Behavioral Skills Training Research Articles

Validasi Modul “GuLaLi” untuk Meningkatkan Keterampilan Guru Mengajar Siswa Tunarungu Perlindungan Diri dari Kekerasan Seksual

Children with disabilities have three-time greater risk of child sexual abuse (CSA). Unfortunately, many teachers lack of skills to teach deaf students on sexual abuse and self-protection. This study examined the validity of a module (GuLaLi, Guru Latih Lindungi/ Teachers Train and Protect) to enhance the teachers' skills to train deaf students on CSA prevention. Prior to the study, the researcher developed the module following Behavior Skills Training (BST) procedure. Seven teachers from one of kindergarten and primary schools for the deaf in Bantul Regency participated in the study. The study used one-group pre and posttest design. The data was quantitatively analyzed analysis was conducted through statistical test using Wilcoxon signed rank test and also descriptive analysis. The result showed this module can improve teacher skills to teach student how to prevent CSA (Z = -2.366, p<0.05).

A component analysis of job interview training for young adults with autism spectrum disorder

The job interview is a vital component to acquire employment. Individuals with autism spectrum disorder may experience difficulties with job interviews due to notable deficits in social and communication skills. We evaluated the relative impact of several components of a job interview training package on six participants' responses to commonly asked interview questions. We used a multiple baseline design across participants to present the following components: written instructions, rehearsal and video self‐feedback with a commercially available training program, and verbal feedback delivered by the experimenter. Results demonstrated that all participants required an additional behavioral skills training session to meet our mastery criterion. However, once training was complete, all participants showed generalized performance when the interview questions were presented in a varied format and by a novel interviewer outside of the training environment. In addition, their performance was maintained at follow‐up.

Development of fire safety behavioral skills via virtual reality

In recent years, virtual reality has become prevalent in many educational settings. In this study, virtual reality-based behavioral skills training (VR-BST) approach is proposed to teach basic behavioral skills for fire safety. A virtual reality-based environment was designed and implemented in the context of the design-based research. A group of ten primary school students received a basic fire safety training package through this environment and in situ training was implemented when needed. The results indicated that students’ fire safety behavioral skills significantly improved with the use of virtual reality based training and the majority of the students could transfer their behavioral skills to real environments. The way of modelling the behaviors in this study and integrating in situ training into the learning environment positively contributed to the development of behavioral skills. The study concludes with suggestions for practitioners and researchers in the field of virtual reality for behavioral skills training.

The use of behavioral skills training to improve staff performance of discrete trial training

Well‐trained staff are a prerequisite for successful implementation of treatment plans when working in human service contexts. The high rate of turnover makes the use of efficient and effective staff training all the more important. Previous research has used behavioral skills training to train teachers in correct implementation of discrete trial training of children with autism. They showed that a brief 10‐min procedure could effectively train staff and result in improved performance. The current study elaborated on previous work by using participants without prior exposure to the method, including treatment integrity data and testing for maintenance 1 month after training ended. The mean percentage of correct teaching responses for the three participants increased from 70%, 58%, and 66% during baseline to 97%, 96%, and 99%, respectively, following training. Results indicated that the training package was effective and the results were maintained 30 days later.

Effects of Behavioral Skills Training on Teacher Implementation of a Reading Racetrack Intervention.

This study examined the effects of behavioral skills training (BST) on teachers' implementation fidelity of a reading racetrack (a board game designed to increase sight word fluency) with elementary students identified as struggling readers. BST, an alternative to traditional professional development, is a performance-based protocol incorporating instruction, modeling, rehearsal, and feedback. A multiple probe design across teacher-student dyads demonstrated that BST was functionally related to the teachers' implementation of a reading racetrack with 100% fidelity on at least three consecutive sessions. Additionally, students met mastery criteria for sight word acquisition and demonstrated maintenance at least one to two weeks post intervention.

