Behavior skills training for staff: teaching adults to run a plan
By the IEP Atlas editorial teamLast updated
Short answer
Behavior skills training (BST) teaches staff a procedure in four steps: give brief written and spoken instructions, model the procedure, have the staff member rehearse it, and give feedback right away. Repeat rehearsal and feedback until the person reaches a set fidelity criterion, such as 90% of steps correct on 2 role plays, then check fidelity in the classroom.
A behavior plan is only as good as the adults running it. Most plans fail quietly: the para was handed a copy, skimmed it, and is doing a version that drifted from what the team wrote. Behavior skills training fixes that by teaching each procedure the way you would teach a student a skill, with practice and feedback until the adult can do it correctly.
This guide is for BCBAs, school psychologists and lead teachers who train paras, teachers and related staff. The student and staff in the worked example are fictional. For the plan itself, see the FBA and BIP guide. For the social-emotional goals these plans often support, start with the social-emotional IEP goals guide.
What you need before you start
- A written procedure broken into steps an observer can score. "Use planned ignoring" is not enough; "keep a neutral face, do not comment, continue teaching other students" is.
- A fidelity checklist with one line per step, scored yes or no.
- Role-play scripts for 3 to 5 common situations, including at least one where the student escalates.
- 30 to 45 minutes with each staff member, ideally away from students, plus 10 to 15 minutes in the classroom the following week.
Step-by-step: running behavior skills training
Step 1: Give brief instructions
Explain the procedure in plain words, why it works for this student, and what the steps are. Hand over a one-page version with the steps numbered. Keep this part short, under 10 minutes. Long lectures are where training usually stalls.
Example: "When Jamal tears his paper, it gets him out of writing. So we will hand him a new sheet with only 2 problems on it and point to his break card. Here are the 5 steps."
Step 2: Model the procedure
Act it out with a colleague playing the student. Show the correct version, then a common mistake, and name what changed. Video models work too, especially for staff who join mid-year.
Example: the BCBA plays the adult; the school psychologist plays Jamal and tears a paper. The BCBA follows the 5 steps, then repeats the scene while lecturing Jamal, so staff see how the lecture gives him the attention that keeps the behavior going.
Step 3: Have the staff member rehearse
The staff member now runs the procedure in a role play while you play the student. Start with an easy version and build to harder ones. Score each step on the fidelity checklist as they go.
Example: round 1, Jamal tears the paper once. Round 2, he tears it and says "I'm not doing this." Round 3, he tears it and pushes materials to the floor.
Step 4: Give feedback right away
After each role play, say what was done correctly first, then one thing to change, and run it again. Specific praise ("You pointed to the break card without saying anything, perfect") helps more than general praise ("Good job").
Example: "You handed over the short sheet fast. This time, skip the 'You know better' comment and go straight to pointing at the card."
Step 5: Repeat to a fidelity criterion
Keep rehearsing until the staff member reaches the criterion you set, such as 90% of steps correct on 2 role plays in a row. Some staff reach it in 2 rounds, others in 6. That is fine. Do not end the session at a fixed time if the person has not reached criterion.
Step 6: Check fidelity in the classroom
Within a week, observe the staff member with the student for 15 to 20 minutes and score the same checklist. Give feedback the same day. Check again every 2 to 4 weeks, or whenever the student's data gets worse. When fidelity drops, retrain the steps that slipped.
Worked example: training a para to run Jamal's plan
Jamal is a fictional 4th grader whose FBA showed paper tearing during writing serves to escape the task. His BIP has a 5-step response: (1) stay calm and neutral, (2) hand him a shorter worksheet, (3) point to the break card, (4) honor a break request with a 2-minute timer, (5) praise his return to work.
His 1:1 para had the plan for 3 weeks. Baseline classroom fidelity, scored by the BCBA during two writing blocks, was 2 of 5 steps (40%). Jamal tore papers an average of 6 times per writing block.
