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Beyond Behavior Skills Training: The Value of the Teaching Interaction Procedure for Building Fluency

Updated: Nov 18

Co-authored with Stephanie Waldon


As behavior analysts, we have the crucial responsibility of training our therapists to achieve fluency while instilling both confidence and competence. A well-designed behavior intervention plan can be quickly undermined by inadequate skills, which can delay client progress and lead to a host of avoidable issues. To mitigate this, Behavior Skills Training (BST) (Miltenberger, 2005) is often the preferred method, as it provides a structured approach to skill acquisition through clear instruction, modeling, rehearsal, and feedback. However, there's another approach worth considering: the Teaching Interaction Procedure (TIP) (Leaf et al., 2015), which adds an additional layer of learning that can make a substantial difference, particularly in teaching social or nuanced skills.


This brings us to Alex, the focus of our RBT Training Series. As Alex’s journey progresses, they've gained more confidence in implementing treatment interventions, thanks to his BCBA  Dr. Harris’ guidance in identifying areas for improvement and addressing skill gaps. Now, Alex is considering pursuing BCBA certification. Despite encountering a few challenges along the way, the work has been rewarding, and with a potential promotion on the horizon, Alex is eager to take a more proactive approach in their role. In an effort to deepen their understanding, Alex approached Dr. Harris to explore the reasoning behind the behaviors they were addressing with clients. Impressed by Alex’s initiative, Dr. Harris agreed to supervise them using the TIP to guide Alex in implementing new programs and targets.


TIP vs. BST: Which Are You Using?

So, what exactly is the Teaching Interaction Procedure? You might be surprised to find that you are likely already using it in some form—it’s essentially BST with the added element of explaining the rationale behind each action. Think back to your practicum experience when you first embarked on your journey as a behavior technician. Did you find that understanding the “why” behind each intervention helped you connect your training to real-world practice? The TIP is designed to make that connection more explicit and meaningful, increasing the likelihood that the learner not only performs the task correctly but also understands its significance.


While both TIP and BST share several core components—such as modeling, rehearsal, and feedback—TIP adds a more contextual and nuanced approach. Let’s unpack both procedures and analyze their similarities and differences to determine when each might be best suited for use in clinical and educational settings.


Understanding the Components of TIP and BST

Behavior Skills Training (BST):

BST is a four-step process that includes:

  1. Instruction – The teacher explains the task, outlining what needs to be done.

  2. Modeling – The teacher demonstrates the task.

  3. Rehearsal – The learner practices the task, typically in a controlled environment.

  4. Feedback – The teacher provides constructive feedback, reinforcing correct behavior and correcting mistakes.


While BST is a proven and efficient method for teaching specific, concrete skills through its structured four-step process, there are situations where learners may benefit from a more comprehensive approach that not only addresses what to do but also why it matters. This is where the TIP  comes in. Building on the foundation of BST, TIP introduces additional elements that deepen the learning experience, making it especially suited for more nuanced tasks, particularly in clinical and educational settings. Let’s explore how TIP expands on BST by incorporating key features that enhance understanding and generalization of skills.


Teaching Interaction Procedure (TIP):

TIP is a six-step process that builds upon the foundation laid by BST but introduces two additional elements:

  1. Identifying and labeling the target skill – The teacher clearly identifies and labels the skill to be taught.

  2. Providing a meaningful rationale – A critical difference between TIP and BST is that TIP includes an explanation of why the behavior is important, helping the learner understand the natural consequences of engaging in or failing to engage in the behavior.

  3. Breaking down the steps – The task is broken down into smaller, more manageable steps.

  4. Modeling correct and incorrect behavior – Unlike BST, which only models the correct behavior, TIP often includes both correct and incorrect demonstrations to help the learner better discriminate between appropriate and inappropriate responses.

  5. Rehearsal (role play) – The learner practices the skill until they can demonstrate it correctly.

  6. Ongoing feedback – As with BST, feedback is provided throughout the process, with an emphasis on reinforcing correct behavior and correcting errors.


The Role of Rationales: Why They Matter in TIP

The inclusion of rationales is a defining characteristic of the TIP and is one of the key features that distinguishes it from BST. Rationales serve several important purposes. First, they provide learners with a clear understanding of why they are engaging in a particular behavior, which can significantly enhance motivation and improve generalization across settings. By understanding the reasons behind their actions, learners are more likely to apply these behaviors in real-world situations. Second, rationales help learners connect their behavior to natural consequences. For example, a student may realize that speaking respectfully leads to more positive social interactions, while speaking disrespectfully can result in negative outcomes. This connection to natural consequences helps reinforce the desired behavior without relying on artificial reinforcers. Additionally, the use of rationales in TIP may facilitate the fading of supplemental reinforcement by promoting engagement in behavior for its naturally reinforcing outcomes rather than depending solely on external rewards.


