A component analysis of behavioral skills training for effective instruction delivery

Abstract

ABSTRACT Behavioral skills training is a frequently utilized strategy for promoting skill proficiency, and is utilized with a wide range of individuals (e.g., children, parents, teachers). Although previous researchers have attempted to identify the active components within behavioral skills training, limited experimental control, lack of experimental design, and sequence effects have limited the ability to identify active components. The current study sought to address limitations of previous efforts to identify active components of behavioral skills training. In Experiment 1, components of behavioral skills training were systematically introduced to evaluate additive effects. Eight parents were randomly assigned to one of our behavioral skills training sequences, with each sequence differing in the order in which components of behavioral skills training were introduced. Results indicated that Feedback was most effective for five of eight parents. In order to determine the necessity of Feedback, Experiment 2 was conducted in which Feedback was only introduced after all other components of behavioral skills training had been implemented. Results indicated improved integrity following the introduction of Feedback. Overall, results of the two experiments indicate the necessity of Feedback within behavioral skills training.