A multicomponent training package using instruction, behavior rehearsal, role-play, modeling, and directfeedback was implemented to train six doctoral-level students in the use of circular-questioning skills. A concurrent multiple baseline across participants design was incorporated within the method of the study. Findings indicated acquisition of circular-questioning skills and increases in student ability to conceptualize case material systemically from pretraining (baseline) to posttraining and follow-up phases. In addition, afunctional relationship between training and positive client outcome was noted. The authors discuss the findings in relation to the need for more empirical studies relating systematic training to changes in student behaviors, case conceptualization, and positive therapeutic outcome.
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