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Handbook for Behavioral Skills Training,

Edition 1

Editors: By Peter Sturmey and Lindsay Maffei-Almodovar

Publication Date: 16 Jan 2025

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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

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

About the author

By Peter Sturmey, 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, Canada and Lindsay Maffei-Almodovar, Director of ABA Training Development ,QSAC Preschool, Whitestone Day School, and Bronx Day School, NY, USA

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

ISBN: 9780443160660

Page Count: 310

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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