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By Zainab Fazal, M.ADS, BCBA
bSci21 Contributing Writer
DIALECTICAL BEHAVIORAL TRAINING. Home Intro DBT MINDFULNESS. PRIORITIZING VALUES Handouts and worksheets. Complete Homework Questions: PRIORITIZING. There are likely to be additional factors when selecting and prioritizing behaviors and it’s possible to target multiple behaviors at one time. This should be a collaborative effort between the parents, the individual (if appropriate), and school/staff implementing the behavior change.
On June 22, 2015, I received a phone call from a staff at a local residential home serving adults with developmental disabilities. With a lot of excitement, she asked if I watched NBC Dateline the night before. Before I could answer, in even more excitement, she said, “that guy did that strategy you were talking about in class!”
Let me give you a little insight into what she was talking about. She was referring to the segment on NBC Dateline called “My kid would never do that: gun safety”, and the guy was Dr. Raymond Miltenberger.You can check out the segment here.
If you teach anyone, anything, behavior analysis has a secret to share with you. It’s the strategy the staff was talking about – Behavior Skills Training (BST). It is a method to teach students, staff, parents, and anyone else you are teaching a new skill. Dr. Miltenberger defines BST as “a procedure consisting of instruction, modeling, behavioral rehearsal, and feedback that is used to teach new behaviors or skills” (2004, p. 558). And that’s exactly what it is, a 4-step teaching strategy that works!
BST teaches a person what to do — that is, what behaviors to engage in under a particular circumstance.It allows for practice within the program so that the person can become fluent with the skills.It is an effective train-the-trainer procedure. And perhaps most importantly, can be individualized to each person. Sounds pretty good, doesn’t it?
Let’s break down each of the steps:
Instruction – Provide a description of the skill, its importance or rationale, and when and when not to use the skill. Repeat this step as necessary.
Modeling – Show your participant how to perform the skill. In-vivo modeling is recommended.
Rehearsal – Practice, practice, and practice! Allow the participant opportunities to practice the skill. Recent research suggests that participants should be able to practice in-situ. The trainer should record data on correct and incorrect responding during this step.
Feedback – The trainer should provide positive praise for correct responding and some form of corrective feedback for incorrect responses.
Some requirements before you can implement a BST program include: the person receiving the training must have the pre-requisite skills required for the behaviors you are teaching, the skill must include a chain of behaviors (a number of skills), and you must be able to role-play or video model the skills.
In a Registered Behavior Technician training course I was providing, I used BST to teach various skills to participants. Any skill I was teaching that met the afore-mentioned requirements I taught using BST. Based on the feedback forms from eight cohorts, participants reported that they enjoyed and learned the most when they got to practice the skills being taught, and got immediate feedback.
Here’s an example of how it was used in the training. The skill was implementing preference assessments with clients.
Instructions were provided on why preference assessments are done, when and with whom to do them, how to use the data sheet, the materials required, and how to complete the assessment.
I modeled completing a preference assessment, using one of the course participants as my “client.”
Participants paired up and practiced administering the preference assessment with their colleagues.Participants were able to practice the skill as each preference assessment included 30 trials!
I went to each group and provided feedback on what each person was doing correctly and incorrectly.
What have been your experiences with Behavior Skills Training? Let us know in the comments below. Also, be sure to subscribe to bSci21 via email to receive the latest articles directly to your inbox!
Recommended Readings:
Johnson, B.M., Miltenberger, R.G., Egemo-Helm, K., Jostad, C. J., Flessner, C., & Gatheridge, B. (2005). Evaluation of behavioural skills training for teaching abduction-prevention skills to young children. Journal of Applied Behavior Analysis, 38, 67-78.
Miles, N.I., & Wilder, D.A. (2009). The effects of behavioral skills trainingon caregiver implementation of guided compliance. Journal of Applied Behavior Analysis, 42(2), 405-410.
Miltenberger, R. (2004). Behaviour Modification: principals and procedure (3rd ed.) Belmont, CA. Wadsworth Publishing.
