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

Abstract

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).

Extreme e-service learning: Student implemented telehealth intervention for children with autism.

“…We chose BST as part of our approach to teaching the hands-on intervention skills because of its extensive evidence base to teach intervention skills to caregivers and new interventionists both in-person (for recent reviews, see Kirkpatrick et al, 2019; Leaf et al, 2019; Slane & Lieberman-Betz, 2021) and remotely (see Tomlinson et al, 2018, for a review). Outcomes are consistent with previous research (e.g., Clayton & Headley, 2019; Hay-Hansson & Eldevik, 2013; Miles & Wilder, 2009; Sarokoff & Sturmey, 2004; Sherman et al, 2021). This is one of the first studies of which we are aware involving remote BST to teach trainees to implement intervention through telehealth, providing a novel demonstration of the application of BST.…”

Instructional design for effective classroom Pedagogy of teaching

“…It designs to evaluate the effect of direct instruction and instructional design for effective teaching. It demonstrates skills in direct instruction and implementation for improved performance of teaching and learning [25].…”

Development of Mental Toughness among Basketball Sports School Students

“…Mental toughness skills were developed at the beginning of the training sessions. The training of mental toughness skills followed four stages: (1) skill description, (2) skill demonstration, (3) skill practice, and (4) consolidation of acquired skills [43,44].…”