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Thomas, Lafasakis, Spector (2016) conducted an experiment using Behavioral skills training (BST) in order to teach skateboarding skills to a child with Autism. Experimenters goal of the procedure was to evaluate the effects of BST on the skateboarding skills. The participant was an eleven-year-old male named Ray who was diagnosed with autism. The experimental sessions took place in various sections consisting of sidewalks of local parks in urban neighborhoods in a large metropolitan city. The materials were skateboard, helmet, protective body padding, and a water bottle. He had two adults on both sides during baseline and training sessions to catch him to avoid from falling and hurting himself. The experiment would be ongoing until Rays foot came off the pedal and touched the ground, the trial would immediately end, and another session would start only if feedback and rehearsal was not needed. The experimenters used a multiple probe design across response to measure the outcomes of BST on five skateboarding skills. When Ray displayed constancy in his baseline performance, BST sessions begun in a surprised manner consistent with the multiple baseline design. Earlier before skateboard training, Ray was taught to correctly locate and say the names of the skateboard parts, this was important relating to following directions during training. Only once he would be able to label all the parts correctly was only then he would be allowed to enter baseline. Ray was given a typed listed that explained the steps for skateboarding skills in simple terms that he would understand. The experimenter would read the list aloud and then Ray would repeat and do the same. After that Ray was allowed to ask questions. Next, the experimenter asked Ray to show the experimenter a left turn and collected data on skill performance, and provided praise for each step that was correct. Each session had consisted of three trials which would lasted between 3 and 5 minutes. The experimenter gave Ray a copy of the skateboarding steps and then described each step in baseline. After they had received Rays performance during the previous session by showing him and explaining his own data sheet. The experimenter had modeled the skill three times. Ray had practiced the skill three times while the experimenter had given instant explanatory performance feedback. Then Modeling, rehearsal, and feedback had continued for roughly ten minutes. There were three collection trials instantly that followed training, lasting from three to five minutes together. Each session started with an exact skill and had included praise for correct skill execution. Results showed that Ray successfully acquired the majority of Skateboarding skills through the use of BST, and kept these skills following training and in other settings. The limitations would be when Ray had turned his skateboard left and right without bending his knees and also tried to increase his regular speed by changing a step in the riding skill. Future, research could search the possibility of parental maintenance of the skills, such as providing regular opportunities for rehearses and leisure, as well as using BST with their children to improve the attained skills or teach new sport and activities.


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