Training as a Behavior Change Procedure

[MUSIC PLAYING] I think that we often forget. We think that training is explaining. Showing somebody what to do and then hoping they'll do it. And so I think it's better-- I mean that's with the lay community-- when you can go train-- Yeah, attend this workshop. I got this class. Or, Bobby showed me what to do. And realistically what we know about behavior change is it involves a very systematic application of antecedent advance consequences. Repetition. Pat Friedman says repetition with contrast. These-- it's very important for us look at it that way. Because otherwise, I think that we're going to be a lot more successful. And I think that's starting to pan out. As I mentioned before, folks are really starting to point to the failures of traditional professional development. And I think that if we sat back in our behavior lab-- our behavioral lens, right, we would say, well duh. Yeah. Nobody's getting any feedback. They're not-- they're not getting an opportunity to practice the skill, and then actually contact the reinforcer. Or the things they're supposed to get out of it. And so it just makes sense that just sitting there and talking to somebody is not going to be effective for most folks. So when we talk about training as a behavior change procedure, I was just trying to frame it into what we already know about instruction. What we already apply every day in the classroom. And I'm not sure why we can't take that, or extrapolate that knowledge into the context of working with other adults.