Использование тренировки навыков поведения и других видов манипуляции средовыми факторами для обучения навыкам безопасности подростков с РАС

Choosing the correct target behavior to teach is fundamental for parents, teachers, therapists and other professionals working with people with autism and other intellectual disabilities. While early intensive behavioral intervention (EIBI) for young children diagnosed with autism can produce large gains in social, cognitive, and language development, choosing the appropriate curriculum for adolescents and adults warrants some further reflections. Starting from puberty and adolescence, the focus of teaching should move from what the student is missing with respect to typically development peers to what the student needs to become an effective adult, with the final outcome of “making a life”. Applied Behavior Analysis is effective in teaching functional skills, adaptive skills, daily living skills, safety skills, sexuality, physical exercise, self-advocacy and other often overlooked skills that can contribute to the improvement of the quality of life of people with or without disabilities. Research suggests that working on functional skills provided through a meaningful curriculum leads to a more independent life. During this presentation the contribution ABA can offer in developing a meaningful curriculum for adolescents will be reviewed. Particular focus will be placed on using Behavior Skills Training (BST) and other environmental manipulations to teach safety skills to adolescents and young adults with autism spectrum disorders. Examples of safety skills include abduction prevention, seeking help if lost, inappropriate physical contact and information disclosure. The use of technology in teaching safety skills to students with a poor repertoire of verbal behavior will be discussed.

A TPB-Based Smoking Intervention among Chinese High School Students

Objectives: China is the world’s largest tobacco consumer and its adolescent smoking rate is increasing. Smoking interventions among high school students are limited. The aim of this study was to deliver and evaluate a brief theory-based smoking intervention in China, with a focus on anti-smoking cognitions. Methods: The intervention was based on the constructs of an extended theory of planned behavior and life skills training. Using class-level randomization sampling, 106 tenth graders from two high schools in Kunming, China received a four-session intervention; 101 students were assigned as control group members. Surveys were conducted at three time-points (1 week before the intervention, 1 week post-intervention, and 6 months post-intervention). MANOVA and latent class analysis were used to test the intervention’s effectiveness and personal change trajectories over time. Results: The intervention failed to change smoking behavior, intention or willingness, but improved anti-smoking attitudes and perceived control over smoking. Skills showed a general enhancement, consistent with participants’ qualitative feedback. Trajectories of smoking behavior, intention, and willingness all assumed two distinct but constant latent classes independent of the intervention. Conclusions: This study suggests that addressing attitudinal and control beliefs among adolescents and building on assertiveness via additional strategies in life skills such as appropriate refusal skills may be beneficial. The absence of a successful change in subjective norm should be a focus for future anti-smoking programs in China.

Development and pilot testing of an mHealth behavioral cancer pain protocol for medically underserved communities

The purpose of this study was to refine and test a mobile-health behavioral cancer pain coping skills training protocol for women with breast cancer and pain from medically underserved areas. Three focus groups (Phase 1) were used to refine the initial protocol. A single-arm pilot trial (Phase 2) was conducted to assess feasibility, acceptability, and changes in outcomes. The intervention was delivered at a community-based clinic via videoconferencing technology. Participants were women (N = 19 for Phase 1 and N = 20 for Phase 2) with breast cancer and pain in medically underserved areas. Major themes from focus groups were used to refine the intervention. The refined intervention demonstrated feasibility and acceptability. Participants reported significant improvement in pain severity, pain interference, and self-efficacy for pain management. Our intervention is feasible, acceptable, and likely to lead to improvement in pain-related outcomes for breast cancer patients in medically underserved areas.Implications for Psychosocial Oncology PracticeBreast cancer patients being treated in medically underserved areas have a dearth of exposure to behavioral interventions that may improve their ability to manage pain.Evidence from this single-arm pilot trial suggests that our mobile-health behavioral cancer pain coping skills training protocol is acceptable and feasible in this vulnerable population.Appropriately adapted mobile-health technologies may provide an avenue to reach underserved patients and implement behavioral interventions to improve pain management.

