Hogan, Knez, and Kahng (2014), used BST to improve staff’s implementation of behavioral intervention plans (BIP) in a nonpublic day school for children with autism and other developmental disabilities. Four instructional staff participated and were responsible for assisting their assigned student with academic programing while implementing the student’s BIP. BST was used to teach the instructional staff to correctly implement three main components of the student’s BIP. For student A, treatment components included noncontingent reinforcement (NCR), differential reinforcement of alternative behavior (DRA), and extinction. For student B, treatment components consisted of functional communication with signaled availability and unavailability for break and his padded area, DRA, and extinction. The BST model included instruction, model + rehearsal + feedback, and post-training.
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Participants were then instructed to implement the BIP to the best of their ability. In the model + rehearsal + feedback phase, the correct BIP procedures were modeled. After training, participants were asked to implement the BIP and they were provided feedback on their performance at the end of the session. Results indicated BST was effective in training participants to implement components of a BIP. Emphasis was made about the need for supplementary in vivo training for skills that require an understanding of behavioral principles. Training in natural settings can be complicated by unpredictable client behavior, and limited opportunities to repeat required steps or correct errors made. Staff may require extended training fully understand and develop the skill set needed to accurately implement BIPs in natural
Participants were then instructed to implement the BIP to the best of their ability. In the model + rehearsal + feedback phase, the correct BIP procedures were modeled. After training, participants were asked to implement the BIP and they were provided feedback on their performance at the end of the session. Results indicated BST was effective in training participants to implement components of a BIP. Emphasis was made about the need for supplementary in vivo training for skills that require an understanding of behavioral principles. Training in natural settings can be complicated by unpredictable client behavior, and limited opportunities to repeat required steps or correct errors made. Staff may require extended training fully understand and develop the skill set needed to accurately implement BIPs in natural