Handbook for Behavioral Skills Training
- 1st Edition - January 9, 2025
- Imprint: Academic Press
- Authors: Peter Sturmey, Lindsay Maffei-Almodovar
- Language: English
- Paperback ISBN:9 7 8 - 0 - 4 4 3 - 1 6 0 6 6 - 0
- eBook ISBN:9 7 8 - 0 - 4 4 3 - 1 6 0 6 7 - 7
Handbook for Behavioral Skills Training is a method consisting of multiple treatment components that is effective for training a wide variety of skills, both simple and complex,… Read more
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Request a sales quoteHandbook for Behavioral Skills Training is a method consisting of multiple treatment components that is effective for training a wide variety of skills, both simple and complex, in people in a wide variety of populations, including children and adults with disabilities. This book is the first comprehensive research-based guide on behavior skills training for practitioners and human service organizations. Behavioral skills training includes instructions, modelling, rehearsal, and feedback, leading to improvement in social and language skills, reduced problem behavior, independence, and autonomy.
This book provides a detailed roadmap from beginning (identifying training needs) to end (large scale application across entire organizations).
- Features step-by-step guide to implementing Behavioral Skills Training (BST)
- Improves client problem behavior, independence, and autonomy
- Covers instructions, modeling, rehearsal, and feedback
- Includes mastery criteria, online BST, and assessing social validity
- Provides chapter summary bullets of key points
- Provides a resource that is appropriate for clinical practice and ABA certification review
BCBAs, school psychologists, and special educators engaged in training staff and parents of children and adults with autism, intellectual disabilities, and other neurodevelopmental disorders, Administrators and heads of departments working in services for children and adults with autism, intellectual disabilities, and other neurodevelopmental disorders
- Handbook for Behavioral Skills Training
- Cover image
- Title page
- Table of Contents
- Copyright
- Dedication
- Preface
- About the authors
- References
- 1 Behavioral skills training: An introduction
- Abstract
- Keywords
- 1.1 Rationale and significance
- 1.1.1 Risk mitigation for practitioners and organizations
- 1.2 Definitions
- 1.3 History
- 1.3.1 Longstanding cultural practices
- 1.3.2 Contemporary cultural practices involving BST
- 1.3.3 Rogers (1942): Proto-behavior analyst
- 1.3.4 Applications in behavior therapy and clinical psychology
- 1.3.5 Scaling up intervention and programming generalization
- 1.4 Ethics and efficiency
- 1.5 Range of applications
- 1.6 Summary
- References
- 2 Needs assessment
- Abstract
- Keywords
- 2.1 Importance and rationale
- 2.2 Needs assessment methods
- 2.2.1 Interviews, and staff, supervisor, and expert opinions
- 2.2.2 State guidelines
- 2.2.3 Critical incidents
- 2.2.4 Job descriptions, policies, and procedures
- 2.2.5 Reasons why staff stay or leave
- 2.2.6 Evidence-based practice guidelines
- 2.2.7 Accreditation standards
- 2.2.8 Professional practice standards
- 2.2.9 “Hard” and “soft” skills
- 2.3 Developing, disseminating, and updating training materials
- 2.3.1 Training and response to COVID-19
- 2.4 Organizations putting it together
- 2.5 Chapter summary
- References
- 3 Basic behavioral skills training procedures
- Abstract
- Keywords
- 3.1 Task analysis
- 3.2 Instructions
- 3.3 Modeling
- 3.4 Rehearsal
- 3.5 Feedback
- 3.5.1 Effectiveness of different feedback formats
- 3.6 Observer effect
- 3.7 Some procedural variations
- 3.7.1 Video modeling with voiceover
- 3.7.2 Behavioral skills training with in situ training
- 3.7.3 Behavioral skills training combined with various therapies
- 3.7.4 Variations in mastery criteria
- 3.7.5 Summary
- 3.8 Online BST
- 3.9 Group BST procedures
- 3.10 Measurement issues
- 3.10.1 Caregiver behavior
- 3.10.2 Child and client outcomes
- 3.11 Social validity
- 3.12 Chapter summary
- References
- 4 Programming generalization, discrimination, and maintenance
- Abstract
- Keywords
- 4.1 Definitions, stimulus and response generalization
- 4.2 The practical need for generalization
- 4.3 Generalization and behavioral skills training
- 4.3.1 Script-based training and generalization
- 4.3.2 Summary
- 4.4 Maintenance
- 4.4.1 Understanding maintenance_ Relapse and resurgence of caregiver behavior
- 4.4.2 Understanding maintenance_ Evaluating the work environment
- 4.5 How to maintain caregiver behavior
- 4.5.1 External control of caregiver behavior
- 4.5.2 Behavioral self-management of caregiver behavior
- 4.5.3 Rule-governed behavior
- 4.6 Chapter summary
- References
- 5 Applications: Basic teaching strategies
- Abstract
- Keywords
- 5.1 Preference assessments
- 5.2 Stimulus pairing procedures
- 5.3 Mand training
- 5.4 Discrete trial teaching
- 5.5 Incidental teaching
- 5.6 Chapter summary
- References
- 6 Applications: Complex teaching strategies and interaction skills
- Abstract
- Keywords
- 6.1 Natural language paradigm
- 6.2 Pivotal response training
- 6.3 Independent activity schedules
- 6.4 Shaping
- 6.5 Chaining
- 6.6 Interaction rates and interaction skills
- 6.6.1 Active support
- 6.6.2 Summary
- 6.7 Feeding problems
- 6.8 Chapter summary
- References
- 7 Professional skills
- Abstract
- Keywords
- 7.1 Data collection
- 7.1.1 Training caregivers to collect data
- 7.1.2 Use of technology to improve caregiver data collection
- 7.1.3 Summary and discussion
- 7.2 Documentation and writing
- 7.3 Graphing data
- 7.3.1 Making graphs
- 7.3.2 Using graphs in clinical decision-making
- 7.3.3 Talking about graphs
- 7.3.4 Graphing skills: Summary
- 7.4 Presentation skills
- 7.5 Learning to use BST
- 7.6 Behavior management skills
- 7.6.1 Conducting functional behavior assessments and functional analyses
- 7.6.2 Writing behavior support plans
- 7.6.3 Training others to conduct behavior support plans
- 7.7 Improving meetings
- 7.8 Soft professional skills
- 7.9 Chapter summary
- References
- 8 Component and parametric analyses of behavioral skills training
- Abstract
- Keywords
- 8.1 Component analysis
- 8.1.1 What is “feedback” and how does it work?
