Abstract
Active and empathic listening skills are considered crucial to the success of behavior analytic practitioners; however, minimal feasible, technological, and generalizable training methods and outcome data are available to guide the development of these skills in trainees. The current study evaluated the effects of a novel, peer-led behavioral skills training on increasing active and empathic listening skills in six behavior analytic trainees split into three dyads. A concurrent multiple baseline across participants design demonstrated the positive and generalized effects of this training across four of the six participants (i.e., two dyads). One additional, expert-led rehearsal and performance feedback session led to the immediate acquisition and generalization of the skills in the final two participants (i.e., one dyad). Results are discussed in terms of trainer feasibility and trainee acceptability, considerations when using peer-led BST, and the importance to the field of explicitly teaching socially valid interpersonal skills in various environments.
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs40617-024-00954-w/MediaObjects/40617_2024_954_Fig1_HTML.png)
Data Availability
The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.
References
Andreychik, M. R. (2019). I like that you feel my pain, but I love that you feel my joy: Empathy for a partner’s negative vs. positive emotions independently affect relationship quality. Journal of Social & Personal Relationships, 36(3), 834–854. https://doi.org/10.1177/0265407517746518
Behavior Analyst Certification Board. (2018). Supervision training curriculum outline (2.0).
Behavior Analyst Certification Board. (2020). Ethics code for behavior analysts.
Behavior Analyst Certification Board. (2022). BCBA test content outline (6th ed.).
Behavior Analyst Certification Board. (n.d.). BACB certificant data. https://www.bacb.com/BACB-certificant-data
Chae, S., Eagle, L. M., Johnson, D. A., Moon, K., Choi, E., & Oah, S. (2020). The impact of authority relations and feedback delivery method on performance. Journal of Organizational Behavior Management, 40(1–2), 140–150. https://doi.org/10.1080/01608061.2020.1746476
Courtemanche, A. B., Turner, L. B., Molteni, J. D., & Groskruetz, N. G. (2020). Scaling up behavioral skills training: Effectiveness of large-scale and multi-skill trainings. Behavior Analysis in Practice, 14(1), 36–50. https://doi.org/10.1007/s40617-020-00480-5
Eklund, J. K., & Meranius, M. S. (2021). Toward a consensus on the nature of empathy: A review of reviews. Patient Education & Counseling, 104, 300–307. https://doi.org/10.1016/j.pec.2020.08.022
Fetherston, A. M., & Sturmey, P. (2014). The effects of behavioral skills training on instructor and learner behavior across responses and skill sets. Research in Developmental Disabilities, 35(2), 541–562. https://doi.org/10.1016/j.ridd.2013.11.006
Fiske, K. E. (2017). Autism and the family: Understanding and supporting parents and siblings. W. W. Norton & Company.
Fryling, M. J., Wallace, M. D., & Yassine, J. N. (2012). Impact of treatment integrity on intervention effectiveness. Journal of Applied Behavior Analysis, 45, 449–453. https://doi.org/10.1901/jaba.2012.45-449
Graff, R. B., & Karsten, A. M. (2012). Evaluation of a self-instruction package for conducting stimulus preference assessments. Journal of Applied Behavior Analysis, 45(1), 69–82. https://doi.org/10.1901/jaba.2012.45-69
Haase, R. F., & Tepper, D. T. (1972). Nonverbal components of empathic communication. Journal of Counseling Psychology, 19(5), 417–424.
Hassan, M., Simpson, A., Danaher, K., Haesen, J., Makela, T., & Thomson, K. (2018). An evaluation of behavioral skills training for teaching caregivers how to support social skill development in their child with autism spectrum disorder. Journal of Autism & Developmental Disorders, 48, 1957–1970. https://doi.org/10.1007/s10803-017-3455-z
Herring, R. D. (1990). Nonverbal communication: A necessary component of cross-cultural counseling. Journal of Multicultural Counseling & Development, 18(4), 172–179.
Huerta-Wong, J. E., & Schoech, R. (2010). Experiential learning and learning environments: The case of active listening skills. Journal of Social Work Education, 46(1), 85–101.
LeBlanc, L. A., Taylor, B. A., & Marchese, N. V. (2020). The training experiences of behavior analysts: Compassionate care and therapeutic relationships with caregivers. Behavior Analysis in Practice, 13, 387–393. https://doi.org/10.1007/s40617-019-00368-z
Lindsay, K. (2019). The art of listening in virtual teams. Aptimore. https://www.aptimore.com/article/the-art-of-listening-in-virtual-teams/
Magito-McLaughlin, D., & Carr, E. G. (2005). Quality of rapport as a setting event for problem behavior: Assessment & intervention. Journal of Positive Behavior Interventions, 7(2), 68–91.
