The effects of a behavioral skills training and general‐case training package on caregiver implementation of a food selectivity intervention

Alaimo, Christina; Seiverling, Laura; Sarubbi, Jaimie; Sturmey, Peter

doi:10.1002/bin.1502

Cited by 24 publications

(20 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results of the follow-up probe sessions showed that owners retained the acquired skills over five weeks, and that they could implement the NCR procedure with high fidelity. These findings are consistent with human-related BST studies which also reported that caregivers were able to display the newly acquired skills with high treatment fidelity several weeks after the training phases ceased (e.g., [65,112]).…”

Section: Discussionsupporting

confidence: 88%

Using Principles from Applied Behaviour Analysis to Address an Undesired Behaviour: Functional Analysis and Treatment of Jumping Up in Companion Dogs

Pfaller-Sadovsky

Arnott

Hurtado-Parrado

2019

Animals

View full text Add to dashboard Cite

The aim of this study was to investigate the feasibility and effectiveness of procedures successfully used in human related applied behaviour analysis practices to the field of clinical animal behaviour. Experiment 1 involved functional analyses to identify the reinforcement contingencies maintaining jumping up behaviour in five dogs. Experiment 2 comprised teaching dog owners a noncontingent reinforcement intervention (i.e., time-based reinforcement) via behavioural skills training. Single-case experimental methods were implemented in both experiments. The results of Experiment 1 showed that access to a tangible (dogs D01, D02, D03, and D04) and owner attention (dog D05) were reliably maintaining the jumping up behaviour. Experiment 2 demonstrated that noncontingent reinforcement effectively reduced jumping in three out of four dogs (Tau −0.59, CI 90% [−1–0.15], p = 0.026, Tau −1, CI 90% [−1–−0.55], p = 0.0003, and Tau −0.32, CI 90% [−0.76–0.11], p = 0.22 for dyads D01, D02, and D05, respectively), and that behavioural skills training was successful in teaching owners to perform a dog training intervention with high fidelity. Although the results are promising, more canine-related research into functional analysis and noncontingent reinforcement, as well as implementation of behavioural skills training with animal caregivers, is needed.

show abstract

Section: Discussionsupporting

confidence: 88%

Using Principles from Applied Behaviour Analysis to Address an Undesired Behaviour: Functional Analysis and Treatment of Jumping Up in Companion Dogs

Pfaller-Sadovsky

Arnott

Hurtado-Parrado

2019

Animals

View full text Add to dashboard Cite

show abstract

“…Similar results were found by Alaimo et al. (2018), who combined BST and GCT strategies to teach parents to implement a behavior protocol when feeding their children who demonstrated food selectivity and significant challenging behavior. Results indicated that one of the parents' performance immediately decreased post‐training, similar to Jeffrey's performance implementing Skill 3 in the natural environment.…”

Section: Discussionsupporting

confidence: 83%

“…Further, since generalization and maintenance of parents' PECS implementation skills are often not reported, there is no empirical evidence that indicates BST results in generalized or maintained behavior change. Although GCT has been used to enhance skill generalization (e.g., Alaimo et al., 2018; Ducharme & Feldman, 1992; Seiverling et al., 2010) it has not been explored in relation to PECS implementation and parent training. This study attempts to bridge these gaps by exploring the effects of an intervention using BST and GCT procedures on parent PECS training skills as well as child PECS use.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the effects of Picture Exchange Communication System^® mediator training via telehealth using behavioral skills training and general case training

Treszl

Koudys

O’Neill

2021

Behavioral Interventions

View full text Add to dashboard Cite

Research indicates that the Picture Exchange Communication System® (PECS®) is an evidence-based communication approach for children diagnosed with autism spectrum disorder (ASD). However, little is known about PECS-related parent training, treatment fidelity, or generalization and maintenance of skills. The purpose of the current study was to explore strategies to help parents support their child's PECS use at home. One child with ASD and both his parents participated. Researchers used behavioral skills training to teach target PECS skills and applied general case training strategies to actively program for generalization. A multiple baseline design across skills was used to monitor the primary parent trainee's fidelity during training sessions and a multiple probe design was embedded to monitor both parents' treatment fidelity in the natural environment with their child. The parent trainee demonstrated target PECS skills within the training setting. However, parents did not reliably demonstrate all target PECS skills in the generalization setting during follow-up.

