COMPONENT ANALYSIS OF BEHAVIOR SKILLS TRAINING IN FUNCTIONAL ANALYSIS

2012 ◽  
Vol 27 (2) ◽  
pp. 75-92 ◽  
Author(s):  
John Ward-Horner ◽  
Peter Sturmey
Keyword(s):  
Functional Analysis ◽  
Skills Training ◽  
Component Analysis ◽  
Behavior Skills Training ◽  
Behavior Skills

Behavior skills training for teaching and generalizing self-instruction skills for students with intellectual disability

2021 ◽  
pp. 174462952199534
Author(s):  
Amber T Ethington ◽  
Amy D Spriggs ◽  
Sally B Shepley ◽  
Margaret E Bausch
Keyword(s):  
Intellectual Disability ◽  
Instructional Strategy ◽  
Skills Training ◽  
The Self ◽  
Probe Design ◽  
Behavior Skills Training ◽  
Activity Schedules ◽  
Activity Schedule ◽  
Behavior Skills ◽  
Self Instruction

Research demonstrates that combining video modeling and visual activity schedules into video activity schedules has been effective in increasing independence for students with disabilities. However, the instructional procedures used to teach students to acquire the necessary skills to navigate those tools vary among existent research. In this study, a behavior skills training package was investigated within a multiple probe design across participants, to determine if four elementary aged participants with intellectual disability could acquire self-instruction skills to navigate a video activity schedule. Three participants acquired the self-instruction skills using behavior skills training. After learning how to navigate the video activity schedules, the same three participants generalized and maintained the self-instruction skills to perform additional novel behaviors. The results suggest that behavior skills training may be an effective instructional strategy for teaching self-instruction skills and a means to program for generalized behavior change for students with intellectual disability.

scholarly journals Using Behavior Skills Training and Other Environmental Manipulations to Teach Safety Skills to Adolescents with ASD

2019 ◽  
Vol 17 (3) ◽  
pp. 12-28
Author(s):  
D. Rizzi ◽  
A. Dibari
Keyword(s):  
Information Disclosure ◽  
Skills Training ◽  
Autism Spectrum ◽  
Physical Contact ◽  
Safety Skills ◽  
Functional Skills ◽  
Behavior Skills Training ◽  
Adults With Autism ◽  
Intensive Behavioral Intervention ◽  
Behavior Skills

Choosing the correct target behavior to teach is fundamental for parents, teachers, therapists and other professionals working with people with autism and other intellectual disabilities. While early intensive behavioral intervention (EIBI) for young children diagnosed with autism can produce large gains in social, cognitive, and language development, choosing the appropriate curriculum for adolescents and adults warrants some further reflections. Starting from puberty and adolescence, the focus of teaching should move from what the student is missing with respect to typically development peers to what the student needs to become an effective adult, with the final outcome of “making a life”. Applied Behavior Analysis is effective in teaching functional skills, adaptive skills, daily living skills, safety skills, sexuality, physical exercise, self-advocacy and other often overlooked skills that can contribute to the improvement of the quality of life of people with or without disabilities. Research suggests that working on functional skills provided through a meaningful curriculum leads to a more independent life. During this presentation the contribution ABA can offer in developing a meaningful curriculum for adolescents will be reviewed. Particular focus will be placed on using Behavior Skills Training (BST) and other environmental manipulations to teach safety skills to adolescents and young adults with autism spectrum disorders. Examples of safety skills include abduction prevention, seeking help if lost, inappropriate physical contact and information disclosure. The use of technology in teaching safety skills to students with a poor repertoire of verbal behavior will be discussed.

Professional Development With Ongoing Coaching: A Model for Improving Educators’ Implementation of Evidence-Based Practices

2021 ◽  
pp. 004005992110498
Author(s):  
Alicia F. Saunders ◽  
Shawnee Wakeman ◽  
Brett Cerrato ◽  
Holly Johnson
Keyword(s):  
Professional Development ◽  
Student Outcomes ◽  
Skills Training ◽  
Practice Change ◽  
Evidence Based ◽  
Behavior Skills Training ◽  
Evidence Based Practices ◽  
Face To Face ◽  
Effective Form ◽  
Behavior Skills

Behavior skills training (BST) with ongoing coaching is an effective form of professional development that creates sustained educator practice change and improves student outcomes. We provide a model for how BST can be used to improve the implementation of evidence-based practices with both teachers and paraprofessionals, the latter of whom often do not receive professional development opportunities or coaching. We propose a model for BST with digital tools that can be used in face-to-face, hybrid, and virtual formats, which is timely given the pandemic. A vignette with a dyad of educators is used to illustrate the model and examples of fidelity and coaching forms are included. A figure of the BST process with visual supports provided to the educators is included.

Feasibility of virtual reality behavior skills training for preservice clinicians

2021 ◽  
Author(s):  
Casey J. Clay ◽  
Brittany A. Schmitz ◽  
Bimal Balakrishnan ◽  
James P. Hopfenblatt ◽  
Ashley Evans ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Skills Training ◽  
Behavior Skills Training ◽  
Behavior Skills

Implementation and Intervention Practices to Facilitate Communication Skills for a Child With Complex Communication Needs

2018 ◽  
Vol 40 (2) ◽  
pp. 138-157 ◽  
Author(s):  
Kate T. Chazin ◽  
Erin E. Barton ◽  
Jennifer R. Ledford ◽  
Elizabeth A. Pokorski
Keyword(s):  
Augmentative And Alternative Communication ◽  
Skills Training ◽  
Alternative Communication ◽  
Behavior Support ◽  
Behavior Skills Training ◽  
Complex Communication Needs ◽  
Effective Implementation ◽  
Behavior Skills ◽  
Teaching Team ◽  
Communication Needs

For children with complex communication needs (CCN), augmentative and alternative communication (AAC) devices offer a means to communicate and participate in daily activities. Effective implementation and intervention practices are needed for supporting teaching teams working with children with CCN to improve child use of AAC. The purpose of this article is to describe two studies examining these issues. Study 1 examined the effects of a behavior skills training (BST) approach to professional development to support a classroom teaching team in the implementation of a behavior support plan for a child with CCN; Study 2 evaluated the effects of a single behavior (adult modeling) on AAC use. Results indicated teachers increased their fidelity with training and coaching, but not with training alone. Further, unprompted use of the AAC device occurred more frequently when an adult modeled use of the device.

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