Miltenberger, R.G., Flessner, C., Batheridge, B., Johnson, B., Satterlund, M., & Egemo, K. (2004). Evaluation of behavioural skills training procedures to prevent gun play in children. Journal of Applied Behavior Analysis, 37, 513-516.
Steward, K.K., Carr, J.E., & LeBlanc, L.A. (2007). Evaluation of family-implemented behavioural skills training for teaching social skills to a child with asperger’s disorder. Clinical Case Studies, 6, 252-262.
Zainab Fazal, M.ADS, BCBA, began her career in the developmental disabilities field in 2002, and has dedicated her clinical work and research in the area of Applied Behaviour Analysis (ABA). She has worked for many years in assessing and developing comprehensive programs plans for children, youth, and adults with Autism Spectrum Disorders (ASD), learning disabilities, other developmental disabilities, behavioural challenges and mental health issues. Her recent work includes training front-line staff and teachers to use ABA in therapeutic and school settings, and has successfully trained individuals for the Registered Behaviour Technician credential with the Behaviour Analyst Certification Board. She is also an adjunct professor at Seneca College teaching ABA courses in the Behavioural Sciences program. Zainab is the founder and director of Phoenix Behaviour Services, a private practice in Toronto, Canada. You can follow her on twitter @Phoenix_ABA and reach her at zainab@pbxs.ca.
-TECHNICAL EXPERT. As the Global Command and Control System-Maritime (GCCS-M) and Consolidated Afloat Networks and Enterprise Services (CANES) System administrator, she completed 882 maintenance checks, 10 vulnerability scans, 259 trouble calls, 158 account creations, and resolved 23 outages, ensuring a 99 percent uptime of CANES network and GCCS.
-METICULOUS MANAGER. As the Divisional Training Petty Officer, she ensured the completion of 129 PQS, supervised 79 training topics, and generated 10 monthly training reports for 20 Sailors. Through her training and leadership efforts, she reduced the DINQ list by 60 percent and raised the standard for the division's training program.
-SECURITY FOCUSED. As the primary Public Key Infrastructure (PKI) Trusted Agent, led 15 Sailors in the management of the PKI program ensuring the proper inventory, creation, and issuance of 45 tokens and 15 pin resets. Drastically improving the command's cybersecurity posture, ensuring DoD compliance with multifactor authentication on Naval Networks.
-MISSION FOCUSED. As the only qualified GCCS-M System Administrator onboard, she completed 360 hours of maintenance, software upgrades, troubleshooting, and tech-assist support resulting in the closure of 3 CASREPs and a successful upgrade to Microsoft Security Update 3.0. Due to her consistent dependability, she was hand-selected to ensure the continued functionality of GCCS-M during Cruise Missile Tactical Qualification. Her efforts ensured the Strike team maintained system readiness and completed an extremely successful certification.
-INSPIRED LEADER. As the primary PKI Trusted Agent, she led 3 Sailors in creating, allocating, and distributing 85 tokens and submitting 40 PKI Acknowledgement forms. Her actions resulted in FORREST SHERMANS's ability to maintain 99 percent accuracy with Cyber Security, and her selection to create ARLINGTON's primary PKI Trusted Agent token.
-EXCEPTIONAL TECHNICIAN. As a CANES System Admin, she was vital in the smooth start and shut-down of five CANES enclaves. She completed 737 hours of maintenance and installed 13 updates to mission critical systems, maintaining compliance with the DoD policy.
-EXPERT ADMINISTRATOR. Flawlessly managed the administrative requirements and professional development of 101 Sailors, processing 963 leave requests, 85 TAD requests,107 awards and other related correspondence with zero discrepancies.
-SAILORS ALWAYS. An untiring advocate for both the personal and professional growth of his Sailors. His dedication to developing Sailors precipitated a SOY FY 11 and two JSOQs.
-DEDICATED. He vastly exceeded his qualification requirements by completing almost every PQS available to him and nearly a year ahead of schedule, whilst working towards his Masters Degree in Physics and flawlessly performing all of his collateral duties.
