A Preliminary Analysis of the Effects of Clicker Training and Verbal Instructions on the Acquisition of Relationship-Building Skills in Two Applied Behavior Analysis Practitioners

• Published in: Behavior analysis in practice Vol. 15; no. 2; pp. 383 - 396
• Main Authors: Canon, Luisa F., Gould, Evelyn R.
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 01.06.2022; Springer Nature B.V
• Subjects: Applied behavior analysis; Behavioral Science and Psychology; Psychology; Research Article; Skills; United States > US; feedback; therapeutic relationship; therapeutic alliance; conditioned reinforcement; practitioner training; clicker training; relational skills
• ISSN: 1998-1929; 2196-8934
• DOI: 10.1007/s40617-021-00555-x

Recent research has emphasized the need for training and competency beyond the standard technical skills acquired by applied behavior analysis (ABA) practitioners, including essential relationship-building and compassionate care skills (Taylor et al., 2019 ). Clicker training is a well-established behavior-analytic method for improving performance via immediate feedback in the form of an audible “click.” The effectiveness of clicker training has not yet been evaluated as a technique for shaping complex clinical repertoires. This study evaluated the effects of verbal instructions, clicker training, and role-play on the acquisition of therapeutic relationship skills in ABA practitioners. Data were obtained as part of a training program conducted within an ABA agency, and the acquisition of target skills was evaluated using a multiple-baseline design across behaviors for two participants. During baseline, participants rarely demonstrated target skills. During training, the procedure resulted in increased engagement in all three target skills for both participants. Skill generalization with respect to untrained and novel scenarios was observed but at levels below mastery. Findings have potential implications for trainers and supervisors seeking efficient, nonintrusive, socially acceptable methods of improving practitioner performance.