Courtemanche Andrea B, Turner Laura B, Molteni John D, Groskreutz Nicole C
Department of Counseling and Applied Behavioral Studies, University of Saint Joseph, 1678 Asylum Dr., West Hartford, CT 06117 USA.
PRISM Autism Center, Farmington, CT USA.
Behav Anal Pract. 2020 Nov 2;14(1):36-50. doi: 10.1007/s40617-020-00480-5. eCollection 2021 Mar.
We used behavioral skills training (BST) to teach multiple skills to 2 cohorts of 18 participants. BST consisted of the standard 4 components: (a) didactic instruction, (b) modeling, (c) role-play, and (d) feedback, modified to be delivered in a large-group format. All components were provided by 1 trainer, simultaneously to all participants, with peers delivering feedback during role-plays. Across 4 targeted skills (e.g., discrete-trial teaching), the average performance of Cohort 1 improved from less than 60% correct implementation in baseline to a performance of between 85% and 100% correct, across participants, following BST. We used social validity data collected from Cohort 1 to modify the length of instruction across skills for Cohort 2. BST was similarly effective for Cohort 2, with a decrease in the additional training required for trainees to demonstrate the skill in a novel role-play scenario or with a client. Implications for effectively scaling up BST are discussed.
我们运用行为技能训练（BST）向两组各18名参与者传授多种技能。BST由标准的四个部分组成：（a）讲授式指导，（b）示范，（c）角色扮演，以及（d）反馈，并针对以大组形式进行授课进行了调整。所有部分均由一名培训师提供，同时面向所有参与者，在角色扮演期间由同伴提供反馈。在4项目标技能（例如，离散式单元教学）方面，第一组的平均表现从基线时不到60%的正确实施率提高到了在接受BST训练后，所有参与者的正确实施率达到85%至100%之间。我们利用从第一组收集的社会效度数据来调整第二组各项技能的授课时长。BST对第二组同样有效，学员在新的角色扮演场景中或与客户一起展示技能时所需的额外培训有所减少。文中还讨论了有效扩大行为技能训练规模的相关启示。