- Outstanding supervisor. Directed 12 Sailors in troubleshooting and repair of 324 avionics components with no rework required. Efforts resulted in a 94.6 percent repair rate with a 22 percent reduction in maintenance backlog.
- Exceptional mentor. Trained six technicians on seven Communications/Navigation systems, enhancing work center proficiency by 26 percent.
- Highly motivated. Qualified as Collateral Duty Inspector (CDI) within six weeks of reporting, increasing CDI coverage 50 percent.
- Attention to detail. Maintained the Hazardous Material (HAZMAT) program and instructed four technicians on handling procedures, ensuring zero discrepancies during seven consecutive weekly HAZMAT walk-through inspections.
- BLOCK 10: Fall 2010 PRT not performed. Member onboard less than 10 weeks.
Highly recommended for advancement to Petty Officer First Class.
Displays potential to excel at any task.
- Gifted technician. Performed 60 high quality component repairs with zero items returned for rework, contributing to a 35 percent reduction in backlog.
- Ability to instruct. Trained four Sailors on proper repair procedures for the F/A-18 Generating Converter Unit, resulting in 27 percent increase in work center proficiency and an eight percent reduction in awaiting maintenance time.
- Outstanding military bearing. Displays a flawless uniform appearance and positive attitude.
Recommended for advancement.
Excellent potential for future growth and advancement.
- Outstanding technician. Repaired 63 electronic components, contributing to the work center's 93 percent repair rate.
- Effective leader. Directed eight personnel conducting daily clean-up of division spaces. Efforts greatly improved morale and material condition of spaces.
- Resourceful. Repaired two stereo-scopes, saving $22K dollars in replacement costs and ensuring minimal impact to production.
Recommended for advancement.
Petty Officer Smith possesses an enthusiastic urge and ability to achieve. He is an intelligent, unique leader constantly thriving on new challenges while transferring goals and objectives into concrete, workable plans.
- Selected by commander for his subtle yet effective leadership style to head up Organizational Climate program
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Top-notch technical abilities were key to our mission sucess, ready for increased supervisory responsibility. Promote!
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Mentorship. Trained 11 LCAC Engineers/Deck Engineers in efficient engineering administration and sound troubleshooting/repair procedures which reduced maintenance delays due to inexperience by 50%
-Demonstrated superior performance as assistance night check Ordnance Flight Deck Coordinator during the recent deployment onboard USS GEORGE WASHINGTON (CVN 73).
-Gifted leader. Directly responsible for turning around the production effectiveness of airframes workcenter, resulting in grades of outstanding on QA and COMATKWINGLANT audits.
-Shared years of maintenance experience with LCAC Engineer trainees, saw immediate and readily apparent improvement in repair turn-around time, recognized by Master Chief
-Demonstrated outstanding leadership skills as team chief; increased productivity by 40%
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-Pivotal in squadron attaining dramatic increase in aircraft reliability and availability. 'Fix it right the first time' philosophy resulted in a 40% decrease in unscheduled maintenance manhours and near elimination of airframes related repeat discrepancies.
-Takes exceptional pride in personal image and has a meticulous military appearance, wears immaculate inspection-ready uniform on daily basis with a positive attitude and outlook.
- Seven of nine members attended eighth member's NPME graduation--oustanding workcenter unity and teamwork
Selected from among his peers to serve as Auxiliary Division LCPO for newly-commissioned Arleigh Burke class destroyer, DG-106
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CMD DAPA. Headed base-wide alcohol de-glamorization campaign; through aggressive coordination with tenant commands and off-base businesses, his preventive efforts resulted in a 50% reduction in alcohol related incidents.
-Spends numerous off duty hours on workcenter training program, ensuring the workcenter exceeds the required monthly training and that all personnel were technically proficient.
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Dependable, motivated, and trustworthy--a mature SCPO with the courage to manage without visible support
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-Effective manager. Completely overhauled the workcenter training program, making it a model for the rest of the command. His diligent efforts and countless manhours resulted in grades of outstanding on four consecutive Quality Assurance workcenter audits.
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-Stellar CPO who leads by example; invaluable asset to the Naval Service Training Command mission; must promote.