Guidelines for Using Behavioral Skills Training to Provide Teacher Support

A review of the literature on staff training strategies that minimize trainer involvement

“…One evidence‐based staff training technique is behavioral skills training (BST), which involves instructions, modeling, rehearsal, and feedback (DiGennaro Reed, Blackman, Erath, Brand, & Novak, 2018). Although BST is considered to be one of the most effective techniques for training staff (DiGennaro Reed et al, 2018), it also may pose some limitations.…”

“…One evidence‐based staff training technique is behavioral skills training (BST), which involves instructions, modeling, rehearsal, and feedback (DiGennaro Reed, Blackman, Erath, Brand, & Novak, 2018). Although BST is considered to be one of the most effective techniques for training staff (DiGennaro Reed et al, 2018), it also may pose some limitations. BST is often resource‐intensive because it typically requires the presence of a designated staff trainer (i.e., an individual with prior experience with the target skill who is responsible for teaching another individual to perform the skill themselves).…”

Distance Education Support for Students With Autism Spectrum Disorder and Complex Needs During COVID-19 and School Closures

“…Directed rehearsal involves meeting with a caregiver prior to an observation to practice teaching behaviors that have proved difficult in prior observations. During the directed rehearsal, the teacher reviews with the caregiver only the instructional behavior that needs improvement and then provides an opportunity for the caregiver to rehearse the behavior (DiGennaro Reed et al, 2018;Ward et al, 1998).…”

“…The final component in the effective instructional model is providing feedback to caregivers after practice. Two types of feedback should be given: praise and corrective feedback (DiGennaro Reed et al, 2018; Parsons et al, 2012). If the caregiver performs an aspect of the instruction correctly, the teachers should explicitly state what the caregiver did well (e.g., “That was great how you provided the reward right after the correct answer”).…”

State of the Journal

“…Next, Riccomini, Morano, and Hughes (2017) untangled a web of foundational concepts associated with the delivery of special education services—specially designed instruction, high-leverage practices, explicit instruction, and intensive intervention. For direct, how-to content, readers can find guidance on behavioral supports (Coy & Kostewicz, 2018; Perle, 2018; Wood, Kisinger, Brosh, Fisher, & Muharib, 2018), reading instruction and intervention (Bundock, O’Keefe, Stokes, & Kladis, 2018; Filderman & Toste, 2018; Swanson, Vaughn, & Wexler, 2017), facilitation of student independence (Morgan, Kupferman, Jex, Preece, & Williams, 2017; Shepley, 2017), and the mentoring and support of teachers (DiGennaro Reed, Blackman, Erath, Brand, & Novak, 2018; Grisham-Brown, Değirmenci, Snyder, & Luiselli, 2018; Hager, 2018). Finally, prospective authors and reviewers can also check out updated guides on how to write and review for TEC (Sayeski, 2018; Weiss, 2018).…”