If you want to do well on the RBT test, you need to study up on skill acquisition. On the Registered Behaviour Technician test, this area accounts for about 24 questions. Learning new skills is crucial in the field of advanced behaviour analysis, as discussed in this chapter of our free RBT study guide.
Incidental teaching, crucial response training, discrete trials, conditioned and unconditioned reinforcers, and other important parts of a skill acquisition plan will also be covered.
Significance of Skill Acquisition in ABA
People often assume that behaviour reduction is the only focus of advanced behaviour analysis (ABA), however, that is not entirely accurate. Acquiring new skills is fundamental to behaviour analysis and modification (ABA), but there are many other uses as well.
One of an RBT’s main responsibilities is helping customers acquire new skills. Skills in communication, socialisation, self-sufficiency, independent living, vocational training, safety, etc., are all within your purview of instruction.
Acquiring new skills is crucial in the field of advanced behaviour analysis, and I hope you understand that. Section C of the RBT task list contains the following topics:
1. Identify the Essential Components of a Written Skill Acquisition Plan
A skill acquisition plan requires precise knowledge about the skill being taught, the resources that will be used, and the method that will be employed for teaching it.
You should also figure out how someone will know when they’ve gotten it correctly and what happens if they get it wrong.
Plus, if they’ve mastered the talent, you still need a strategy to maintain it. To make sure learning goes smoothly, they are all essential parts of a skill plan.
2. Prepare for the Session as Required by the Skill Acquisition Plan
Gather all of your materials before a lesson. Be sure you have all the things you could need, like as books and toys. Create a conducive environment for learning where you won’t be interrupted.
To stay on top of things, review your strategy. Prepare how you will monitor the development. When the individual succeeds, be sure to have prizes prepared.
The classroom runs more efficiently, and everyone can learn when everything is set up this way.
3. Use Contingencies of Reinforcement
How incentives may amplify or reinforce certain behaviours is explained by the concept of contingencies of reinforcement. Continuous reinforcement and intermittent reinforcement are the two main kinds.
- When a reward is offered each time a behaviour happens, this is called continuous reinforcement. Customers obtain what they want instantly, for example, when they use graphic icons to request a toy.
- The practice of intermittent reinforcement involves rewarding a behaviour on an as-needed basis. As an example, youngsters may not always get praise when they successfully tie their shoes.
- The four distinct forms of intermittent reinforcement indicate different intervals between rewards for different behaviours.
- The term “fixed interval” (FI) refers to a schedule of reinforcement in which reinforcement is withheld until a predetermined period of time has elapsed after the occurrence of the desired behaviour. A youngster may, for instance, get a sticker for every ten minutes that they read silently. Scheduled rewards tend to have a positive effect just before they’re given, while the opposite may be true just after they’re given.
- Rewarding a behaviour after a predetermined number of repetitions is the basis of a fixed ratio (FR) reinforcement schedule. An example of a fixed ratio might be a system where a youngster earns a sticker for every five correct math problems. A sticker is awarded upon completion of the fifth task. Because the individual is aware that they need to repeat the behaviour several times to obtain the reward, this schedule usually results in a high response rate.
- The variable interval (VI) schedule is a kind of reinforcement plan in which the length of time that elapses between the previous reward and the behavior’s occurrence is left to the trainer’s discretion. An example would be randomly praising a youngster for excellent behaviour throughout the day. Because the individual is never sure when they will get their reward, this timetable promotes regular behaviour.
- Schedule of Reinforcement with a Variable Ratio (VR): With a VR schedule, the number of times a behaviour is rewarded is completely up to chance. For instance, the number of math questions that a youngster must do to get a sticker might vary. Due to the uncertainty around the precise timing of the reward, this schedule results in an excessive rate of behaviour.
Reinforcement, both conditioned and unconditioned, may be defined as the process of providing an immediate, unprompted response to a demand or need, such as food or water. They are satisfying in and of themselves; learning them is unnecessary. The opposite is true with conditioned reinforcement, which involves a reward that is linked to additional benefits to help someone learn to appreciate it. A youngster may come to appreciate praise as a reward if it is consistently bestowed upon them whenever they complete a task, for instance. The key is to gain experience and discover what makes you happy.
4. Implement Discrete-Trial Teaching Procedures
Methods like discrete-trial teaching (DTT) make complex concepts easier to understand and implement. It requires urging, explicit directions, and positive reinforcement for the right answers.
As an example, a teacher may provide an assignment, then ask for a response and then praise the student when they do it right.
DTT is great for teaching narrow concepts like letters, shapes, or colours. Students with developmental disabilities or autism may benefit from its structure and repetition.
5. Implement Naturalistic Teaching Procedures
Learning skills in a student’s natural setting is the goal of naturalistic or incidental pedagogy.
