RBT Study Guide Unit C: Skill Acquisition
Master the essential components of skill acquisition plans, teaching procedures, and implementation strategies for effective ABA therapy.
C.1 Identify the Essential Components of a Written Skill Acquisition Plan
A Skill Acquisition Plan (SAP) is a written guide that outlines how to teach new skills to a client. It ensures consistency and clarity for all therapists.
Key Components of a SAP
Target Skill
The behavior or skill to be taught
Example: Learning to tie shoes
Definition
Clear description of the skill
Example: Independently tying both shoes within 2 minutes
Teaching Procedures
How the skill will be taught
Example: DTT, NET, chaining
Materials Needed
Tools or items used during teaching
Example: Shoes with laces, practice board
Prompting Strategy
How prompts will be given and faded
Example: Physical → gestural → verbal → independent
Reinforcement
Type, timing, and schedule
Example: Praise + preferred item after each successful attempt
Data Collection Method
How progress will be recorded
Example: Trial-by-trial data, % correct per session
Mastery Criteria
Conditions to consider skill "mastered"
Example: 80% correct across 3 consecutive sessions
C.2 Prepare for the Session as Required by the Skill Acquisition Plan
Before teaching, the RBT must ensure proper preparation to maximize learning opportunities and maintain consistency with the written plan.
📋 Preparation Checklist
- Review the skill acquisition plan and target skills
- Gather materials (e.g., flashcards, toys, reinforcers)
- Review data from previous sessions
- Set up the environment to minimize distractions
- Ensure reinforcers are available and ready
💡 Pro Tips
- Have backup reinforcers ready
- Prepare extra materials in case of damage
- Review any notes from supervisor
- Check that data sheets are available
- Ensure comfortable seating/workspace
C.3 Use Contingencies of Reinforcement
Reinforcement strengthens behavior by providing a consequence that increases the likelihood of the behavior occurring again.
Types of Reinforcers
| TYPE | DESCRIPTION | EXAMPLES |
|---|---|---|
| Unconditioned (Primary) | Naturally reinforcing | Food, water, warmth, sleep |
| Conditioned (Secondary) | Learned through association | Praise, tokens, money, grades |
Continuous Reinforcement (CRF)
Every correct response is reinforced
Best for: Teaching new skills
Intermittent Reinforcement (INT)
Only some correct responses are reinforced
Best for: Maintaining learned skills
C.4 Implement Discrete Trial Teaching (DTT)
DTT is a structured, repetitive teaching method that breaks down skills into small, manageable components.
Steps in a DTT Trial
SD (Discriminative Stimulus)
Clear instruction given
Example: "Touch the apple"
Response
Learner performs behavior
Example: Learner touches the apple
Consequence
Reinforce correct response
Example: "Great job!" + preferred item
Inter-trial Interval
Short pause before next trial
Example: 3-5 second break
C.5 Implement Naturalistic Teaching Procedures
Also called Incidental Teaching or NET (Natural Environment Teaching). Skills are taught in the learner's everyday environment using naturally occurring opportunities.
📝 Example Scenario
C.6 Implement Task Analysis Procedures
Task Analysis involves breaking a complex skill into smaller, teachable steps that can be learned sequentially.
Chaining Methods
Forward Chaining
Teach first step → move forward
Example: Brushing teeth: Pick up brush (teach first) → add paste → brush → rinse
Backward Chaining
Teach last step first
Example: Brushing teeth: Complete all steps except rinse, then teach rinsing
Total Task
Teach all steps together with prompts
Example: Provide prompts for entire tooth brushing sequence each time
🦷 Complete Task Analysis Example: Brushing Teeth
Steps 1-4:
- 1. Pick up toothbrush
- 2. Add toothpaste
- 3. Turn on water
- 4. Wet toothbrush
Steps 5-8:
- 5. Brush teeth (2 minutes)
- 6. Rinse mouth
- 7. Rinse toothbrush
- 8. Put toothbrush away
Additional Skill Acquisition Components
C.7 Implement Discrimination Training
Helps learners respond correctly to specific stimuli while not responding to other stimuli.
SD Example: "Touch red" → touches red card → reinforce
SΔ Example: "Touch blue" → touches blue → no reinforcement
C.8 Implement Stimulus Control Transfer
Transfer control from a prompt to a natural stimulus.
Example: Initially: "Say dog" + picture → "dog" | Eventually: Picture of dog → "dog"
C.9 Implement Prompting and Prompt Fading
Verbal
"Touch the red one"
Gestural
Pointing to the correct answer
Model
Showing how to wave hello
Physical
Hand-over-hand assistance
C.10 Implement Generalization and Maintenance
Generalization
Skill works in different settings, people, or materials. Example: Learner greets "hello" at school and home.
Maintenance
Learner keeps the skill over time without ongoing teaching.
C.11 & C.12 Additional Responsibilities
- C.11: Assist with training stakeholders (parents, caregivers, teachers)
- C.12: Implement behavior reduction plans as written (teaching communication to replace tantrums)
Test Your Skill Acquisition Knowledge
Practice skill acquisition concepts with targeted quiz questions and reinforce your understanding.