Rbt - C

Front 1

C-01

Identify the essential components of a written skill acquisition plan.

Back 1

Identify a skill deficit.

Create a goal to address deficit.

Identify measurement procedures.

Assess current skill level (baseline).

Select and implement skill acquisition procedure(s).

Collect data of target behaviors to determine effectiveness of acquisition procedures.

Modify, if necessary, to maintain/increase effectiveness.

Front 2

C-02

Describe how to prepare for the session as required by the skill acquisition plan.

Back 2

Determine what occurred last session to decide where to start.

Select skill acquisition procedures to complete during the session.

Prepare materials you will need for the skill acquisition procedure (including data collection materials).

Front 3

C-03

Use contingencies of reinforcement.

Reinforcement

Conditioned Reinforcement

Unconditioned Reinforcement

Back 3

Reinforcement: any stimulus when presented immediately following a behavior, that will increase the frequency of that behavior

Unconditioned: inherent and naturally reinforcement such as food (primary)

Conditioned: previously neutral stimuli that has become a reinforcer through association with an established reinforcer (secondary)

Front 4

C-03

Use contingencies of reinforcement.

Continuous Reinforcement (CRF)

Intermittent Reinforcement (INT)

Back 4

CRF: reinforcement is provided for each occurrence of behavior, typically used in the initial stages of learning a new behavior

INT: some but not all occurrences of a behavior are reinforced, typically used to maintain established behaviors and when progressing toward naturally occurring reinforcement

Front 5

C-03
Use contingencies of reinforcement.

Fixed Ratio (FR)

Variable Ratio (VR)

Fixed Interval (FI)

Variable Interval (VI)

Back 5

FR: reinforce every Nth response

VR: reinforce roughly every Nth response

FI: reinforce after N amount of time

VI: reinforce roughly after N amount of time

Front 6

C-04

Implement discrete trial training procedures.

Back 6

Mass Trial (MT): same prompt each trial, only trial choice offered

Distractor Trial (DT): same prompt each trial, trial choice and two "unknown" choices

Random Roation (RR): one mastered choice and trial choice, rotating prompts

Expanded Trial (ET): trial choice and many mastered choices, rotating prompts

Maintenance/Generalization (M/G): use trial choice as mastered choice in next RR and ET

Front 7

C-05

Implement naturalistic teaching procedures.

Pivotal Response Training

Back 7

Client Attention

Maintenance Tasks

Client Choice/Shared Control

Responsiveness to Multiple Cues

Contingent Reinforcement

Reinforcing Attempts

Direct, Natural Reinforcement

Front 8

C-06

Implement task analyzed chaining procedures.

Task Analysis

Forward Chaining

Backward Chaining

Back 8

Task Analysis: breaking complex skills into smaller, teachable units creating sequential steps

Forward: 1st step is taught, then 2nd, then 3rd, and continues until sequence is mastered

Backward: last step is taught, then 2nd to last, then 3rd to last until sequence is mastered

Front 9

C-07

Implement discrimination training.

Discrimination Training

-Simultaneous

-Successive

Back 9

Discrimination Training: reinforcing occurrences of a behavior in the presence of one stimulus condition and not in the presence of another stimulus condition

Simultaneous: both stimuli are present at once

Successive: only one stimulus condition is present

Front 10

C-08

Implement stimulus control transfer procedures.

Back 10

Discrimination training results in stimulus control when a behavior occurs more often in the presence of one stimulus condition than it does in the presence of another stimulus condition

Front 11

C-09

Implement stimulus fading procedures.

Back 11

Used to transfer stimulus control from prompted responses to natural stimulus and also to minimize number of error responses occurring in the presence of the natural stimulus

Front 12

C-10

Implement prompt and prompt fading procedures.

Prompting

Hierarchy (most to least)

Inadvertent

Back 12

Prompting: cue or assistance to encourage a desired response

Hierarchy: physical>verbal>gestural>model> visual/positional/material

Inadvertent: accidental prompting

Front 13

C-10

Implement prompt and prompt fading procedures.

Response Prompts

Stimulus Prompts

Prompt Fading

Prompt Dependency

Back 13

Response: operate directly on the response (physical, verbal, model)
Stimulus: operate directly on the antecedent task stimuli to cue correct response (gestural, visual/positional/material)

Fading: moving down the prompt hierarchy

Dependency: requiring a prompt to perform a task

Front 14

C-11

Describe how to implement generalization and maintenance procedures.

Generalization

-Examples

Back 14

Generalization: occurrence of behavior under different conditions

Participants: engages in behavior another client is receiving reinforcement for

Settings: at home, at school, community

People: responds to BI and parents

Materials: knows red car, ball, paper etc.

Behaviors: pulls weeds with hands and with spade

Time: uses toilet during the day and at night

Front 15

C-11

Describe how to implement generalization and maintenance procedures.

Stimulus Generalization

Response Generalization

Back 15

Stimulus: extent to which performance occurs in environments different than training (settings, people, materials).

Response: extent to which a client performs a variety of functional responses in addition to trained response

Front 16

C-11

Describe how to implement generalization and maintenance procedures.

Programming Generalization

Back 16

Natural reinforcement contingencies: transfer control from BI to naturally occurring stimuli

Sufficient exemplars: use multiple settings, people, and stimuli

Train loosely: vary non-critical dimensions of antecedent

Indiscriminate contingencies: use variable reinforcement schedules, delay reinforcement, or wait to catch client being good

Common stimuli: use natural stimuli

Mediate generalization: teach self-management

Train generalization: reinforce generalization when it happens

Front 17

C-11

Describe how to implement generalization and maintenance procedures.

Maintenance

Back 17

The extent to which a client continues to perform mastered skills after a portion or all of an intervention has been terminated.

A condition in which treatment has been discontinued or partially withdrawn.

Checked every week, 2 weeks, or every month (depending on plan).

Front 18

C-12

Explain how to assist with the training of stakeholders (eg., family, caregivers, other professionals).

Back 18

RBT will assist with training under supervision and should not train unless directly requested to by supervisor. Refer all questions to supervisor and let parents know RBT's are not authorized or qualified to answer questions about clients program.