Mannion, A., Brahm, M., & Leader, G. (2014). Comorbid psychopathology in autism spectrum disorder. Journal of Autism Developmental Disorders, 1, 124–134. https://doi.org/10.1007/s40489-014-0012-y
Mansfield, E. (1973). Empathy: Concept and identified psychiatric nursing behavior. Nursing Research, 22(6), 525–530. https://doi.org/10.1097/00006199-197311000-00014
McNaughton, D., Hamlin, D., McCarthy, J., Head-Reeves, D., & Schreiner, M. (2007). Learning to listen: Teaching an active listening strategy to preservice education professionals. Topics in Early Childhood Special Education, 27(4), 223–231. https://doi.org/10.1177/0271121407311241
Morelli, S. A., Lieberman, M. D., & Zaki, J. (2015). The emerging study of positive empathy. Social & Personality Psychology Compass, 9(2), 57–68. https://doi.org/10.1111/spc3.12157
Nemec, P. B., Spagnolo, A. C., & Soydan, A. S. (2017). Can you hear me now? Teaching listening skills. Psychiatric Rehabilitation Journal, 40(4), 415–417. https://doi.org/10.1037/prj0000287
Olson, J. K., & Iwasiw, C. L. (1987). Effects of a training model on active listening skills of post-RN students. Journal of Nursing Education, 26(3), 104–107. https://doi.org/10.3928/0148-4834-19870301-06
O’Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior: A practical handbook (3rd ed.). Cengage Learning.
Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-based staff training: A guide for practitioners. Behavior Analysis in Practice, 5(2), 2–11. https://doi.org/10.1007/BF03391819
Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2017). Teaching practitioners to conduct behavioral skills training: A pyramidal approach to training multiple human service staff. Behavior Analysis in Practice, 6, 4–16. https://doi.org/10.1007/BF03391798
Pina, L. S. (2017). The perception of active listening practice on social networks as a determinant of brand engagement. [unpublished master’s thesis]. Instituto Universitario de Lisboa, Lisbon, Portugal. http://hdl.handle.net/10071/15432
Rautalinko, E., Lisper, H.-O., & Ekehammar, B. (2007). Reflective listening in counseling: Effects of training time and evaluator social skills. American Journal of Psychotherapy, 61(2), 191–209. https://doi.org/10.1176/appi.psychotherapy.2007.61.2.191
Rohrer, J. L., Marshall, K. B., Suzio, C., & Weiss, M. J. (2021). Soft skills: The case for compassionate approaches or how behavior analysis keeps finding its heart. Behavior Analysis in Practice, 14(4), 1135–1143. https://doi.org/10.1007/s40617-021-00563-x
Schnabel, A., Youssef, G. J., Hallford, D. J., Hartley, E. J., McGillivray, J. A., Stewart, M., Forbes, D., & Austin, D. W. (2020). Psychopathology in parents of children with autism spectrum disorder: A systematic review and meta-analysis of prevalence. Autism, 24(1), 26–40. https://doi.org/10.1177/1362361319844636
Shipley, S. D. (2010). Listening: A concept analysis. Nursing Forum, 45(2), 125–134. https://doi.org/10.1111/j.1744-6198.2010.00174.x
Sellers, T. P., Valentino, A. L., Landon, T. J., & Aiello, S. (2019). Board certified behavior analysts’ supervisory practices of trainees: survey results and recommendations. Behavior Analysis in Practice, 12(3), 536–546. https://doi.org/10.1007/s40617-019-00367-0
Sellers, T. P., Valentino, A. L., & LeBlanc, L. A. (2016). Recommended practices for individual supervision of aspiring behavior analysts. Behavior Analysis in Practice, 9, 274–286. https://doi.org/10.1007/s40617-016-0110-7
Simmons, C. A., Ford, K. R., Salvatore, G. L., & Moretti, A. E. (2021). Acceptability and feasibility of virtual behavior analysis supervision. Behavior Analysis in Practice, 14, 927–943. https://doi.org/10.1007/s40617-021-00622-3
Skinner, B. F. (1957). Verbal behavior. Appleton-Century-Crofts. https://doi.org/10.1037/11256-000
Stickley, T., & Freshwater, D. (2006). The art of listening in the therapeutic relationship. Mental Health Practice, 9(5), 100–112.
Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2019). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12, 654–666. https://doi.org/10.1007/s40617-018-00289-3
Turner, L. B., Fischer, A. J., & Luiselli, J. K. (2016). Towards a competency-based, ethical, and socially valid approach to the supervision of applied behavior analytic trainees. Behavior Analysis in Practice, 9, 287–298. https://doi.org/10.1007/s40617-016-0121-4
Wahl-Jorgenson, K. (2021). The affordances of interview research on Zoom: New intimacies and active listening. Communication, Culture & Critique, 14(2), 373–376. https://doi.org/10.1093/ccc/tcab015
Ward-Horner, J., & Sturmey, P. (2012). Component analysis of behavior skills training in functional analysis. Behavioral Interventions, 27, 75–92. https://doi.org/10.1002/bin.1339
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflicts of Interest
The authors have no conflicts of interest to disclose.
Research Involving Human Participants
All procedures were reviewed and approved by a university institutional review board.
Informed Consent
All participants provided informed consent to be video recorded and for the use of their deidentified data for presentations and publications.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
This article presents the thesis study completed for partial fulfillment of the requirements for the degree of Master of Science in Applied Behavior Analysis by the first author.
Appendix
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Law, V., Turner, L.B. & Brewer, A.T. Using Peer-Led Behavioral Skills Training to Teach Trainees Active and Empathic Listening Skills in a Virtual Environment. Behav Analysis Practice (2024). https://doi.org/10.1007/s40617-024-00954-w
Accepted:
Published:
DOI: https://doi.org/10.1007/s40617-024-00954-w