In contrast, BST typically does not include rationales as part of its standard procedure. Research has shown that rationales alone often do not lead to behavior change (Wilder et al., 2010), which may explain why they are not emphasized in BST. Furthermore, some learners may lack the prerequisite language or cognitive skills necessary to fully understand or benefit from rationales, which could render them ineffective or even irrelevant in certain cases. Despite this, the inclusion of rationales in TIP offers a valuable tool for encouraging long-term behavior change, particularly in learners who are capable of understanding the broader implications of their actions.


Modeling Incorrect Behavior: Why TIP Uses It

Another key distinction between TIP and BST is the inclusion of incorrect modeling in TIP. In BST, the teacher typically only models the correct behavior, with the assumption that demonstrating errors might inadvertently reinforce them or confuse the learner. However, TIP deliberately includes both correct and incorrect modeling to help learners discriminate between appropriate and inappropriate responses.


This approach is particularly useful in teaching social behaviors, which are often nuanced and context-dependent. For example, a child with autism might struggle to understand why interrupting a conversation is considered inappropriate if they are never shown what interrupting looks like in contrast to waiting their turn. By modeling both the correct and incorrect behaviors, TIP helps highlight these nuances, providing a clearer framework for learners to understand and apply in real-world situations.


In contrast, BST's focus on modeling only the correct behavior might suffice for more straightforward or task-oriented skills, such as teaching a therapist how to collect data or implement a token economy system, where nuances in performance are less of an issue.


When to Use TIP vs. BST: Practical Guidelines

Understanding the differences between BST and the TIP is important for selecting the most effective approach in different training situations. While both methods are valuable, each serves specific purposes based on the type of skill being taught and the learner’s needs. BST shines in straightforward skill acquisition where efficiency is key, whereas TIP excels in more nuanced scenarios that require an understanding of why behaviors are important. Knowing when to use each approach can greatly improve the effectiveness of training interventions. Below are practical guidelines for when to use BST versus TIP, depending on the complexity of the skills being taught and the context in which they will be applied.


When to Use BST:

  1. Teaching Specific, Discrete Skills – BST is most effective when the goal is to teach concrete skills that do not require nuanced decision-making. For example, implementing a specific protocol (like discrete trial training) can be effectively taught using BST.

  2. Situations Requiring Time Efficiency – BST is generally quicker and more streamlined than TIP because it focuses solely on instruction, modeling, rehearsal, and feedback without the added rationale or incorrect modeling components.

  3. When Understanding 'Why' Isn’t Essential – If the task at hand requires only that the learner can perform the behavior, but understanding the rationale is not critical, BST will suffice. This might include tasks like data collection or setting up the classroom environment.


When to Use TIP:

  1. Teaching Social or Nuanced Skills – TIP is particularly well-suited for teaching behaviors where learners need to understand both correct and incorrect actions. This makes it ideal for social skills training, where nuances in behavior play a significant role.

  2. Promoting Generalization and Maintenance – Because TIP includes rationales, it helps learners connect the behavior to its natural consequences, which may lead to better generalization and long-term maintenance of the skill. For instance, explaining to a learner that being polite in conversation leads to more positive social interactions can help them apply this behavior across multiple settings.

  3. Situations Requiring Discrimination Between Right and Wrong – When teaching behaviors that involve a high degree of social or situational judgment, TIP’s use of incorrect modeling can help learners better understand what not to do, in addition to learning the correct behavior.


Key Takeaway

While Behavior Skills Training has been a foundational method for teaching discrete skills in applied behavior analysis, it’s important to consider when the Teaching Interaction Procedure might be a better fit. TIP’s use of rationales and incorrect modeling can provide learners with a deeper understanding of why they are engaging in the behavior, fostering greater generalization and maintenance of the skill. For individuals like Alex, who are seeking to deepen their understanding of the reasoning behind behaviors, TIP offers a more nuanced approach that can lead to higher levels of competence and confidence. By understanding the differences between these two procedures, behavior analysts can select the most effective method for each learner and situation, ultimately leading to better client outcomes and a more skilled and empowered workforce.



References:

Leaf, J.B., Townley-Cochran, D., Taubman, M. et al. (2015). The Teaching Interaction Procedure and Behavioral Skills Training For Individuals Diagnosed with Autism Spectrum Disorder: a Review and Commentary. Rev J Autism Dev Disord 2, 402–413. https://doi.org/10.1007/s40489-015-0060-y


Miltenberger, R. G. (2005). Behavioral skills training procedures: A review with suggestions for future research. Behavior Modification, 29(1), 9-26. https://doi.org/10.1177/0145445504270876


Wilder, D. A., Rost, K., & McMahon, M. (2010). A review of procedures for training behavior analysts to conduct functional analyses. Research in Developmental Disabilities, 31(2), 429-439.



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