By Zainab Fazal, M.ADS, BCBA
bSci21 Contributing Writer
- Behavioral training. A misunderstanding about learning is that the learning process of an adult (behavior wise) is very different to that of a child. For example, teaching a child the essentials of balance is not going to help him ride a bicycle. Creating habits may initially feel forced, but once you have accepted and obtained these.
- How to Ensure Training Changes Behavior. From the ACMP Global Conference workshop: 'Learning is Change. Change is Learning. ® ' Learning that changes behavior to produce results is a process –not a single event. The process takes place in an environment replete with competing priorities and time pressures.
Offered by McMaster University. This course gives you easy access to the invaluable learning techniques used by experts in art, music, literature, math, science, sports, and many other disciplines. We'll learn about the how the brain uses two very different learning modes and how it encapsulates ('chunks') information. We'll also cover illusions of learning, memory techniques, dealing. How to Conduct an Effective Training Session Learn tips and techniques for effective workplace training. All the planning has been done. All the preparation is taken care of. You know your training needs, you've set goals, management is behind you, you promoted your training schedule, and prepared materials, space, and people.
On June 22, 2015, I received a phone call from a staff at a local residential home serving adults with developmental disabilities. With a lot of excitement, she asked if I watched NBC Dateline the night before. Before I could answer, in even more excitement, she said, 'that guy did that strategy you were talking about in class!'
Let me give you a little insight into what she was talking about. She was referring to the segment on NBC Dateline called 'My kid would never do that: gun safety', and the guy was Dr. Raymond Miltenberger.You can check out the segment here.
If you teach anyone, anything, behavior analysis has a secret to share with you. It's the strategy the staff was talking about – Behavior Skills Training (BST). It is a method to teach students, staff, parents, and anyone else you are teaching a new skill. Dr. Miltenberger defines BST as 'a procedure consisting of instruction, modeling, behavioral rehearsal, and feedback that is used to teach new behaviors or skills' (2004, p. 558). And that's exactly what it is, a 4-step teaching strategy that works!
BST teaches a person what to do — that is, what behaviors to engage in under a particular circumstance.It allows for practice within the program so that the person can become fluent with the skills.It is an effective train-the-trainer procedure. And perhaps most importantly, can be individualized to each person. Sounds pretty good, doesn't it?
Let's break down each of the steps:
Instruction – Provide a description of the skill, its importance or rationale, and when and when not to use the skill. Repeat this step as necessary.
Modeling – Show your participant how to perform the skill. In-vivo modeling is recommended.
Rehearsal – Practice, practice, and practice! Allow the participant opportunities to practice the skill. Recent research suggests that participants should be able to practice in-situ. The trainer should record data on correct and incorrect responding during this step.
Feedback – The trainer should provide positive praise for correct responding and some form of corrective feedback for incorrect responses.
Some requirements before you can implement a BST program include: the person receiving the training must have the pre-requisite skills required for the behaviors you are teaching, the skill must include a chain of behaviors (a number of skills), and you must be able to role-play or video model the skills.
In a Registered Behavior Technician training course I was providing, I used BST to teach various skills to participants. Any skill I was teaching that met the afore-mentioned requirements I taught using BST. Based on the feedback forms from eight cohorts, participants reported that they enjoyed and learned the most when they got to practice the skills being taught, and got immediate feedback.
Here's an example of how it was used in the training. The skill was implementing preference assessments with clients.
Instructions were provided on why preference assessments are done, when and with whom to do them, how to use the data sheet, the materials required, and how to complete the assessment.
I modeled completing a preference assessment, using one of the course participants as my 'client.'
Participants paired up and practiced administering the preference assessment with their colleagues.Participants were able to practice the skill as each preference assessment included 30 trials!
I went to each group and provided feedback on what each person was doing correctly and incorrectly.
What have been your experiences with Behavior Skills Training? Let us know in the comments below. Also, be sure to subscribe to bSci21 via email to receive the latest articles directly to your inbox!
Recommended Readings:
Spotlight definition is - a projected spot of light used to illuminate brilliantly a person, object, or group on a stage. How to use spotlight in a sentence. Spotlight cast.
