Chapter12 Behavioural Skills Training

Front 1

4 steps to BST

1. Modelling

Back 1

- correct behaviour is demonstrated for the learner, learner observe's the person

- learner must have imitate repertoire( most ppl do from being reinforced by imitating in the past)

- be able to "pay attention" to the model and WANT to attend to the model

- be bale to perform the actions modelled

Front 2

Live vs. Symbolic Repertoire

Back 2

LIVE: another person demonstrates the appropriate behaviour in the appropriate situation. in the actual setting

Symbolic: correct behaviour is demonstrated on video, audio or in cartoon/movie

Front 3

Factors that Influence the

Effectiveness of Modelling:

4

Back 3

1. when model exhibits correct behaviour, it should result in successful outcome (reinforceR) for the model

2. the model should resemble the people observing the model(kids watch video of kids their age) or should have high status (teacher).

3.the complexity of the model's bx should be appropriate to the developmental ability of the learner

4. learner has to pay attn to the model tolerant the behaviour being modelled

Front 4

2. Instructions

Back 4

- describe the appropriate behaviour for the learner

- instructions should be specific to be most effective

-describe exactly the behaviours that are expected from the learner

-for chain of behaviours, instructions should specify each component in the chain in proper sequence

-should also specify the circumstances in which the learner is expected to engage in the behaviour

Front 5

Effectiveness of Instructions

Back 5

1. instructions presented at a level the learner can understand- if too complex they may not grasp the behaviour

2. should be delivered by someone who has credibility with the learner

3. instructions should be paired with modelling whenever observing the will enhance the potential for learning the behaviour

4. instructions should be given only when the learner is paying attention

5. learner should repeat the instructions so teacher can be certain the learner heard the instructions correctly

Front 6

3. Rehearsal/Practice

Back 6

-opportunity for the learner to practice the behaviour after receiving instructions or watching a model demonstrate the behaviour

Front 7

Rehearsal is Important part of BST

3 reasons

Back 7

1. teacher cannot be sure the learner has learned the behaviour until they see the learner engage in the correct behaviour

2. provides opportunity to reinforce the behaviour

3. provides opportunity to assess and correct errors that may be present in the performance of the behaviour

Front 8

effectiveness of rehearsal

Back 8

1. behaviour should be rehearsed in proper context, situation to which it is appropriate or in a role play that stimulates the situation

2. rehearsals should be programmed for success

3. rehearsal of the correct behaviour should be followed imm. by reinforcers

4. rehearsals that are partly correct or incorrect should be followed by corrective feedback

5. behaviour should be rehearsed until it is demonstrated correctly at least a few times

Front 9

4. Feedback

Back 9

- specifically defined as the delivery of praise for correct performance and further instruction after incorrect performance

Front 10

feedback has two functions:

Back 10

1. consequence- a reinforcer for the correct behaviour it followed

2. antecedent- a verbal prompt for the correct behaviour in the next rehearsal

Front 11

Effectiveness of Feedback

Back 11

1. FB should be given immediately after the behaviour

2. should always involve praise (or reinforcer) for some aspect of the behaviour- if it wasn't correct- trainer should praise the learner for trying

3. praise should be descriptive- describe what learner did that was correct

4. when providing corrective feedback don't be negative.

5. always praise some aspect of the performance before providing corrective feedback

Front 12

Goal of BST

Back 12

-GOAL of BST: is for the learner to acquire new skills to use in the appropriate circumstances outside the training sessions

Front 13

Strategies to promote/ Enhance Generalization of skills to appropriate circumstances

4.

Back 13

1. Training should involve variety of role plays that simulate the actual situations the learner is likely to encounter in real life

2.Incorporate real life situations in the training. rehears the skills with real peers or in real situations (people, setting)

Front 14

3

4

Back 14

3. Provide assignments for the learner to practice the skill being learned outside the BST session

4. Trainer can arrange for reinforcement of the skills in situations outside the training sessions.

Front 15

1. In Situ Assessment vs.

2. In Situ Training

Back 15

1. assessment of skills that occurs in the natural environment where the skills are needed and the individual is not aware that an assessment is taking place

- this is important for the accurate assessment of whether the individual will use the skills

Front 16

2. IN S training

Back 16

2. Trainer sets up an assessment in the natural setting without learners knowledge that they are being assessed and if the child does not perform the skills during the assessment, the trainer ENTERS the situation and immediately turns the assessment in to training session

- trainer than has the child rehears the skills multiple times in the assessment situation so the skills are more likely to occur in the future

Front 17

BST and 3 Term contingency

Back 17

1. Antecedent- Modeling, Instruction

2. Behaviour- Rehearsal (practice)

3. Consequence- Feedback (praise and correction

- correct feedback also functions as an antecedent that evokes the correct behaviour in the next rehearsal so that it can be reinforced

Front 18

BST in groups

Advantages

Back 18

1. more efficient than individual bst

2. opportunities to observe others rehearse skills and get feedback

3. opportunities to learn by evaluating others and providing feedback

4. with variety of group members, generalization may be enhanced

5. the magnitude of reinforcement for successful rehearsal is increased when praise comes from other group members and trainer

Front 19

Disadvantages

Back 19

1. each person does not have trainer's individual attention

2. some members may not participate

3. some members may dominate and limit participation of other members