Handbook for Behavioral Skills Training
- 1st Edition - January 9, 2025
- Latest edition
- Authors: Peter Sturmey, Lindsay Maffei-Almodovar
- Language: English
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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Description
Description
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, 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).
Key features
Key features
- 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
Readership
Readership
Table of contents
Table of contents
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
Product details
Product details
- Edition: 1
- Latest edition
- Published: January 16, 2025
- Language: English
About the authors
About the authors
PS
Peter Sturmey
Professor Peter Sturmey is a retired professor of psychology who remains active in research and writing. He brings more than 30 years of experience working with children and adults with developmental disabilities 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. Prof. Sturmey brings more than two decades of experience in supervising Undergraduate, Masters and Doctoral-level Applied Behavior Analysis students’ research. He is affiliated with Queens College and the Graduate Center, City University of New York; Brock University, Ontario; and Endicott University, Massachusetts. Prof. Sturmey has authored or edited more than 35 books, including Elsevier’s Functional Analysis in Clinical Treatment; A Practical Guide to Functional Assessment and Treatment for Severe Problem Behavior; and Handbook for Behavioral Skills Training.
LM