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Handbook for Behavioral Skills Training
- 1st Edition - January 31, 2025
- 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
1. Behavioral Skills Training: An Introduction
1.1 Rationale and significance
1.2 Definitions
1.3 History
1.3.1Cultural practices
1.4 Ethics including efficiency
1.5 Range of application [Table to illustrate]
1.6 Summary
2. Needs Assessment
2.1 Importance and Rationale
2.2 Methods
2.2.1 Critical incidents
2.2.2 Job descriptions
2.2.3 Evidence-based practice guidelines
2.2.4 Accreditation standards
2.2.5 Professional standards
2.3 Examples
2.3.1 Thousand et al
2.3.2 Autism guidelines
2.4 Chapter Summary
3. Basic BST procedures
3.1 Task analysis
3.2 Instructions
3.3 Modeling
3.4 Rehearsal
3.4 Feedback
3.5 Observer Effect
3.6 Some Procedural Variations
3.7 Online BST
3.8 Group BST Procedures.
3.9 Measurement Issues
3.10 Social Validity
3.11 Chapter Summary
4. Programming Generalization and Maintenance
4.1 Definitions, stimulus and response generalization
4.2 The practical need for generalization
4.3 Generalization and BST
4.4 Seven strategies to promote generalization in BST
4.5 Script-based training and generalization
4.6 Maintenance
4.7 Chapter Summary
5. Applications
5.1 Preference assessment
5.2 Stimulus Pairings and Improving relationships
5.3 Mand Training
5.4 Incidental teaching
5.5 Discrete Trial Teaching
5.6 Shaping
5.7 Chaining
5.8 Interaction Skills
5.9 General Professional skills
5.8.1 Selecting and Writing goals
5.8.2 Setting up and collecting data
5.8.3 Graphing skills and Clinical decision-making skills
5.8.4 “Soft” Professional skills
5.10 Behavior Support Plans
5.10.1 Conducting Functional Assessment and Analyses
5.10.2 Writing Behavior Support Plans
5.10.3 Implementing Behavior Support Plans
5.11 Other applications
5.12 Summary
6. Evidence Base for Behavioral Skills Training
6.1 Rules of evidence for evidence-based practices
6.2 Criteria for evaluating Staff Training (Reid, Parsons 3 criteria, other)
6.3 Systematic reviews and meta-analyses
6.4 Economic analyses
6.5 Chapter Summary
7. Component and Parametric Analyses
7.1 Why conduct component analyses
7.2 Component analyses of BST
7.2.1 Practice Implications of component analyses.
7.3 Parametric Analyses
7.3.1 Practice Implications of Parametric Analyses
7.4 Chapter summary
8. How Does BST Work? Functional analysis of BST
8.1 Rationale for functional analysis of BST
8.2 How do instructions work?
8.3 How does modeling work?
8.4 How does rehearsal work
8.5 How does feedback work?
8.6 How does behavioral observation work?
8.7 Other processes (including discrimination training)
8.8Chapter Summary
9. Pyramidal training and systems issues
9.1 Rationale
9.2 Definitions
9.3 Some examples
9.4 Systematic review and meta-analyses
9.5 Systems
9.6 Chapter Summary
10. Future directions
1.1 Rationale and significance
1.2 Definitions
1.3 History
1.3.1Cultural practices
1.4 Ethics including efficiency
1.5 Range of application [Table to illustrate]
1.6 Summary
2. Needs Assessment
2.1 Importance and Rationale
2.2 Methods
2.2.1 Critical incidents
2.2.2 Job descriptions
2.2.3 Evidence-based practice guidelines
2.2.4 Accreditation standards
2.2.5 Professional standards
2.3 Examples
2.3.1 Thousand et al
2.3.2 Autism guidelines
2.4 Chapter Summary
3. Basic BST procedures
3.1 Task analysis
3.2 Instructions
3.3 Modeling
3.4 Rehearsal
3.4 Feedback
3.5 Observer Effect
3.6 Some Procedural Variations
3.7 Online BST
3.8 Group BST Procedures.
3.9 Measurement Issues
3.10 Social Validity
3.11 Chapter Summary
4. Programming Generalization and Maintenance
4.1 Definitions, stimulus and response generalization
4.2 The practical need for generalization
4.3 Generalization and BST
4.4 Seven strategies to promote generalization in BST
4.5 Script-based training and generalization
4.6 Maintenance
4.7 Chapter Summary
5. Applications
5.1 Preference assessment
5.2 Stimulus Pairings and Improving relationships
5.3 Mand Training
5.4 Incidental teaching
5.5 Discrete Trial Teaching
5.6 Shaping
5.7 Chaining
5.8 Interaction Skills
5.9 General Professional skills
5.8.1 Selecting and Writing goals
5.8.2 Setting up and collecting data
5.8.3 Graphing skills and Clinical decision-making skills
5.8.4 “Soft” Professional skills
5.10 Behavior Support Plans
5.10.1 Conducting Functional Assessment and Analyses
5.10.2 Writing Behavior Support Plans
5.10.3 Implementing Behavior Support Plans
5.11 Other applications
5.12 Summary
6. Evidence Base for Behavioral Skills Training
6.1 Rules of evidence for evidence-based practices
6.2 Criteria for evaluating Staff Training (Reid, Parsons 3 criteria, other)
6.3 Systematic reviews and meta-analyses
6.4 Economic analyses
6.5 Chapter Summary
7. Component and Parametric Analyses
7.1 Why conduct component analyses
7.2 Component analyses of BST
7.2.1 Practice Implications of component analyses.
7.3 Parametric Analyses
7.3.1 Practice Implications of Parametric Analyses
7.4 Chapter summary
8. How Does BST Work? Functional analysis of BST
8.1 Rationale for functional analysis of BST
8.2 How do instructions work?
8.3 How does modeling work?
8.4 How does rehearsal work
8.5 How does feedback work?
8.6 How does behavioral observation work?
8.7 Other processes (including discrimination training)
8.8Chapter Summary
9. Pyramidal training and systems issues
9.1 Rationale
9.2 Definitions
9.3 Some examples
9.4 Systematic review and meta-analyses
9.5 Systems
9.6 Chapter Summary
10. Future directions
- No. of pages: 310
- Language: English
- Edition: 1
- Published: January 31, 2025
- Imprint: Academic Press
- 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, USA