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Combining Natural Teaching and Practice Opportunities into a
Behavioural Skills Training (BST) Social Skills Program
 Behavioural Skills Training (BST) has been utilized to
effectively teach individuals to engage in socially significant
behaviours that can enhance quality of life (Miltenberger,
2008).
 Social skills (e.g., initiating greetings, maintaining
conversations) have been demonstrated to be effectively
taught using the BST model (Stewart et al., 2007).
 Common Stimuli have been utilized to transfer stimulus
control of socially significant and desired behaviours in
natural environments (Gaylord-Ross et. al, 1984).
 Generalization of skills learned using the BST approach
has traditionally been difficult to achieve and track
accurately.
 Natural settings (e.g., schools, playgrounds, and
workplaces).
BACKGROUND
PURPOSE
METHOD
RESULTS
DISCUSSION
CONCLUSIONS
REFERENCES
To determine if social skills (e.g., maintaining
conversation) could be taught using Behavioural Skills
Training (BST) in natural settings (e.g., restaurants).
 To determine if the frequency of appropriate, socially
significant behaviours can be practiced and increased in
natural environments within the community.
 The participants and consultants involved sought to
determine if social skills practiced using the Behavioural
Skills Training approach could generalize and increase in
frequency in natural environments.
 Results indicate that all children were able to increase the
frequency of individual goal behaviours, as well as other
relevant social skills in the teaching setting; and more
importantly in natural environments (Figure 1).
 3 out of 4 of the children who took part in the social skills
group displayed significant increases in terms of
conversational skills (e.g., initiating and maintaining
conversations).
 Percentage increases in skill acquisition from session 1 to
the follow-up were noted to range from 51.5% to 60.1%
across participants.
 An overall average increase in response frequency was
noted to be 60.1% collectively.
Stewart, K.K., Carr, J.E., LeBlanc, L.A. (2007). Evaluation of
Family-Implemented Behavioral Skills Training for
Teaching Social Skills to a Child with Asperger’s Disorder.
Clinical Case Studies. 6(3). 252-262.
Gaylord-Ross, R.J, Haring, T.G., Breen, C., Pints-Conway,
V. (1984). The Training and Generalization of Social
Interaction Skills with Autistic Youth. Journal of Applied
Behavior Analysis, 17(2), 229-247.
Miltenberger, R.G. (2008). Behaviour Modification Principles
and Procedures, Belmont, California: Wadsworth.
FIGURE 1
LIMITATIONS
Subjects
 4 boys ages 7-10 years:
o Participant 1 : 10 Years old High Functioning
o Participant 2: 10 Years old Asperger's Syndrome
o Participant 3: 10 years old High Functioning
o Participant 4: 7 years old High Functioning
Design
 Single subject design.
Baseline
 Data was collected during the initial session by observing the participants during snack times
as well as free play sessions (data noted on graph is from free play session 1).
Treatment
 The Behaviour Skill Training (BST) model was utilized to teach the targeted skills. A token
economy system was used to establish a positive reinforcement contingency.
 Tokens were “cashed in” for tangible prizes at the end of each session.
 A Mediator training component was included in this social skills training program; which
incorporated video modelling of ABA principles and observation of the Behavioural Skills
Training sessions by the parents both in the group setting itself, as well as through passive
observation through a one-way mirror.
 Parents were required to practice the skills in the group setting with their children and were
also required to model the teaching techniques utilized by the facilitators. It was recommended
that the caregivers practice the skills at home .
Generalization
 Generalization was built into the program from the initial sessions in the context of snack and
free play time incorporated into the sessions.
 The final social skills training session took place in community settings in order to ensure that
learned skills generalized to real life settings and were observed to be evoked by natural
stimulus exemplars and maintained by consequences the children would experience in natural
environments
 Not all participants could attend all sessions of the group training.
 There were some challenges with measuring skill acquisition outside of training/teaching
sessions.
 Combining specific skills into one teaching scenario resulted in difficulties in achieving
errorless learning.
 Skills such as varying greetings and asking different questions during conversations were a
challenge to teach all participants within the group.
 Consultants were not able to probe skills in other relevant environments (e.g., school).
 The individualized goal for each client was selected and a Goal
Attainment Scale (GAS) with the mediators /caregivers was
determined.
 The group was formed using the following criteria: age, goal,
and functioning level.
 Teaching sessions were conducted in a controlled environment
utilizing the Behavioural Skills Training (BST) approach.
 Contrived snack times were conducted during each session to
observe whether skills taught during the Behavioural Skills
Training (BST) would occur in more natural conditions.
 A token economy was embedded in the skills training
component of the session. Each participant was required to earn
10 tokens during the 2 hour session. They would then earn a
prize at the end.
 The mediators were trained by observing a 20 minute video
during each session which consisted of video modelling of the
principles of ABA as well as the observation of the Behavioural
Skills Training through a one-way observation mirror.
 The mediators were also required to practice the skills with
their children. Positive feedback was provided by the other
participants and facilitators.
 The final session was conducted in a school yard to observe
the generalization of the skills to various relevant environments.
As well as to observe if the skills would be evoked by natural
stimulus exemplars and be maintained by natural consequences.
 Results indicated that it is beneficial to included a
combination of Natural Environment Teaching (NET) as well as
embedding practice opportunities into a social skills program.
 The participants demonstrated skill acquisition as well as
generalization of the skills in natural environment.
 More research is required across various diagnosis,
environments, and skills.
 Consistent subject participation impacts success.
Baseline Intervention Follow-up