Handbook for Behavioral Skills Training
by Peter Sturmey, Lindsay Maffei-Almodovar
1st Edition
Publisher: Academic Press
Book Details
| Print ISBN | 9780443160660 |
| eText ISBN | 9780443160677 |
| Publisher | Academic Press |
| Publishing Year | 2025 |
| Edition | 1st Edition |
| Language | English |
The Handbook for Behavioral Skills Training, 1st Edition, authored by Peter Sturmey and Lindsay Maffei-Almodovar, provides a step-by-step guide to implementing behavioral skills training procedures. Published by Academic Press, this handbook structures effective skill instruction around four basic procedural steps: clear instructions, clinical modeling, structured rehearsal, and performance feedback.
The text synthesizes core teaching methods with systematic intervention strategies across clinical scenarios. It details practical teaching applications, including Discrete Trial Teaching, Mand Training, and incidental teaching procedures. Furthermore, the volume outlines explicit protocols for programming skill generalization, discrimination, and long-term maintenance to ensure sustained behavioral outcomes in applied settings.
The text features chapter summary bullets highlighting key points across each topic to aid quick review and study. This structural feature directly supports Board Certified Behavior Analysts, school psychologists, and special educators who design and direct interventions for children and adults diagnosed with autism, intellectual disabilities, and other neurodevelopmental disorders.
Table of Contents
Chapter 1: Behavioral skills training: An introduction
- • 1.1 Rationale and significance
- • 1.2 Definitions
- • 1.3 History
- • 1.4 Ethics and efficiency
- • 1.5 Range of applications
- • 1.6 Summary
Chapter 2: Needs assessment
- • 2.1 Importance and rationale
- • 2.2 Needs assessment methods
- • 2.3 Developing, disseminating, and updating training materials
- • 2.4 Organizations putting it together
- • 2.5 Chapter summary
Chapter 3: Basic behavioral skills training procedures
- • 3.1 Task analysis
- • 3.2 Instructions
- • 3.3 Modeling
- • 3.4 Rehearsal
- • 3.5 Feedback
- • 3.6 Observer effect
- • 3.7 Some procedural variations
- • 3.8 Online BST
- • 3.9 Group BST procedures
- • 3.10 Measurement issues
- • 3.11 Social validity
- • 3.12 Chapter summary
Chapter 4: Programming generalization, discrimination, and maintenance
- • 4.1 Definitions, stimulus and response generalization
- • 4.2 The practical need for generalization
- • 4.3 Generalization and behavioral skills training
- • 4.4 Maintenance
- • 4.5 How to maintain caregiver behavior
- • 4.6 Chapter summary
Chapter 5: Applications: Basic teaching strategies
- • 5.1 Preference assessments
- • 5.2 Stimulus pairing procedures
- • 5.3 Mand training
- • 5.4 Discrete trial teaching
- • 5.5 Incidental teaching
- • 5.6 Chapter summary
Chapter 6: Applications: Complex teaching strategies and interaction skills
- • 6.1 Natural language paradigm
- • 6.2 Pivotal response training
- • 6.3 Independent activity schedules
- • 6.4 Shaping
- • 6.5 Chaining
- • 6.6 Interaction rates and interaction skills
- • 6.7 Feeding problems
- • 6.8 Chapter summary
Chapter 7: Professional skills
- • 7.1 Data collection
- • 7.2 Documentation and writing
- • 7.3 Graphing data
- • 7.4 Presentation skills
- • 7.5 Learning to use BST
- • 7.6 Behavior management skills
- • 7.7 Improving meetings
- • 7.8 Soft professional skills
- • 7.9 Chapter summary
Chapter 8: Component and parametric analyses of behavioral skills training
- • 8.1 Component analysis
- • 8.2 Parametric analyses
- • 8.3 Chapter summary
Chapter 9: The evidence base for behavioral skills training
- • 9.1 Rules of evidence
- • 9.2 Evaluation criteria for caregiver training
- • 9.3 Scoping reviews, systematic reviews, and meta-analyses of behavioral skills training
- • 9.4 Economic analyses
- • 9.5 Chapter summary
Chapter 10: Pyramidal training
- • 10.1 Rationale
- • 10.2 Definitions
- • 10.3 Some examples
- • 10.4 Maintenance and generality in pyramidal training
- • 10.5 Systematic review
- • 10.6 Chapter summary
Chapter 11: Future directions and outstanding issues
- • 11.1 Rationale
- • 11.2 Current research limitations
- • 11.3 Implications for practice
- • 11.4 Organizational systems responsibilities in training caregivers
- • 11.5 State-wide, national and international dissemination
- • 11.6 Working conditions for direct care staff
- • 11.7 Families
- • 11.8 Chapter summary
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