¡Viva Maryvale!: A Multilevel, Multisector Model to Community-Based Diabetes Prevention

Latino communities are disproportionately affected by type 2 diabetes and experience disparities in access to diabetes prevention programs. The purpose of this study was to test the preliminary efficacy of a culturally grounded, diabetes prevention program for high-risk Latino families delivered through an integrated research-practice partnership. The integrated research-practice partnership was established in a predominantly Latino community and consisted of a Federally Qualified Health Center, a YMCA, an accredited diabetes education program, and an academic research center. Data were collected and analyzed from 2015 to 2018. Latino families consisting of a parent with an obese child between age 8 and 12 years. The 12-week lifestyle intervention included nutrition education and behavioral skills training (60 minutes, once/week) and physical activity classes (60 minutes, three times/week) delivered at a YMCA. Outcomes included measures of adiposity (BMI, waist circumference, and body fat); HbA1c; and weight-specific quality of life. Over the course of the 2-year project period, 58 families (parents n=59, children n=68) were enrolled with 36% of parents and 29% of children meeting the criteria for prediabetes at baseline. Feasibility and acceptability were high, with 83% of enrolled families completing the program, 91% of the intervention sessions attended, and 100% of families stating they would recommend the program. The intervention led to significant decreases in percentage body fat among parents (46.4% [SD=10.8] to 43.5% [SD=10.5], p=0.001) as well as children (43.1% [SD=8.0] to 41.8% [SD=7.2], p=0.03). Additionally, HbA1c was significantly reduced in parents (5.6% [SD=0.4] to 5.5% [SD=0.3], p=0.03), and remained stable in children (5.5% [SD=0.3] vs 5.5% [SD=0.3], p>0.05). Significant improvements in quality of life were reported in parents (64.6 [SD=15.8] to 71.0 [SD=13.7], p=0.001) and children (69.7 [SD=15.8] to 72.6 [SD=13.7], p=0.05). These findings support the preliminary efficacy of an integrated research-practice partnership to meet the diabetes prevention needs of high-risk Latino families within a vulnerable community.

Autism Spectrum Disorder and the Experience of Traumatic Events: Review of the Current Literature to Inform Modifications to a Treatment Model for Children with Autism.

Children with autism incur trauma and have increased vulnerabilities for experiencing trauma. This paper summarizes the current literature in the study of trauma in typically developing children and those with autism. A treatment model for children with autism, drawing on components from cognitive behavior therapy (CBT), trauma-focused CBT, and CBT to teach emotion regulation and treat anxiety in children with autism is suggested. Components include: (a) Functional Behavior Assessment; (b) behavior plans and behavioral skills training; (c) teaching emotion regulation; (d) exposure therapy; (e) cognitive restructuring; (f) parent and child support between sessions; (g) safety plan; and (h) programming for generalization and maintenance. Future research should establish evidence-based treatment of trauma in this population by evaluating the modified treatment package.

An mHealth Intervention to Improve Young Gay and Bisexual Men's Sexual, Behavioral, and Mental Health in a Structurally Stigmatizing National Context.

BackgroundYoung gay and bisexual men (YGBM) in some Eastern European countries, such as Romania, face high stigma and discrimination, including in health care. Increasing HIV transmission is a concern given inadequate prevention, travel to high-prevalence countries, and popularity of sexual networking technologies.ObjectiveThis study aimed to adapt and pilot test, in Romania, a preliminarily efficacious mobile health (mHealth) HIV-prevention intervention, created in the United States, to reduce HIV risk among YGBM.MethodsAfter an intervention formative phase, we enrolled 43 YGBM, mean age 23.2 (SD 3.6) years, who reported condomless sex with a male partner and at least 5 days of heavy drinking in the past 3 months. These YGBM completed up to eight 60-minute text-based counseling sessions grounded in motivational interviewing and cognitive behavioral skills training with trained counselors on a private study mobile platform. We conducted one-group pre-post intervention assessments of sexual (eg, HIV-risk behavior), behavioral (eg, alcohol use), and mental health (eg, depression) outcomes to evaluate the intervention impact.ResultsFrom baseline to follow-up, participants reported significant (1) increases in HIV-related knowledge (mean 4.6 vs mean 4.8; P=.001) and recent HIV testing (mean 2.8 vs mean 3.3; P=.05); (2) reductions in the number of days of heavy alcohol consumption (mean 12.8 vs mean 6.9; P=.005), and (3) increases in the self-efficacy of condom use (mean 3.3 vs mean 4.0; P=.01). Participants reported significant reductions in anxiety (mean 1.4 vs mean 1.0; P=.02) and depression (mean 1.5 vs mean 1.0; P=.003). The intervention yielded high acceptability and feasibility: 86% (38/44) of participants who began the intervention completed the minimum dose of 5 sessions, with an average of 7.1 sessions completed; evaluation interviews indicated that participation was rewarding and an “eye-opener” about HIV risk reduction, healthy identity development, and partner communication.ConclusionsThis first mHealth HIV risk-reduction pilot intervention for YGBM in Eastern Europe indicates preliminary efficacy and strong acceptability and feasibility. This mobile prevention tool lends itself to broad dissemination across various similar settings pending future efficacy testing in a large trial, especially in contexts where stigma keeps YGBM out of reach of affirmative health interventions.

