Behavioral readiness can take the form of communication and self-control skills during challenging situations that are correlated with the development of problem behavior. A skill-based approach can teach behavioral readiness using procedures that involve synthesized reinforcement, probabilistic reinforcement, and contingency-based delays; however, this approach is commonly used to address severe behavior under specific situations. There is limited research evaluating a skill-based approach to teaching behavioral readiness and addressing emerging problem behavior. Also, it is unclear whether teaching effects under specific situations transfer across other, functionally distinct, situations. We evaluated the generality of a skill-based approach by teaching skills systematically across primary challenging situations involving the interruption of play, presentation of instructions, and removal of reinforcers. Teaching increased communication and self-control skills, and most skills transferred to secondary challenging situations (treatment extension probes) and caregiver-implemented sessions. We discuss challenging situations that required teaching, the generality of teaching, and procedural considerations.

中文翻译：

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评估基于技能的方法促进普遍行为准备的有效性和普遍性

在与问题行为的发展相关的具有挑战性的情况下，行为准备可以采取沟通和自我控制技能的形式。基于技能的方法可以使用涉及综合强化、概率强化和基于意外事件的延迟的程序来教授行为准备；然而，这种方法通常用于解决特定情况下的严重行为。评估基于技能的方法来教授行为准备和解决新出现的问题行为的研究有限。此外，目前尚不清楚特定情况下的教学效果是否会转移到其他功能不同的情况下。我们评估了基于技能的方法的普遍性，通过在主要挑战性情况下系统地教授技能，包括中断游戏、呈现指令和去除强化物。教授增强的沟通和自我控制技能，并将大多数技能转移到次要挑战性情况（治疗延伸探索）和护理人员实施的课程中。我们讨论需要教学的挑战性情况、教学的一般性和程序性考虑。