It entails directing instruction towards the areas of interest of the student and capitalising on opportune opportunities to introduce and review material.
By having a youngster ask for toys or name things as they play, a teacher may help them practice communicating in a real-life setting.
The goal of naturalistic teaching is to help students learn in a way that is both meaningful and practical, by encouraging them to make connections between different concepts and situations.
6. Implement Task Analyzed Chaining Procedures
Chaining is a method of tackling large-scale tasks by dividing them into more manageable components. To ensure that the whole skill is acquired, each stage is taught separately and then connected to the next.
- Teaching a toddler to wash their teeth, for example, entails dividing the process into manageable chunks, such as grabbing the toothbrush, putting toothpaste on it, cleaning each tooth, and finally rinsing.
- To build up to doing the skill on one’s own, chaining makes sure that you understand each stage before going on to the next. Dressing or constructing a sandwich are examples of sequential chores that benefit from this kind of instruction.
- Procedure for Total Task Chaining: This method teaches the whole skill at once, which is great for students who can complete each stage with little guidance. If you want your student to learn how to make sandwiches, for example, you should walk them through each step of the process and praise them when they do a good job. As a result, the student is more likely to work independently and get the job done correctly.
- The process of forward chaining involves teaching a skill from the very beginning and working one’s way to the very end. If we’re teaching someone how to clean their teeth, for instance, we start with the most basic step—picking up the toothbrush—and work our way up to more complex techniques. Focussing on mastering one step at a time before moving on to the next helps create mastery and confidence.
- Method of Backward Chaining: In order to teach a skill, one must first go to the final step and then work their way backwards to the first. If we’re teaching someone how to dress, for example, the student would usually start by doing the last step—like closing a zipper—as the teacher goes over the stages that came before. It boosts self-assurance by making sure the student gets the last step right before moving on to the rest.
7. Implement Discrimination Training
Trainees in discrimination skills can distinguish between and react properly to a variety of inputs and contexts.
When instructed to touch a red card, a youngster may first learn to identify it from a blue one.
The learner first gains an understanding of the distinction with the use of reminders and reinforcement. Prompts are gradually reduced and consistent reinforcement of successful answers is increased as training advances.
To learn to distinguish between different colours, letters, or social signals, discrimination training is essential.
8. Implement Stimulus Control Transfer Procedures
Learners may improve their responses to novel or altered signals with the use of stimulus control transfer strategies. This is progressively substituting environmental signals or suggestions with ones that occur naturally during instruction.
For instance, a teacher’s gesture can be the first cue for a youngster to grasp an image card. The instructor gradually reduces the intensity of the gesture as the youngster becomes more adept at responding only to the image card. A sense of autonomy and the ability to use one’s talents in many contexts are fostered by this.
9. Implement Prompt and Prompt Fading Procedures
Assisting students in carrying out an intended action is what prompting is all about. At first, cues are quite direct and could take the form of words, gestures, or even physical direction.
Prompts are designed to be less frequent or strong as students improve their skills.
As a student gains confidence and competence, a teacher may step back from physically helping a student finish a task. Independent learning and skill development are fostered by prompt fading.
Gestural Prompts: These instructional tools help students behave in a certain way by guiding their hands or bodies. A teacher may use hand gestures to show how to do something or point to offer an option. You may ease them off as your child becomes more self-reliant, and they work well for visual learners.
A verbal prompt is a spoken signal that guides behaviour, such as a suggestion or directive. They may be made more or less clear as the student progresses.
10. Implement Generalization and Maintenance Procedures
Procedures for generalisation and maintenance guarantee that students can apply what they’ve learnt in different contexts and over time.
The goal is to foster generalisability via teaching skills in a variety of contexts, using a variety of resources, and with a variety of students.
In addition, review sessions and reinforcement plans may help keep skills sharp over time.
As an example, a youngster could master the art of shoe-tying by practicing at home, in class and even in the park, with the odd session of practice for solidification.
11. Implement Shaping Procedures
In shaping techniques, the goal behaviour is shaped over time by rewarding progressively closer approaches. This implies that progress towards the end objective will be rewarded ilinearly
If you want your kid to learn to write neatly, you may begin by complimenting their efforts at holding the pencil properly. Then, as they become better, you could reward even finer motions until their writing is legible.
Through the use of positive reinforcement, shaping simplifies difficult abilities and encourages their growth.
12. Implement Token Economy Procedures
Using symbols or tokens as compensation for good deeds is central to token economy processes. Preferred goods, services, or access may be purchased using these tokens.
For instance, a youngster may be able to trade in their earned tokens for more playtime or a snack of their choice after completing activities or acting appropriately.
Providing immediate rewards, token economies encourage positive behaviour and can be customised to meet the preferences and objectives of each individual.
