Evaluating Behavioral Skills Training as an Evidence-Based Practice When Training Parents to Intervene with Their Children

2020 ◽  
pp. 014544552092399 ◽  
Author(s):  
John M. Schaefer ◽  
Natalie R. Andzik
Keyword(s):  
Design Research ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Single Subject ◽  
Evidence Based ◽  
Single Subject Design ◽  
Behavioral Skills ◽  
Evidence Based Practices ◽  
Behavior Skills ◽  
What Works Clearinghouse

The authors of this systematic review identified 20 individual single-subject studies examining the efficacy of Behavior Skills Training (BST) implemented with parents. Findings indicate that researchers have used BST to successfully train parents to implement a range of evidence-based practices (EBP) with their own children. Parents of children with autism or intellectual disability made up the large majority of participants in these studies. Applying the methodological quality standards set by What Works Clearinghouse (WWC), the authors detail the evidence from 67 individual cases provided by single-subject design research. Practitioners looking to train parents of children with disabilities to implement EBPs can be confident that BST is an effective training practice.

Using Behavioral Skills Training to Support Caregivers Through Educational Telehealth

2021 ◽  
pp. 004005992110510
Author(s):  
Sara Werner Juarez
Keyword(s):  
Behavioral Skills Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Behavioral Skills ◽  
Evidence Based Practices ◽  
Her Family ◽  
Home Support ◽  
Use Of Technology

While the COVID-19 pandemic drastically affected families, it also accelerated the availability and use of video conferencing technology in their homes. Families will continue to experience challenges, even when children safely return to in-person instruction. The purpose of this article is to demonstrate how practitioners can use behavioral skills training (BST) through educational telehealth to support caregivers’ implementation of evidence-based practices for children with disabilities. This article presents strategies on how to use synchronous and asynchronous technology to plan effective, efficient interventions that focus on families’ needs and preferences. BST procedures of instructions, modeling, rehearsal, and feedback are discussed within a case study for Lucía, a young child with autism spectrum disorder, and her family as they learn effective antecedent-based and consequence interventions to improve Lucía’s compliance. Practical techniques with direct application, such as an Instructions handout and a Sample Schedule, support practitioners’ implementation of direct in-home support for caregivers through the use of technology.

The Effectiveness of Behavioral Skills Training (BST) Program to Improve Personal Safety Skills for Down syndrome Adolescent with Mild Intellectual Disability

2018 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Dewi Kumalasari ◽  
Farida Kurniawati
Keyword(s):  
Down Syndrome ◽  
Intellectual Disability ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Single Subject ◽  
Single Subject Design ◽  
Personal Safety ◽  
Safety Skills ◽  
Mild Intellectual Disability ◽  
Behavioral Skills

This study aimed to examine the effectiveness of Behavioral Skills Training (BST) program in improving personal safety skills for a Down syndrome adolescent with mild intellectual disability. Personal safety is defined as an ability to recognize touch appropriateness, including four self-protective skills, consisting of resisting, removing, telling others, and reporting about any inappropriate touch she/he experiences. The single-subject design was administered in three days. The results show that the program was effective to improved subject’s personal safety skills and reached 97 % of the maximum score. The subject was able to master the skills of recognizing, resisting, removing and telling others with 100% score, while on the reporting skill, the obtained score was 83%.  Rerunning the program, specifically with reporting skill as the target, has been recommended to improve reporting skill. Overall, to improve the effectiveness of the program, in situ training, training for trainers, and providing reinforcements are suggested.

scholarly journals Autism, Interventions and Parent Training

Psichologija ◽  
2018 ◽  
Vol 57 ◽  
pp. 74-94 ◽  
Author(s):  
Nichola Booth ◽  
Stephen Gallagher ◽  
Mickey Keenan
Keyword(s):  
Parent Training ◽  
Best Practice ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Evidence Based ◽  
Behavioral Skills ◽  
English Only ◽  
Advantages And Disadvantages ◽  
Mental Health Difficulties ◽  
Autism Interventions