Johnson, B.M., Miltenberger, R.G., Egemo-Helm, K., Jostad, C. J., Flessner, C., & Gatheridge, B. (2005). Evaluation of behavioural skills training for teaching abduction-prevention skills to young children. Journal of Applied Behavior Analysis, 38, 67-78.
Miles, N.I., & Wilder, D.A. (2009). The effects of behavioral skills trainingon caregiver implementation of guided compliance. Journal of Applied Behavior Analysis, 42(2), 405-410.
Miltenberger, R. (2004). Behaviour Modification: principals and procedure (3rd ed.) Belmont, CA. Wadsworth Publishing.
Miltenberger, R.G., Flessner, C., Batheridge, B., Johnson, B., Satterlund, M., & Egemo, K. (2004). Evaluation of behavioural skills training procedures to prevent gun play in children. Journal of Applied Behavior Analysis, 37, 513-516.
Steward, K.K., Carr, J.E., & LeBlanc, L.A. (2007). Evaluation of family-implemented behavioural skills training for teaching social skills to a child with asperger's disorder. Clinical Case Studies, 6, 252-262.
Zainab Fazal, M.ADS, BCBA, began her career in the developmental disabilities field in 2002, and has dedicated her clinical work and research in the area of Applied Behaviour Analysis (ABA). She has worked for many years in assessing and developing comprehensive programs plans for children, youth, and adults with Autism Spectrum Disorders (ASD), learning disabilities, other developmental disabilities, behavioural challenges and mental health issues. Her recent work includes training front-line staff and teachers to use ABA in therapeutic and school settings, and has successfully trained individuals for the Registered Behaviour Technician credential with the Behaviour Analyst Certification Board. She is also an adjunct professor at Seneca College teaching ABA courses in the Behavioural Sciences program. Zainab is the founder and director of Phoenix Behaviour Services, a private practice in Toronto, Canada. You can follow her on twitter @Phoenix_ABA and reach her at zainab@pbxs.ca.
From the ACMP Global Conference workshop:
'Learning is Change. Change is Learning.® '
Learning that changes behavior to produce results is a process –not a single event. The process takes place in an environment replete with competing priorities and time pressures. Learning requires more than simply taking a class. When attending a class, retention and application of the new knowledge and skills will vary from 10 to 30% based on the type of class and content. Two factors heavily influence the extent to which the training is applied –retention and management support. When retention strategies and management support beyond the classroom experience are included in the learning initiative, the application of new knowledge and skills will be much higher, often 90% or better.
High Impact Learning (HIL) is a concept that encourages leadership involvement and applies retention strategies to ensure learning is not only an event but also a true process that changes behavior and performance. The Life Cycle Institute's HIL process integrates learning, leadership and change management competencies to produce documented, sustainable results. Organizations can use this process to develop the competency and agility to learn and adapt faster.
The HIL process has three phases: Alignment, Assimilation, and Application.
Alignment Phase (before training)
Before participating in a learning event participants should have a thorough understanding of what they are expected to learn, how their behavior is expected to change, the results they are expected to achieve, and how these results contribute to the overall goals of the organization
Assimilation Phase (during training)
During the learning event the focus is on assimilating the learning that resonates best with the participant. An effective learning event will engage them to apply what they already know in building relevant skills and knowledge that they can focus on and practice during the class.
Application Phase (after training)
Applying what one has learned is where 80% of learning takes place. It is using the skills and knowledge within the work environment that makes the learning stick, causing a behavior change that produces desired results. In this step it is important to experience early success. This early success depends on leadership support and coaching. The system, and often the people, resists change. Employees need someone supporting them with encouragement and coaching, and running interference as they attempt to adapt their behavior. One HIL tool the Life Cycle Institute uses during these three phases is the Learning Impact Map.
Learning Impact Maps (LIM)
A Learning Impact Map (LIM) facilitates management support and aligning expectations. This support and engagement is necessary to change behavior. The LIM creates a direct line of sight between the individual behavior and organizational goals. It aligns learning objectives with expected behavior changes.
