to clearly specify that the trainer should maintain a written record of each trainee's level of performance while practicing performing the skill being trained.…”

Section: Behavior Definitions and Observation Systemsmentioning

confidence: 99%

“…Behavioral skills training is an evidence-based approach for training human service personnel to implement behavior change and related procedures (Parsons, Rollyson, & Reid, 2012). Numerous work skills have been trained to staff in the human services through BST including how to teach consumers with disabilities (Sarokoff & Sturmey, 2004) and implement procedures to reduce problem behavior (Miles & Wilder, 2009). The significance of behavior analysts being skilled in BST is highlighted by demonstrations that without such skills, staff training is not likely to be consistently effective even if the staff trainer (e.g., behavior analyst) is skilled in implementing the behavior-change procedure that is being trained to staff (McGimsey, Greene, & Lutzker, 1995;Parsons & Reid, 1995).…”

mentioning

confidence: 99%

Teaching Practitioners to Conduct Behavioral Skills Training: A Pyramidal Approach for Training Multiple Human Service Staff

Parsons

Rollyson

Reid³

2013

Behav Analysis Practice

105

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• Behavioral skills training (BST) is a well-researched, performance-and competency-based means of training job skills to human service staff.• Pyramidal training, through which a senior trainer (e.g., behavior analyst) trains staff to train other staff, represents a means of reducing the amount of time for the senior trainer to use BST to train multiple staff.• In this investigation, pyramidal training was used to train (using BST) staff in an adult education program for people with disabilities to use BST to train other staff in the agency. The pyramidal training was accompanied by staff acquisition of BST skills and effective use of BST to train desired job skills to other staff within the regular work setting.• Behavioral skills training within a pyramidal format is likely to be most beneficial when behavior analysts are expected to train large numbers of staff or staff in different geographical locations.

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“…Behavior analysts have taught caregivers to implement DTT using behavioral skills training (BST). For example, Sarakoff and Sturmey (2004) used BST to teach three special education teachers how to implement DTT. The results showed that each of the teachers' implementation improved after training involving instructions, review of baseline data, modeling, rehearsal, and feedback.…”

mentioning

confidence: 99%

Training Parents in Saudi Arabia to Implement Discrete Trial Teaching with their Children with Autism Spectrum Disorder

Eid¹,

Aljaser²,

AlSaud³

et al. 2017

Behav Analysis Practice

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The present study evaluates the effects of a behavioral skill training package on parent implementation of discrete trial teaching with their children with autism spectrum disorder. Three mothers of children with autism participated in the study. The training package improved implementation for all three of the mothers. Moreover, these improvements generalized to skills that were not taught during training, maintained during follow-up probes, and resulted in improvements in child behavior.

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The Effects of Behavioral Skills Training on Staff Implementation of Discrete‐trial Teaching

Cited by 319 publications

References 5 publications

Implementing the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP): Teaching Assessment Techniques

Implementing the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP): Teaching Assessment Techniques

Teaching Practitioners to Conduct Behavioral Skills Training: A Pyramidal Approach for Training Multiple Human Service Staff

Training Parents in Saudi Arabia to Implement Discrete Trial Teaching with their Children with Autism Spectrum Disorder

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