The efficacy of remote video‐based behavioral skills training and awareness training on public speaking performance
Remote BST plus speech outlines and remote awareness training each fix different public-speaking problems in adults.
01Research in Context
What this study did
Laske and team coached two adults to speak better on Zoom.
They used remote BST: short teach, model, practice, and feedback.
Speech outlines were added. Then remote awareness training cut filler words like "um."
A multiple-baseline design showed when each skill changed.
What they found
Remote BST lifted eye contact, gestures, and voice strength.
Remote awareness training later cut disfluencies.
Skills moved to bigger live audiences without extra coaching.
Both adults kept the gains after sessions ended.
How this fits with other research
Matos et al. (2021) already showed video modeling works inside BST for staff. Laske proves the same trick helps speakers on Zoom.
Sievert et al. (1988) used the same multiple-baseline BST to teach self-advocacy. The 2024 study copies that design but swaps handicap adults for typical ones and safety skills for speeches.
Mantzoros et al. (2022) meta-analysis says BST parts cut vocal stereotypy. Laske flips the target: instead of stopping odd sounds, BST plus awareness training trims normal filler words.
Berube et al. (2021) added in-situ training when BST alone failed for kids. Laske never needed extra live practice; remote work was enough for adults.
Why it matters
You can run a full BST package on Zoom. No travel, no room needed.
Use speech outlines during teach and model. Add brief awareness feedback to kill "um" and "like."
Perfect for coaching parents, staff, or older clients who must present. Record a short clip, score fillers, send the graph. They practice again next Zoom.
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02At a glance
03Original abstract
This study evaluated the efficacy of (a) remote video-based behavioral skills training (BST) with added speech outlines on teaching public speaking behaviors and (b) remote video-based awareness training (AT) on speech-disfluency rates. A multiple-baseline design across speech behaviors was used to evaluate the training. Remote video-based BST and AT were effective at teaching public speaking behaviors and reducing speech disfluencies, respectively, for both participants. In addition, performance generalized to increased audience size. Although expert ratings of perceived public speaking effectiveness improved following BST, the ratings did not improve and some worsened following AT. Both participants reported satisfaction with video-based BST and AT. One participant reported greater comfort, confidence, overall ability, and less anxiety as a public speaker following BST. Both participants reported greater improvements in those categories following AT. Our results suggest that public speaking behaviors can be taught using remote video-based BST and speech disfluencies can be reduced using remote video-based AT.
Journal of applied behavior analysis, 2024 · doi:10.1002/jaba.1030