We evaluated several behavioral coaching procedures for improving offensive line pass-blocking skills with 5 high school varsity football players. Pass blocking was measured during practice drills and games, and our intervention included descriptive feedback with and without video feedback and teaching with acoustical guidance (TAG). Intervention components and pass blocking were evaluated in a multiple baseline design, which showed that video feedback and TAG were the most effective procedures. For all players, improved pass blocking matched a standard derived by observing more experienced linemen and was evident in games. Additional intervention was required to maintain pass-blocking proficiency. Issues pertinent to behavioral coaching and sport psychology research are discussed.

The effect of a 10-step task analysis, general case instruction, and correspondence training was evaluated for teaching appropriate personal hygiene following bowel movements. Correspondence training maintained a central role in this study. According to Israel (1978), the relationship between an individual's verbal and nonverbal behaviors is influential in self-instruction training. Essentially, correspondence training encourages an individual to generate his or her own instructional cues; in consequence, the procedure can be instrumental in ensuring the maintenance and generalization of important verbal and nonverbal behavior. Three adults with developmental disabilities participated in this study. The dependent variables included the level of assistance required on each step of the task analysis and an end of sequence rating on a three-point Likert-type cleanliness scale. Results showed that all three participants learned to care for themselves appropriately following bowel movements. Moreover, the skills generalized to other settings and were maintained over a nine-month period. The target skill was evaluated against the five criteria for a behavioral cusp and met the criteria for 'an important behavior change' (Bosch & Fuqua, 2001, p. 123).

We evaluated an intervention that combined task analysis and differential reinforcement for teaching tackling skills to 2 high school football athletes. As a result of intervention, both players tackled more proficiently in practice drills and maintained proficient tackling during games.

Functional analysis (FA) is an experimental methodology for identifying the behavior-reinforcing effects of social and non-social consequences. The data produced from a FA are used to select intervention procedures. In this case study, we conducted a FA with a male high school football athlete by manipulating social contingencies within practice tackling drills. The FA suggested that the highest percentage of correct tackling occurred when the participant was able to “escape” interaction with the coach following drills. After demonstrating that the participant had a low percentage of correct tackling during a baseline (preintervention) phase, the coach provided him delayed written performance feedback after practice. This intervention was associated with a higher percentage of correct tackling. The participant also tackled proficiently during a postintervention in-game assessment. The advantages of conducting a FA when intervening with athletes are discussed.

The case of a 26-year-old man who had Prader-Willi syndrome and health threatening self-injury in the form of rectal picking is described. Functional behavioral assessment and analysis before intervention suggested that both nonrectal and rectal picking occurred because the behaviors sometimes produced social attention, escape from nonpreferred situations, and sensory pleasurable stimulation. Intervention was evaluated at the man's vocational training program. The behavior support plan included time-limited bathroom visits, functional communication training, and differential positive reinforcement. Intervention eliminated rectal picking, was associated with improved health status, and remained effective over a nearly 8-month period.

We taught two sets of parents to conduct a functional analysis (FA) under simulated conditions in their homes. Relative to a baseline (pre-training) phase, the accuracy of FA implementation by parents improved when they were given verbal, written, and video performance feedback. When training concluded, parents were able to implement FA accurately with their child. Issues of having paraprofessional practitioners learn FA skills are discussed.