Stakeholder Perspectives on Implementing Cognitive Behavioral Social Skills Training on Assertive Community Treatment Teams.

This study examined stakeholder perceptions of the "fit" between cognitive-behavioral social skills training (CBSST) and assertive community treatment (ACT) when implementing CBSST into existing community-based ACT teams. Focus group feedback was collected from a diverse set of stakeholders (i.e., clients, providers, supervisors, agency administrators, public sector representatives, and intervention developers). Results identified perceived client and provider benefits for integrating CBSST into ACT while highlighting the importance of purposeful adaptations, training, and implementation tools to facilitate structural and values fit between CBSST and ACT. Study findings will inform future endeavors to implement CBSST and other relevant EBPs into ACT. Trial Registry: ClinicalTrials.gov #NCT02254733.

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

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.

Reducing Elopement in a Preschooler with Autism Using Differential Reinforcement

Elopement is a behavior that occurs in many children with autism spectrum disorder as well as other developmental disorders that often places them at risk of injury or death from traffic or drowning. A multiple baseline design across three targeted transitions was used in this study to evaluate the effectiveness of a differential reinforcement of incompatible behavior (DRI) intervention implemented by the child’s classroom teacher and paraeducator during the school day. The behavioral skills training (BST) model was followed to train the classroom teacher and paraprofessional staff to implement DRI to eliminate the elopement of the preschool student with ASD. The BST model of training resulted in staff quickly acquiring the data collection and DRI skills and maintaining mastery of the procedures without further training. The student’s straying and elopement behaviors were eliminated across transitions as well as during the fading of reinforcement phase. The school staff reported a positive perception on the use of the DRI intervention.

Autism, Interventions and Parent Training

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

Effects of Behavioral Skills Training on the Stimulus Control of Gun Safety Responding

Teaching individuals a safety response when they encounter a firearm may be one way to prevent accidental injuries or death. Previous researchers have used behavioral skills training (BST) with and without in situ training to teach individuals with and without disabilities to engage in a safety response in the presence of a firearm. However, few studies have arranged BST to ensure the safety response occurred in response to a representative sample of all relevant stimulus features for which a response should be evoked. The purpose of the current study was to evaluate the extent to which BST conducted in a single context established stimulus control that would evoke the safety response across a range of contexts under which young children could encounter a dangerous stimulus in a room in their house. All participants demonstrated a discriminated safety response following BST. Further, safety responses generalized across all contexts not associated with training for all participants.

Parent and child outcomes of JumpStart™, an education and training program for parents of children with autism spectrum disorder

BackgroundThis pilot study examined the effectiveness of JumpStart™, a 4-week education program including a Behavioral Skills Training model for parents of children with autism spectrum disorder (ASD). JumpStart aims to teach parents to begin implementing evidence-based behavioral intervention while learning to navigate service systems in order to establish a comprehensive intervention program. MethodChange in parent self-efficacy, knowledge, stress, depressive symptoms, ability to implement intervention, and child responsivity were compared in treatment (n = 18) and waitlist control (n = 18) groups. Additionally, exploratory analyses examined 3-month follow-up data in a subset of participants (n = 12). ResultsFindings indicated significantly larger increases in parent outcome expectations, parent competence, parent knowledge, fidelity of implementation, and child responsivity in the treatment group compared to the waitlist control group. Three-month follow-up data indicated maintenance of parent outcome expectations, knowledge, and child responsivity. ConclusionsFindings provide preliminary evidence of the effectiveness of JumpStart. Given the growing number of children with ASD and finite resources, short-term programs like JumpStart may be an effective method by which parents are able to begin intervening with their child’s development while they arrange for comprehensive services.