show abstract

“…This ensured that the participants encountered both correct and incorrect student responses and could practice responding accordingly. Alaimo et al (2017) combined general-case training (GCT) with BST to examine if the BST and GCT package enhanced caregivers' performance on a feeding intervention with their children. Their results indicated that following the BST and GCT package, the caregivers' responses generalized across simulated behaviors to their children's mealtime behaviors during posttraining.…”

Section: Discussionmentioning

confidence: 99%

The Use of Behavioral Skills Training to Teach Components of Direct Instruction

Sherman

Richardson

Vedora

2021

Behav Analysis Practice

View full text Add to dashboard Cite

Behavioral skills training (BST) has been demonstrated to be an effective method for training staff to perform skills with high fidelity in a relatively short amount of time. In the current study, three components of direct instruction (DI) were trained using BST. The participants were two classroom instructors with prior experience implementing DI with students with autism. The targets for staff training were accuracy with signal delivery, error correction, and delivery of praise. A multiple-baseline design across skills was used to evaluate the effects of BST for each participant. Generalization probes were conducted with a student with autism during baseline and after mastery with each skill was demonstrated. BST rapidly increased staff performance across skills, with generalization demonstrated during classroom probes. This study extends the use of BST to training staff to implement DI, and the results suggest that BST resulted in improved teacher performance of the targeted skills during generalization probes with students.Keywords Behavioral skills training . Direct instruction Direct instruction (DI) is a method of teaching students that uses specific scripted lessons delivered on a schedule that promotes learning in small increments. DI has been shown to be effective for diverse groups of learners, including students in special education programs (Kubina et al., 2009). In order to effectively deliver a DI lesson as prescribed, instructors must be fluent in several key skills, some of which may not be explicitly scripted, as the instructors' responses may vary depending on the students' responses.The training model recommended by the National Institute for Direct Instruction (NIFDI) consists of 3 to 5 days of preservice training for teachers. The training is similar to behavioral skills training (BST), as it is composed of a program overview and rationale, simulated practice, and feedback from an NIFDI trainer. However, residential treatment programs may not have the resources to provide this level of training to all of their staff. Common training procedures in residential treatment programs involve staff members participating in classroom lectures that may not include demonstrating competency with the target skills. However, research on staff training indicates that lectures alone may not improve job performance (Parsons et al., 2012).

show abstract

The effects of a behavioral skills training and general‐case training package on caregiver implementation of a food selectivity intervention

Cited by 24 publications

References 27 publications

Using Principles from Applied Behaviour Analysis to Address an Undesired Behaviour: Functional Analysis and Treatment of Jumping Up in Companion Dogs

Using Principles from Applied Behaviour Analysis to Address an Undesired Behaviour: Functional Analysis and Treatment of Jumping Up in Companion Dogs

Evaluating the effects of Picture Exchange Communication System^® mediator training via telehealth using behavioral skills training and general case training

The Use of Behavioral Skills Training to Teach Components of Direct Instruction

Contact Info

Product

Resources

About

The effects of a behavioral skills training and general‐case training package on caregiver implementation of a food selectivity intervention

Cited by 24 publications

References 27 publications

Using Principles from Applied Behaviour Analysis to Address an Undesired Behaviour: Functional Analysis and Treatment of Jumping Up in Companion Dogs

Using Principles from Applied Behaviour Analysis to Address an Undesired Behaviour: Functional Analysis and Treatment of Jumping Up in Companion Dogs

Evaluating the effects of Picture Exchange Communication System® mediator training via telehealth using behavioral skills training and general case training

The Use of Behavioral Skills Training to Teach Components of Direct Instruction

Contact Info

Product

Resources

About

Evaluating the effects of Picture Exchange Communication System^® mediator training via telehealth using behavioral skills training and general case training