Zenker 2010 On Empirically Investigating the Conventional Validity of the Pragma Dialectical Discussion Rules.pdf - Free download as PDF File (.pdf), Text File (.txt) or read online for free. Behavioural skills training is a blend of skills that are required in interpersonal relationships, effective communication, engaging attitudes and productive emotions that will allow employees to work & perform well with their colleagues.
- Rulesdialectical Behavioral Training Program
- What Is Dialectical Behavioral Therapy
- Dialectical Behavioral Therapy Training
- What Is Dialectical Behavior Therapy
Companies today are expanding the role of teams in the workplace in an effort to empower employees and improve organizational effectiveness. The more we try to work as a team, the more important it becomes to recognize that people exhibit different behavioral styles.
Companies today are expanding the role of teams in the workplace in an effort to empower employees and improve organizational effectiveness. The more we try to work as a team, the more important it becomes to recognize that people exhibit different behavioral styles. I use the term “behavioral style”, purposely avoiding the terms “personality” or “attitude”, because unless we are psychiatrists or psychologists, we are not qualified to evaluate such things. All that we can see and deal with is a person’s behavior.
There are four major behavioral styles: analytical, amiable, driver and expressive. Please note that I am using an extreme simplification of each particular style. It is doubtful that all people of a particular behavioral style exhibit all of the characteristics portrayed.
Analytical—This behavioral style is noted for the ability to gather and review data. This style is typical of people in technical positions such as engineering, accounting and information technology. Details and accuracy are important to these people, and they take great pride in providing information that is correct.
Skills: Analyticals are persistent and don’t mind spending extra time to make sure things are right. For the most part, they are orderly and present ideas or solutions in an orderly manner.
Caution: Due to their desire for accuracy and attention to detail, analyticals can come across as indecisive. They can also be critical of solutions that veer from what the “facts” say. They have little use for gut feelings and may go to great lengths to avoid dealing with those who do.
Favorite word: Why?
Best Performance: Allow them sufficient time to gather and interpret information.
Amiable—Amiables are highly supportive individuals interested in establishing and maintaining relationships in an organization. This behavioral style is typical of employees in human resources and social or medical services.
Skills: Amiables are great at achieving consensus within an organization. They can effectively facilitate groups and bring sides together to develop a win/win solution.
Caution: Sometimes an amiable person’s desire to reach agreement may cause the person to conform too easily, intent in maintaining relationships rather than reaching the best solution.
Favorite word: We.
Best Performance: Encourage amiables to initiate and stand behind their ideas. Allow them to maintain relationships in the organization.
Driver—Drivers, as the name implies, are often the driving force behind getting things done in an organization. They are results-oriented individuals who are motivated by goals. Drivers typically gravitate to positions in management and sales.
Skills: Drivers are effective at time management, seeming to possess an innate ability to devote just the right amount of time and effort to things that need to be done. Drivers rarely struggle with making decisions.
Caution: Because they are so driven for success in a timely manner, drivers may neglect the impact that their actions have on others. They may be viewed as willing to do almost anything to get the job done.
Favorite word: When?
Best Performance: Give them options and probabilities, allowing them to formulate their own decisions whenever possible.
Expressive—Expressives are company visionaries, good at grasping the big picture. Expressives typically gravitate to positions in marketing and strive to get ahead in an organization. They are truly the “politicians” in an organization, establishing and using contacts extensively.
Skills: If you need to develop new concepts, then enlist the help of an expressive. Their ability to size up a situation based on personal experience can assist them in finding creative solutions, perhaps never considered by others.
Caution: Being so confident of their “gut feelings,” they may often ignore or neglect facts that are presented to them. Their lack of attention to detail can be an obstacle.
Favorite word: I.
Best Performance: Show interest in their ideas and compliment them, even if you are not sure they are totally deserving of such praise.
There is no one best behavioral style, and it is not your personal style that is important. What is important is recognizing the behavioral style of others so that you can deal with them effectively.
By Zainab Fazal, M.ADS, BCBA
bSci21 Contributing Writer
On June 22, 2015, I received a phone call from a staff at a local residential home serving adults with developmental disabilities. With a lot of excitement, she asked if I watched NBC Dateline the night before. Before I could answer, in even more excitement, she said, “that guy did that strategy you were talking about in class!” Adobe flash player all versions.
Let me give you a little insight into what she was talking about. She was referring to the segment on NBC Dateline called “My kid would never do that: gun safety”, and the guy was Dr. Raymond Miltenberger.You can check out the segment here.