The effects of combined oxytocin and cognitive behavioral social skills training on social cognition in schizophrenia.

Individuals with schizophrenia have deficits in social cognition that are associated with poor functional outcome. Unfortunately, current treatments result in only modest improvement in social cognition. Oxytocin, a neuropeptide with pro-social effects, has significant benefits for social cognition in the general population. However, studies examining the efficacy of oxytocin in schizophrenia have yielded inconsistent results. One reason for inconsistency may be that oxytocin has typically not been combined with psychosocial interventions. It may be necessary for individuals with schizophrenia to receive concurrent psychosocial treatment while taking oxytocin to have the context needed to make gains in social cognitive skills. The current study tested this hypothesis in a 24-week (48 session) double-blind, placebo-controlled trial that combined oxytocin and Cognitive-Behavioral Social Skills Training (CBSST), which included elements from Social Cognition and Interaction Training (SCIT). Participants included 62 outpatients diagnosed with schizophrenia (placebo n = 31; oxytocin n = 31) who received 36 IU BID, with supervised administration 45 min prior to sessions on CBSST group therapy days. Participants completed a battery of measures administered at 0, 12, and 24 weeks that assessed social cognition. CBSST generally failed to enhance social cognition from baseline to end of study, and there was no additive benefit of oxytocin beyond the effects of CBSST alone. Findings suggest that combined CBSST and oxytocin had minimal benefit for social cognition, adding to the growing literature indicating null effects of oxytocin in multi-dose trials. Methodological and biological factors may contribute to inconsistent results across studies.

A Limited Review of Social Skills Training for Children with ASD

<p class=MsoTitleCxSpFirst style=margin:0in;margin-bottom:.0001pt;mso-add-space: auto;text-align:justify;text-justify:inter-ideograph;text-indent:0in; line-height:normal;mso-list:l0 level1 lfo1;mso-mirror-indents:yes> <span style=font-size:11.0pt;mso-ascii-font-family: new= roman;mso-fareast-font-family:times= roman;mso-hansi-font-family:= times= roman;mso-bidi-font-family:times= roman=>1. Abstract <p class=MsoNormalCxSpFirst style=text-align:justify;text-justify:inter-ideograph; text-indent:0in;line-height:normal;mso-mirror-indents:yes> There are no medications to cure Autism Spectrum Disorder (ASD). Behavior therapies and skills training are generally at the root of “treating” the disorder. Due to the social communication challenges characteristic of ASD, one necessary intervention target for children with ASD is improved social skills. Social skills training can occur in multiple settings such as at home, at school, or in a clinical setting. However, many young children with ASD need direct instruction and support for interacting with their peers in their classrooms. Thus, the purpose of this limited review of the research was to examine the effects of social skills training delivered in small group settings to improve social skills of young students with ASD. Four studies were reviewed and the findings suggest that small group social skills training allows students more opportunity for active involvement in the learning. In small groups, it is easier to be sure that all students receive the same intervention. There is less likely a chance that children will be overlooked in the learning. In small group settings there is a better chance of developing rapport between students. Finally, in small group settings there is more opportunity for peer learning. Implications for practice and future research will be discussed. This review examines the effects of social skills training in small groups for children with ASD. <p class=MsoNormalCxSpMiddle style=text-align:justify;text-justify:inter-ideograph; text-indent:0in;line-height:normal;mso-mirror-indents:yes>

Targeting Staff Treatment Integrity of the PEAK Relational Training System Using Behavioral Skills Training.

PEAK is a language curriculum dedicated to expanding language via the science of behavior analysis. The present study sought to evaluate the extent to which a behavioral skills training (BST) program impacted treatment integrity for six direct care staff implementing the Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) with six individuals with autism. We used a 2-h workshop-like Behavioral Skills Training (BST; instruction, modeling, rehearsal, and feedback) targeting PEAK treatment integrity. The results indicate that BST improved overall procedural integrity for all staff. All learners with autism improved their total percentage of correct, independent responding specific to the targeted programs. Further, all (6/6) staff maintained integrity to PEAK at well above baseline levels and all individuals with autism maintained high levels of performance specific to the targeted programs. The importance of appropriate training and treatment integrity given the implementation of PEAK is discussed.