Behavioral skills training (BST) has been demonstrated through research to be an effective method for teaching skill acquisition (Buck, 2014). Oftentimes, BST is used with caregivers to teach them how to implement clinical treatments outside of the clinical setting and in their homes. Another way that BST is used is when training applied behavior analysis (ABA) interventionists for their career. This study evaluated the effects of BST on implementer play skills. Additionally, this study evaluated the conditions under which skill acquisition and generalization occur and if BST was an effective method for increasing the percentage of play skills implemented correctly by a practitioner. The purpose of this study was to evaluate the effectiveness of BST to increase the percentage of play skills implemented correctly by a practitioner. Two female RBTS in their early twenties were used as participants. The study consisted of a baseline condition, BST, post-BST condition, and maintenance condition. The results of this study suggest that BST was effective at teaching play skills to the two participants. It also suggests that BST could be used to teach play skills to autism practitioners.Includes bibliographical references
