Behavioral Rehearsal

Description of the Strategy

Behavioral rehearsal evolves from social learning theory, which began to gain professional attention in the 1940s and 1950s. Other terms used in connection with this procedure include social modeling theory and observational learning. Observational learning involves some behavioral display by a model, followed by a reproduction of this behavior by the observer under controlled conditions. Behavioral rehearsal is the process of reproducing the modeled behavior according to explicit and specific guidelines. The underlying principle is that students can effectively acquire novel behaviors through observation, especially if they have the opportunity to try out the target behavior. The reproduction may be covert (i.e., imagined) or overt (i.e., verbal and or physical). With cognitive or covert enactments, students imagine themselves performing all the observed responses of the model. Verbal rehearsal entails talking out or labeling each step to facilitate future reproduction. Physical behavior rehearsal requires that the student physically act out each step of the behavior, which may include simultaneously verbalizing actions.

The term guided practice is often used interchangeably with behavioral rehearsal; however, behavioral rehearsal should not be confused with independent practice. Independent practice is provided after it is determined that the learner understands the behavior and is able to perform it appropriately without extensive assistance. Practice is provided so that the learner becomes proficient and learns to respond correctly even under stressful conditions. A more comprehensive term commonly used in this context is role play. Role play may be behavioral rehearsal, but it also may be employed as an unstructured interpersonal interaction without clearly specified response types.

Research Basis

Research indicates that students are more likely to reproduce a behavior that is effective or associated with desirable consequences. Students need to see that the model is reinforced and that they are likely to experience a reinforcer if they engage in the same behavior. During behavioral rehearsal, correct responding is more likely to occur if students receive immediate feedback and are praised or rewarded for appropriate behavior. Skill acquisition is also enhanced if students receive many opportunities for guided practice. The use of verbal mediators (i.e., selfstatements to label specific steps of the behavior) during behavioral rehearsal increases the possibility of generalization.

Relevant Target Population

Behavioral rehearsal strategies are appropriately applied to the full spectrum, ranging from students who are typically developing to those students with moderate/severe disabilities. Behavioral rehearsal has been used most extensively to develop social behaviors, particularly interpersonal behaviors, ranging from the most rudimentary, such as greeting others, to the more sophisticated, such as registering a complaint or giving corrective feedback to another student. Social skills that focus on self-related behaviors (e.g., making positive self-statements) or on selfmanagement behavior (e.g., staying on task or completing a task on time) also lend themselves to behavioral rehearsal. Although it can appropriately be used with students from all age groups and backgrounds, special adaptations are needed for students with substantial cognitive impairments and for very young students. These modifications often involve extensive training on learning how to imitate, as well as extensive physical and verbal prompting before prompts are gradually faded.

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