The BCBA ran a 40-minute BST session.
| Role play | Situation | Steps correct (of 5) | Fidelity | Feedback given |
|---|---|---|---|---|
| 1 | Single tear | 3 | 60% | Skip the verbal warning; go straight to the short sheet |
| 2 | Single tear | 4 | 80% | Praise the return to work within 5 seconds |
| 3 | Tear plus refusal | 4 | 80% | Keep a neutral face when he says "No" |
| 4 | Tear plus refusal | 5 | 100% | Praise only |
| 5 | Tear plus pushing materials | 5 | 100% | Criterion met |
Classroom follow-up showed fidelity of 5 of 5 steps on day 3, 4 of 5 on day 10 (praise was being skipped), and 5 of 5 after a 5-minute booster. Jamal's paper tearing fell from 6 per block at baseline to 2 per block by week 3. These numbers are illustrations, not benchmarks.
How to measure staff training and student outcomes
Track two lines on the same graph: staff fidelity and student behavior.
- Fidelity. Score the checklist during a 15- to 20-minute observation, as percent of steps done correctly. Probe weekly for the first month, then every 2 to 4 weeks.
- Student behavior. Use frequency recording of the target behavior per session, on a frequency data sheet. Record at least 3 sessions a week.
A filled-in frequency sheet for Jamal's writing block (30 minutes each) might look like this.
| Week | Fidelity probe | Tears per block (mean of 3 blocks) | Break requests per block | Problems completed per block |
|---|---|---|---|---|
| Baseline | 40% | 6 | 0 | 2 |
| 1 | 100% | 4 | 2 | 4 |
| 2 | 80% | 3 | 3 | 5 |
| 3 | 100% | 2 | 2 | 6 |
If the student's behavior is not improving while fidelity is high, the plan may need to change. If behavior worsens and fidelity drops, retrain first. The BIP not working guide walks through that decision.
Common mistakes
- Weak: Emailing the plan and asking for questions. Better: Run BST with rehearsal and feedback.
- Weak: Training only the main para. Better: Train every adult who works with the student, including subs and specials teachers.
- Weak: Steps like "be supportive." Better: Steps an observer can score yes or no.
- Weak: Ending training after one role play. Better: Repeat until the criterion is met on 2 role plays in a row.
- Weak: Feedback a week later. Better: Feedback right after each role play and each classroom observation.
- Weak: Checking fidelity only when something goes wrong. Better: Scheduled checks every 2 to 4 weeks.
Tools and related guides
- The paraprofessional responsibilities guide covers the para's role in behavior plans.
- Paraprofessional data collection shows what data paras can take reliably.
- Teaching self-advocacy skills uses the same model, practice and feedback format with students.
- The social emotional IEP goals list goals that pair with behavior plans. Check new goals with the goal checker.
IDEA requires states to ensure paraprofessionals are appropriately trained and supervised to assist with special education services.[1] Tier 3 PBIS describes individualized plans that depend on adults implementing them consistently, with fidelity checks.[2] The core practices for special education teachers published by CEC and the CEEDAR Center include collaborating with other professionals, such as paraprofessionals, to support students.[3]
Frequently asked questions
What are the four steps of behavior skills training?
Instructions, modeling, rehearsal and feedback. The trainer explains the procedure, shows it, has the learner practice it in role play, and gives feedback right away. Rehearsal and feedback repeat until the learner meets a set criterion.
How long does behavior skills training take?
For one procedure, plan 30 to 45 minutes for the first session plus a 15-minute classroom check within a week. Some staff reach criterion quickly and others need more rounds. Set the session length by the criterion, not the clock.
What fidelity criterion should staff reach?
Many teams use 90 to 100 percent of steps correct on two role plays in a row. For safety procedures, aim for 100 percent. Then confirm fidelity in the classroom, because role play and real situations can differ.
Use it in IEP Atlas
- Frequency recording measurement guide
- Frequency data sheet
- Behavior intervention plan in the IEP glossary
- Social emotional IEP goals
- IEP goal checker
Related guides
- Social-emotional IEP goals: examples you can actually measure
- Teaching self-advocacy skills by age
- FBA and BIP: a practical guide for IEP teams
- When a BIP is not working
- Paraprofessional roles and responsibilities
- Social skills IEP goal examples
- Coping skills IEP goals
Sources
- 34 CFR §300.156: Personnel qualifications, U.S. Department of Education (IDEA website)
- Tier 3, Center on Positive Behavioral Interventions and Supports
- High-Leverage Practices for Students with Disabilities, Council for Exceptional Children and CEEDAR Center
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.