Fetherston Anne M, Sturmey Peter
Queens College and the Graduate Center, of the City University of New York, United States.
Queens College and the Graduate Center, of the City University of New York, United States.
Res Dev Disabil. 2014 Feb;35(2):541-62. doi: 10.1016/j.ridd.2013.11.006. Epub 2013 Dec 27.
Behavioral skills training (BST) is effective to train staff to provide intervention to people with developmental disabilities. The purpose of this study was to assess whether: (a) prior studies demonstrating the effectiveness of BST could be systematically replicated while teaching multiple teaching instructors to implement discrete trial teaching, incidental teaching and activity schedules; (b) instructional skills that staff acquired during training on one response generalized to a variety of instructional programs, (c) positive changes in staff performance produced positive behavior change in learners; and (d) positive changes in learner behavior generalized to novel programs. BST resulted in positive behavior change across staff, learners, instructional programs, and various teaching skills. Further, staff generalized teaching skills to novel responses and learners displayed increases in correct responding for all three instructional procedures. Social validity data indicated they these staff training procedures were highly acceptable and effective. Thus, BST is an effective and acceptable staff training procedure.
行为技能训练（BST）对于培训工作人员向发育障碍患者提供干预措施是有效的。本研究的目的是评估：（a）在教导多名教学指导员实施离散式 trial 教学、附带教学和活动安排时，能否系统地重复先前证明 BST 有效性的研究；（b）工作人员在一项反应训练中获得的教学技能是否能推广到各种教学计划中；（c）工作人员表现的积极变化是否会使学习者产生积极的行为改变；以及（d）学习者行为的积极变化是否能推广到新的计划中。BST 在工作人员、学习者、教学计划和各种教学技能方面都带来了积极的行为改变。此外，工作人员将教学技能推广到新的反应中，学习者在所有三种教学程序中的正确反应都有所增加。社会效度数据表明，这些工作人员培训程序是高度可接受且有效的。因此，BST 是一种有效且可接受的工作人员培训程序。
