You are using BST procedures to teach children to say "no" and walk away when someone offers them a cigarette. Describe the steps involved in the BST procedure that you will use to teach the children this skill

What will be an ideal response?

You will teach students to say "no" or otherwise refuse an offer to smoke cigarettes, to ask other students not to smoke around them, to continue to refuse if a peer persists or tries to apply pressure in some way, and to leave the situation or ask the peer to leave if the pressure continues. With the input of students, you will identify all the ways that peers try to talk their fellow students into smoking and the various ways they apply pressure. These will be the situations around which you will develop the role-play. You will have the students sit in a circle or sit close to the front of the room, so that they can all see and hear the instructions and modeling and observe each other in the role-plays. You will put together ten role-plays reflecting the most common situations that the students face as their peers try to get them to smoke cigarettes. For each role-play, first describe the situation and the best response the student can make in that situation (instructions). Next, have a student come up to the front of the room and, in a role-play, ask you to smoke a cigarette; you refuse the request (modeling). Have the students in the class describe what was good about the modeled behavior. Now have the student rehearse the behavior in the same role-play and have the class provide feedback on the performance. You will show the class how to provide descriptive praise for good aspects of the performance and how to provide suggestions for improvement (feedback). Repeat this process with all of the students in all of the role-play situations that you developed. During training, to enhance generalization of the skills, you will use as many different situations as possible that the students might encounter at school or away from school.