A LIM is a table or document that:
- Facilitates management support and aligning expectations
- Identifies if the training can achieve the desired results in terms of broad business goals
- Prepares participants to learn and change their behavior based on the training
- Links the desired behavior with organizational performance and business goals
A well-written LIM always shows:
- Knowledge and skills the participant will learn in the training
- Behaviors driven by the new knowledge and skills
- Results that will be realized by the new behaviors
- Goals of the organization that the results will help accomplish
As an example, here's how Learning Impact Maps are used:
The Learning Impact Map is a simple one-page document with four columns. Two columns are completed before the learning event: the first, far left, column and the last, far right column. The two center columns are completed during application.
The last column, on the far right, idenitifies the organization goals advanced by the learning objectives. This is usually the starting point. Learning investments are made to advance the success of the organization by advancing specific goals. The individual responsible for making the investment will know what goals they are working on. The training coordinator will complete this column based on their input.
In the first column on the left the learning objectives are described. While the training may seek to fulfill many objectives the key here is to focus on a few. Less is more. Three specific, active, measureable objectives is a practical number. This is completed in advance by the coordinator with input from the manager and facilitator. The manager and participant will complete the middle two columns – behavior and results.
Align – Using the LIM Before Training
The training coordinator will work with the leadership and the facilitator to create a Learning Impact Map with the first and last columns completed. Focus on the top three to five items in each column. The first column will be based on the stated learning objectives of the training program. The last column will be the highest level measureable organizational goals that the training results are designed to advance. The coordinator will schedule time with the managers of the participants to describe the manager's role and secure their commitment to fulfill it.
The training coordinator will cover the following with the manager.
- Review the organizational goals
- Describe the training learning objectives
- Impress on the manager how their engagement will impact the desired behavior change
- Demonstrate how to 'read' the LIM
- Provide questions to use in the pre-training meetings with participants, including:
1. What are the business results you personally impact the most?
2. What are the key areas of training that can impact these results?
3. What are some actions you might take after training to reach these results?
The manager will lead a meeting with the participant to complete the LIM. The meeting should be held three to seven days before the class. It may be conducted in person or on the telephone. The meeting can be as short as 15 minutes.
Learning How To Feel Againdialectical Behavioral Training Skills
Assimilate – Using LIM During the Training
Class participants update and revise their LIMs as necessary based on what they have learned in the class. This should include two to three goals that can be achieved within 90 days.
Apply – Using LIM After Training
The managers will schedule a follow up meeting with the participant within the first week after the training. This meeting is to establish the following.
Learning How To Feel Againdialectical Behavioral Training Reliaslearning
- What are the goals that can be achieved in the next 90 days?
- What are the potential obstacles?
- How can I support you?
- Summarize actions the participant will take to implement learning
- Summarize the actions the manager will take to support them
- Agree on how you will jointly monitor and measure progress.
Lessons 2435sindarin lessons. The training sponsor follows up with the managers seven to 10 days after the training to find out:
Learning How To Feel Againdialectical Behavioral Training Techniques
- If they have met with their program participants
- How the conversations went (what went well, what could have gone better)
- Address any concerns/questions
Following the Learning Impact Map process will make learning faster and more effective. It will help discern if the learning intervention will produce results that advance organizational goals. It will establish the expectations and leadership alignment that facilitate applying the new knowledge and skills. It will save you time and money while producing documented results.
Download a Learning Impact Map Template.
Learning How To Feel Againdialectical Behavioral Training At Home
© Life Cycle Engineering, Inc.
For More Information
In a Registered Behavior Technician training course I was providing, I used BST to teach various skills to participants. Any skill I was teaching that met the afore-mentioned requirements I taught using BST. Based on the feedback forms from eight cohorts, participants reported that they enjoyed and learned the most when they got to practice the skills being taught, and got immediate feedback.
Here's an example of how it was used in the training. The skill was implementing preference assessments with clients.
Instructions were provided on why preference assessments are done, when and with whom to do them, how to use the data sheet, the materials required, and how to complete the assessment.
I modeled completing a preference assessment, using one of the course participants as my 'client.'
