Progress is the desired outcome or common goal shared by both the clinician and caregiver. Whether we are helping our kiddos work towards a dressing skill like putting on a t-shirt independently or a socialization skill like engaging in a conversation with a peer for the first time, we all want to see progress. A key factor to remember is that progress does not happen unintentionally. In fact, we can all, whether you are a teacher, principal, speech pathologist, behavior technician, or parent, take steps in ensuring that we increase the likelihood of progress by providing effective training.

At Behavior Frontiers, the training process we utilize is an evidence-based strategy called Behavior Skills Training (BST). This method of training has been used to teach a variety of skills including socialization skills, adaptive skills, and self-help skills. BST is comprised of 4 simple and highly effective steps.

Instructions consists of a written and/or verbal description of the skill one desires to teach. Instructions should be discussed in a distraction free environment to enhance the learning experience.

Modeling consists of a live demonstration or performance of the desired skill for the learner. For optimal results, it is recommended that the model occurs in its proper context.

Rehearsal or role-playing provides the learner with the opportunity to practice or perform the skill required.

Feedback consists of the instructor providing the learner with information regarding their performance during the rehearsal or role-play. The instructor will discuss steps completed appropriately and steps that need to be fixed. The learner then performs the steps again until they can complete all steps independently and appropriately.

Let’s take a look at a practical example of someone learning how to greet a peer.

Step 1 (Instructions): The instructor explains to the learner, “It is polite to greet people when you see them for the first time or if they greet you first. Greetings can consist of words like ‘Hi! How are you doing?’ or gestures like waving. It is polite to provide eye contact when greeting someone.”

Step 2 (Model): A peer walks into the room and the instructor says “Hi! It’s nice to see you” while the learner is observing the model.

Step 3 (Rehearsal): The instructor indicates that it is now the learners turn to practice this skill. Another peer walks into the room and says “hi” to the learner. The learner looks at the peer and turns away.

Step 4 (Feedback): The instructor says “Great job looking at your friend when you were greeted! The next time someone says ‘hi’ you can wave or say ‘hi’ back to them. Let’s practice!”

The learner and instructor proceed to complete step 3 and 4 until the learner performs the rehearsal with 100% accuracy.

After the skill is demonstrated in the instructional setting, the instructor would determine natural opportunities to practice this skill including school, parties, or out in the community. The best part is that BST can be utilized by anyone in any profession in almost any location. The next time you are having difficulty with your kiddo, coworker, or maybe even your significant other, give BST a try. It is a simple and effective strategy that can be used by anyone to make progress.

Anusha Gummadi, MA, BCBA
Assistant Clinical Director, Ventura
Tuesday, August 11, 2020

Behavior Skills Training: Teaching New Skills