If you teach anyone, anything, behavior analysis has a secret to share with you. It’s the strategy the staff was talking about – Behavior Skills Training (BST). It is a method to teach students, staff, parents, and anyone else you are teaching a new skill. Dr. Miltenberger defines BST as “a procedure consisting of instruction, modeling, behavioral rehearsal, and feedback that is used to teach new behaviors or skills” (2004, p. 558). And that’s exactly what it is, a 4-step teaching strategy that works!
BST teaches a person what to do — that is, what behaviors to engage in under a particular circumstance.It allows for practice within the program so that the person can become fluent with the skills.It is an effective train-the-trainer procedure. And perhaps most importantly, can be individualized to each person. Sounds pretty good, doesn’t it?
Let’s break down each of the steps:
Rulesdialectical Behavioral Training Program
Instruction – Provide a description of the skill, its importance or rationale, and when and when not to use the skill. Repeat this step as necessary.
Modeling – Show your participant how to perform the skill. In-vivo modeling is recommended.
Rehearsal – Practice, practice, and practice! Allow the participant opportunities to practice the skill. Recent research suggests that participants should be able to practice in-situ. The trainer should record data on correct and incorrect responding during this step.
Feedback – The trainer should provide positive praise for correct responding and some form of corrective feedback for incorrect responses.
Some requirements before you can implement a BST program include: the person receiving the training must have the pre-requisite skills required for the behaviors you are teaching, the skill must include a chain of behaviors (a number of skills), and you must be able to role-play or video model the skills.
In a Registered Behavior Technician training course I was providing, I used BST to teach various skills to participants. Any skill I was teaching that met the afore-mentioned requirements I taught using BST. Based on the feedback forms from eight cohorts, participants reported that they enjoyed and learned the most when they got to practice the skills being taught, and got immediate feedback.
Here’s an example of how it was used in the training. The skill was implementing preference assessments with clients.
Instructions were provided on why preference assessments are done, when and with whom to do them, how to use the data sheet, the materials required, and how to complete the assessment.
What Is Dialectical Behavioral Therapy
I modeled completing a preference assessment, using one of the course participants as my “client.”
Participants paired up and practiced administering the preference assessment with their colleagues.Participants were able to practice the skill as each preference assessment included 30 trials!
I went to each group and provided feedback on what each person was doing correctly and incorrectly.
What have been your experiences with Behavior Skills Training? Let us know in the comments below. Also, be sure to subscribe to bSci21 via email to receive the latest articles directly to your inbox!
Dialectical Behavioral Therapy Training
Johnson, B.M., Miltenberger, R.G., Egemo-Helm, K., Jostad, C. J., Flessner, C., & Gatheridge, B. (2005). Evaluation of behavioural skills training for teaching abduction-prevention skills to young children. Journal of Applied Behavior Analysis, 38, 67-78.
Miles, N.I., & Wilder, D.A. (2009). The effects of behavioral skills trainingon caregiver implementation of guided compliance. Journal of Applied Behavior Analysis, 42(2), 405-410.
Miltenberger, R. (2004). Behaviour Modification: principals and procedure (3rd ed.) Belmont, CA. Wadsworth Publishing.
Miltenberger, R.G., Flessner, C., Batheridge, B., Johnson, B., Satterlund, M., & Egemo, K. (2004). Evaluation of behavioural skills training procedures to prevent gun play in children. Journal of Applied Behavior Analysis, 37, 513-516.
Steward, K.K., Carr, J.E., & LeBlanc, L.A. (2007). Evaluation of family-implemented behavioural skills training for teaching social skills to a child with asperger’s disorder. Clinical Case Studies, 6, 252-262.
What Is Dialectical Behavior Therapy
Zainab Fazal, M.ADS, BCBA, began her career in the developmental disabilities field in 2002, and has dedicated her clinical work and research in the area of Applied Behaviour Analysis (ABA). She has worked for many years in assessing and developing comprehensive programs plans for children, youth, and adults with Autism Spectrum Disorders (ASD), learning disabilities, other developmental disabilities, behavioural challenges and mental health issues. Her recent work includes training front-line staff and teachers to use ABA in therapeutic and school settings, and has successfully trained individuals for the Registered Behaviour Technician credential with the Behaviour Analyst Certification Board. She is also an adjunct professor at Seneca College teaching ABA courses in the Behavioural Sciences program. Zainab is the founder and director of Phoenix Behaviour Services, a private practice in Toronto, Canada. You can follow her on twitter @Phoenix_ABA and reach her at [email protected]