Participants paired up and practiced administering the preference assessment with their colleagues.Participants were able to practice the skill as each preference assessment included 30 trials!
I went to each group and provided feedback on what each person was doing correctly and incorrectly.
What have been your experiences with Behavior Skills Training? Let us know in the comments below. Also, be sure to subscribe to bSci21 via email to receive the latest articles directly to your inbox!
Recommended Readings:
Spotlight definition is - a projected spot of light used to illuminate brilliantly a person, object, or group on a stage. How to use spotlight in a sentence. Spotlight cast.
Johnson, B.M., Miltenberger, R.G., Egemo-Helm, K., Jostad, C. J., Flessner, C., & Gatheridge, B. (2005). Evaluation of behavioural skills training for teaching abduction-prevention skills to young children. Journal of Applied Behavior Analysis, 38, 67-78.
Miles, N.I., & Wilder, D.A. (2009). The effects of behavioral skills trainingon caregiver implementation of guided compliance. Journal of Applied Behavior Analysis, 42(2), 405-410.
Miltenberger, R. (2004). Behaviour Modification: principals and procedure (3rd ed.) Belmont, CA. Wadsworth Publishing.
Miltenberger, R.G., Flessner, C., Batheridge, B., Johnson, B., Satterlund, M., & Egemo, K. (2004). Evaluation of behavioural skills training procedures to prevent gun play in children. Journal of Applied Behavior Analysis, 37, 513-516.
Steward, K.K., Carr, J.E., & LeBlanc, L.A. (2007). Evaluation of family-implemented behavioural skills training for teaching social skills to a child with asperger's disorder. Clinical Case Studies, 6, 252-262.
Zainab Fazal, M.ADS, BCBA, began her career in the developmental disabilities field in 2002, and has dedicated her clinical work and research in the area of Applied Behaviour Analysis (ABA). She has worked for many years in assessing and developing comprehensive programs plans for children, youth, and adults with Autism Spectrum Disorders (ASD), learning disabilities, other developmental disabilities, behavioural challenges and mental health issues. Her recent work includes training front-line staff and teachers to use ABA in therapeutic and school settings, and has successfully trained individuals for the Registered Behaviour Technician credential with the Behaviour Analyst Certification Board. She is also an adjunct professor at Seneca College teaching ABA courses in the Behavioural Sciences program. Zainab is the founder and director of Phoenix Behaviour Services, a private practice in Toronto, Canada. You can follow her on twitter @Phoenix_ABA and reach her at zainab@pbxs.ca.
From the ACMP Global Conference workshop:
'Learning is Change. Change is Learning.® '
Learning that changes behavior to produce results is a process –not a single event. The process takes place in an environment replete with competing priorities and time pressures. Learning requires more than simply taking a class. When attending a class, retention and application of the new knowledge and skills will vary from 10 to 30% based on the type of class and content. Two factors heavily influence the extent to which the training is applied –retention and management support. When retention strategies and management support beyond the classroom experience are included in the learning initiative, the application of new knowledge and skills will be much higher, often 90% or better.
High Impact Learning (HIL) is a concept that encourages leadership involvement and applies retention strategies to ensure learning is not only an event but also a true process that changes behavior and performance. The Life Cycle Institute's HIL process integrates learning, leadership and change management competencies to produce documented, sustainable results. Organizations can use this process to develop the competency and agility to learn and adapt faster.
The HIL process has three phases: Alignment, Assimilation, and Application.
Alignment Phase (before training)
Before participating in a learning event participants should have a thorough understanding of what they are expected to learn, how their behavior is expected to change, the results they are expected to achieve, and how these results contribute to the overall goals of the organization
Assimilation Phase (during training)
During the learning event the focus is on assimilating the learning that resonates best with the participant. An effective learning event will engage them to apply what they already know in building relevant skills and knowledge that they can focus on and practice during the class.
