Purpose The present study aims to explore the effects of behavioural skills training to teach frontline professionals how to identify assent and assent-withdrawal from confederates using video models. Design/methodology/approach A nonconcurrent multiple baseline design was implemented across three frontline professionals. Data were collected during rehearsal and maintenance, endurance, stability and application (MESA). The participants were taught to identify instances of assent and assent withdrawal. Maintenance, endurance, stability and application data were collected 15–24 days after the criterion was met for each participant. Findings The results show a decrease in the misidentification of assent and assent withdrawal across participants, with a slight increase in correct responses. Further, social validity results indicate the skill was valued by participants, and data show that identification behaviour was maintained over three of the four conditions of fluency. Practical implications The study used a training procedure for those interested in training staff to identify assent and assent withdrawal. Originality/value The present study fills a gap in the literature by using elements of precision teaching in training staff to recognise assent and assent withdrawal.
Kopyt et al. (Fri,) studied this question.