Handbook for Behavioral Skills Training,

1. Behavioral Skills Training: An Introduction
1.1 Rationale and significance
1.2 Definitions
1.3 History
1.3.1Cultural practices
1.4 Ethics including efficiency
1.5 Range of application [Table to illustrate]
1.6 Summary

2. Needs Assessment
2.1 Importance and Rationale
2.2 Methods
2.2.1 Critical incidents
2.2.2 Job descriptions
2.2.3 Evidence-based practice guidelines
2.2.4 Accreditation standards
2.2.5 Professional standards
2.3 Examples
2.3.1 Thousand et al
2.3.2 Autism guidelines
2.4 Chapter Summary

3. Basic BST procedures
3.1 Task analysis
3.2 Instructions
3.3 Modeling
3.4 Rehearsal
3.4 Feedback
3.5 Observer Effect
3.6 Some Procedural Variations
3.7 Online BST
3.8 Group BST Procedures.
3.9 Measurement Issues
3.10 Social Validity
3.11 Chapter Summary

4. Programming Generalization and Maintenance
4.1 Definitions, stimulus and response generalization
4.2 The practical need for generalization
4.3 Generalization and BST
4.4 Seven strategies to promote generalization in BST
4.5 Script-based training and generalization
4.6 Maintenance
4.7 Chapter Summary

5. Applications
5.1 Preference assessment
5.2 Stimulus Pairings and Improving relationships
5.3 Mand Training
5.4 Incidental teaching
5.5 Discrete Trial Teaching
5.6 Shaping
5.7 Chaining
5.8 Interaction Skills
5.9 General Professional skills
5.8.1 Selecting and Writing goals
5.8.2 Setting up and collecting data
5.8.3 Graphing skills and Clinical decision-making skills
5.8.4 “Soft¿ Professional skills
5.10 Behavior Support Plans
5.10.1 Conducting Functional Assessment and Analyses
5.10.2 Writing Behavior Support Plans
5.10.3 Implementing Behavior Support Plans
5.11 Other applications
5.12 Summary

6. Evidence Base for Behavioral Skills Training
6.1 Rules of evidence for evidence-based practices
6.2 Criteria for evaluating Staff Training (Reid, Parsons 3 criteria, other)
6.3 Systematic reviews and meta-analyses
6.4 Economic analyses
6.5 Chapter Summary

7. Component and Parametric Analyses
7.1 Why conduct component analyses
7.2 Component analyses of BST
7.2.1 Practice Implications of component analyses.
7.3 Parametric Analyses
7.3.1 Practice Implications of Parametric Analyses
7.4 Chapter summary

8. How Does BST Work? Functional analysis of BST
8.1 Rationale for functional analysis of BST
8.2 How do instructions work?
8.3 How does modeling work?
8.4 How does rehearsal work
8.5 How does feedback work?
8.6 How does behavioral observation work?
8.7 Other processes (including discrimination training)
8.8Chapter Summary

9. Pyramidal training and systems issues
9.1 Rationale
9.2 Definitions
9.3 Some examples
9.4 Systematic review and meta-analyses
9.5 Systems
9.6 Chapter Summary

10. Future directions