[full article, abstract in English; only abstract in Lithuanian] Worldwide, the prevalence rates of autism are increasing. This review looks at the additional stressors that parenting a child with autism can bring, including psychological distress and mental health difficulties. With the difficulties associated with the autism diagnosis and additional demands on the parents, research has shown that parent training, which helps teach parents new skills, may be advantageous. This review also looks at the most commonly used interventions that parents might avail of in order to acquire new skills, and it examines whether they are based in science, pseudoscience or anti-science. Utilizing best practice from evidence-based research, parents can be successfully trained to teach new skills across a variety of different domains. The advantages and disadvantages of one-on-one training sessions versus group training events, as well as the different components that contribute to each, are discussed. A number of training packages are discussed, including Behavioral Skills Training, video modelling and manualized training packages. We conclude that there is substantial evidence showing that packages with behavioral underpinnings are more effective for children with autism. Autism awareness and education is simply not enough – educate the parents using evidence-based practice to help effectively educate the children

Professional Development With Ongoing Coaching: A Model for Improving Educators’ Implementation of Evidence-Based Practices

2021 ◽  
pp. 004005992110498
Author(s):  
Alicia F. Saunders ◽  
Shawnee Wakeman ◽  
Brett Cerrato ◽  
Holly Johnson
Keyword(s):  
Professional Development ◽  
Student Outcomes ◽  
Skills Training ◽  
Practice Change ◽  
Evidence Based ◽  
Behavior Skills Training ◽  
Evidence Based Practices ◽  
Face To Face ◽  
Effective Form ◽  
Behavior Skills

Behavior skills training (BST) with ongoing coaching is an effective form of professional development that creates sustained educator practice change and improves student outcomes. We provide a model for how BST can be used to improve the implementation of evidence-based practices with both teachers and paraprofessionals, the latter of whom often do not receive professional development opportunities or coaching. We propose a model for BST with digital tools that can be used in face-to-face, hybrid, and virtual formats, which is timely given the pandemic. A vignette with a dyad of educators is used to illustrate the model and examples of fidelity and coaching forms are included. A figure of the BST process with visual supports provided to the educators is included.

Working With Paraeducators: Tools and Strategies for Planning, Performance Feedback, and Evaluation

2020 ◽  
Vol 56 (1) ◽  
pp. 43-50
Author(s):  
Peggy A. Yates ◽  
Ritu V. Chopra ◽  
Emily E. Sobeck ◽  
Sarah N. Douglas ◽  
Stephanie Morano ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Performance Feedback ◽  
Lesson Plan ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Behavioral Skills ◽  
Evidence Based Practices ◽  
Effective Use

With continued emphasis on inclusive practices, paraeducators are increasingly relied upon as an integral part of instructional service delivery for students with disabilities. However, research consistently reveals that the effective use of paraeducators depends largely on teacher leadership and supervision. Currently, few teacher preparation programs offer meaningful coursework pertaining to managing paraeducators, leaving teachers unprepared for their supervisory role upon entering the field. Incorporating paraeducators into the instructional planning and delivery process requires that several considerations be made. This column shares several recommendations with teachers for designing, implementing, and evaluating the effectiveness of lesson plans that incorporate paraeducators in the inclusive setting. A lesson plan template is provided and discussed, and guidance is provided for teaching paraeducators evidence-based practices (EBPs) using behavioral skills training and supporting them in using EBPs during instruction.

Using behavioral skills training to improve graduate students’ graphing skills.

2019 ◽  
Vol 19 (3) ◽  
pp. 247-260 ◽  
Author(s):  
Michael P. Kranak ◽  
Marnie N. Shapiro ◽  
Mary R. Sawyer ◽  
Neil Deochand ◽  
Nancy A. Neef
Keyword(s):  
Graduate Students ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Behavioral Skills
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