Application Phase (after training)
Applying what one has learned is where 80% of learning takes place. It is using the skills and knowledge within the work environment that makes the learning stick, causing a behavior change that produces desired results. In this step it is important to experience early success. This early success depends on leadership support and coaching. The system, and often the people, resists change. Employees need someone supporting them with encouragement and coaching, and running interference as they attempt to adapt their behavior. One HIL tool the Life Cycle Institute uses during these three phases is the Learning Impact Map.
Learning Impact Maps (LIM)
A Learning Impact Map (LIM) facilitates management support and aligning expectations. This support and engagement is necessary to change behavior. The LIM creates a direct line of sight between the individual behavior and organizational goals. It aligns learning objectives with expected behavior changes.
A LIM is a table or document that:
- Facilitates management support and aligning expectations
- Identifies if the training can achieve the desired results in terms of broad business goals
- Prepares participants to learn and change their behavior based on the training
- Links the desired behavior with organizational performance and business goals
A well-written LIM always shows:
- Knowledge and skills the participant will learn in the training
- Behaviors driven by the new knowledge and skills
- Results that will be realized by the new behaviors
- Goals of the organization that the results will help accomplish
As an example, here's how Learning Impact Maps are used:
The Learning Impact Map is a simple one-page document with four columns. Two columns are completed before the learning event: the first, far left, column and the last, far right column. The two center columns are completed during application.
The last column, on the far right, idenitifies the organization goals advanced by the learning objectives. This is usually the starting point. Learning investments are made to advance the success of the organization by advancing specific goals. The individual responsible for making the investment will know what goals they are working on. The training coordinator will complete this column based on their input.
In the first column on the left the learning objectives are described. While the training may seek to fulfill many objectives the key here is to focus on a few. Less is more. Three specific, active, measureable objectives is a practical number. This is completed in advance by the coordinator with input from the manager and facilitator. The manager and participant will complete the middle two columns – behavior and results.
Align – Using the LIM Before Training
The training coordinator will work with the leadership and the facilitator to create a Learning Impact Map with the first and last columns completed. Focus on the top three to five items in each column. The first column will be based on the stated learning objectives of the training program. The last column will be the highest level measureable organizational goals that the training results are designed to advance. The coordinator will schedule time with the managers of the participants to describe the manager's role and secure their commitment to fulfill it.
The training coordinator will cover the following with the manager.
- Review the organizational goals
- Describe the training learning objectives
- Impress on the manager how their engagement will impact the desired behavior change
- Demonstrate how to 'read' the LIM
- Provide questions to use in the pre-training meetings with participants, including:
1. What are the business results you personally impact the most?
2. What are the key areas of training that can impact these results?
3. What are some actions you might take after training to reach these results?
The manager will lead a meeting with the participant to complete the LIM. The meeting should be held three to seven days before the class. It may be conducted in person or on the telephone. The meeting can be as short as 15 minutes.
Learning How To Feel Againdialectical Behavioral Training Skills
Assimilate – Using LIM During the Training
Class participants update and revise their LIMs as necessary based on what they have learned in the class. This should include two to three goals that can be achieved within 90 days.
Apply – Using LIM After Training
The managers will schedule a follow up meeting with the participant within the first week after the training. This meeting is to establish the following.
Learning How To Feel Againdialectical Behavioral Training Reliaslearning
- What are the goals that can be achieved in the next 90 days?
- What are the potential obstacles?
- How can I support you?
- Summarize actions the participant will take to implement learning
- Summarize the actions the manager will take to support them
- Agree on how you will jointly monitor and measure progress.
Lessons 2435sindarin lessons. The training sponsor follows up with the managers seven to 10 days after the training to find out:
Learning How To Feel Againdialectical Behavioral Training Techniques
- If they have met with their program participants
- How the conversations went (what went well, what could have gone better)
- Address any concerns/questions
Following the Learning Impact Map process will make learning faster and more effective. It will help discern if the learning intervention will produce results that advance organizational goals. It will establish the expectations and leadership alignment that facilitate applying the new knowledge and skills. It will save you time and money while producing documented results.
Download a Learning Impact Map Template.
Learning How To Feel Againdialectical Behavioral Training At Home
© Life Cycle Engineering, Inc.
For More Information
843.744.7110 | info@LCE.com