- 8.1.2 Practice and research implications of component analyses
- 8.2 Parametric analyses
- 8.2.1 Research and practice implications of parametric analyses
- 8.3 Chapter summary
- References
- 9 The evidence base for behavioral skills training
- Abstract
- Keywords
- 9.1 Rules of evidence
- 9.2 Evaluation criteria for caregiver training
- 9.3 Scoping reviews, systematic reviews, and meta-analyses of behavioral skills training
- 9.3.1 Telehealth delivery of BST
- 9.4 Economic analyses
- 9.5 Chapter summary
- References
- 10 Pyramidal training
- Abstract
- Keywords
- 10.1 Rationale
- 10.2 Definitions
- 10.3 Some examples
- 10.4 Maintenance and generality in pyramidal training
- 10.5 Systematic review
- 10.6 Chapter summary
- References
- 11 Future directions and outstanding issues
- Abstract
- Keywords
- 11.1 Rationale
- 11.2 Current research limitations
- 11.2.1 Selection and attrition of participants in research
- 11.2.2 University clinic-based training
- 11.3 Implications for practice
- 11.3.1 Personal and professional therapist growth
- 11.3.2 Toward practical curricula for practitioners
- 11.4 Organizational systems responsibilities in training caregivers
- 11.4.1 Insufficiency of caregiver training alone
- 11.4.2 Supervisor contingencies
- 11.4.3 Sufficient client attendance and health
- 11.4.4 Staffing and program stability
- 11.4.5 Adequate individual program design
- 11.4.6 Other organizational factors
- 11.5 State-wide, national and international dissemination
- 11.6 Working conditions for direct care staff
- 11.7 Families
- 11.8 Chapter summary
- References
- Index
- Edition: 1
- Published: January 9, 2025
- Imprint: Academic Press
- No. of pages: 310
- Language: English
- Paperback ISBN: 9780443160660
- eBook ISBN: 9780443160677
PS
Peter Sturmey
I have worked with children and adults with developmental disabilities for over 30 years as a volunteer; camp counselor; researcher; clinical psychologist in the British National Health Service; Chief Psychologist in developmental centers in Texas; consultant for many community services; and consultant to the states of Louisiana and Wyoming. I have been involved in professional training in Britain, Louisiana State University and now Queens College. It has always struck me that children and adults with developmental disabilities would have a better life, be happier, more autonomous and valued by other people if their staff and family members got a little help to do few simple things –interact positively and often, use contingent reinforcement accurately, teach a few simple skills and be more sensitive to preferences. I also believe that if these happened consistently, staff and family members would feel more competent.
Affiliations and expertise
The Graduate Center and Department of Psychology, Queens College, City University of New York, New York, NY, United States and Department of Applied Disabilities Studies, Brock University, St. Catharines, Ontario, CanadaLM
Lindsay Maffei-Almodovar
Dr. Lindsay Maffei-Almodovar, PhD, BCBA, LBA has worked in the field of education for 17 years. She is a New York State certified classroom teacher and has taught in general and special education classrooms and in home-based environments. Dr. Maffei-Almodovar has worked in a variety of roles, often involving both direct care service and staff support, development, and training. Her research focuses on caregiver training, specifically for direct care staff. Dr. Maffei-Almodovar has published staff training research in Behavior Analysis in Practice as well as a meta-analysis on staff training in the Review Journal on Autism and Developmental Disabilities. She also has published chapters in the Handbook of Evidence-Based Practice in Clinical Psychology the Handbook of Crisis Intervention and Developmental Disabilities. Dr. Maffei-Almodovar is currently the ABA Training & Development Coordinator of the QSAC Preschool, Whitestone Day School and Bronx Day School.
Affiliations and expertise
Director of ABA Training Development ,QSAC Preschool, Whitestone Day School, and Bronx Day School, NY, USARead Handbook for Behavioral Skills Training on ScienceDirect