Skill acquisition is a critical component of Applied Behavior Analysis (ABA), focusing on teaching new skills to clients—such as communication, social interactions, or daily living tasks—using evidence-based techniques.
As an RBT, you’ll implement these procedures under a BCBA’s supervision, making it essential to understand each task thoroughly.
For a comprehensive overview and additional resources, refer to the RBT Exam Study Guide.
Why Skill Acquisition Matters in ABA?
Skill acquisition is the process of teaching clients new behaviors or skills to enhance their independence and quality of life. It’s foundational to ABA because it:
- Empowers clients to achieve meaningful goals.
- Relies on structured, data-driven methods for effective learning.
- Requires RBTs to follow plans, deliver interventions, and track progress accurately.
Your role as an RBT is to execute the skill acquisition plan, use the specified teaching strategies, and collect data to monitor client success.
C-1: Identify the Essential Components of a Written Skill Acquisition Plan
A skill acquisition plan is a detailed roadmap for teaching a specific skill.
It outlines everything an RBT needs to know to implement the intervention effectively. Key components include:
- Target Skill: The specific behavior or skill to be learned (e.g., “requesting a snack”).
- Prerequisites: Skills or knowledge the client must have beforehand (e.g., ability to point or vocalize).
- Materials: Tools or items needed (e.g., picture cards, toys).
- Teaching Procedures: The methods to be used (e.g., Discrete Trial Teaching, task analysis).
- Prompting: Types of prompts (e.g., verbal, physical) and how they’ll be faded.
- Reinforcement: What reinforcers (e.g., praise, edibles) and schedules (e.g., continuous, intermittent) will be used.
- Data Collection: How progress will be measured (e.g., percentage of correct responses).
- Generalization: Plans to practice the skill in varied settings or with different people.
- Maintenance: Strategies to ensure the skill is retained over time (e.g., periodic reviews).
Example
For teaching a client to tie shoelaces:
- Target Skill: Tying shoelaces independently.
- Prerequisites: Fine motor skills to grasp laces.
- Materials: Shoes with laces.
- Teaching Procedures: Task analysis (breaking it into steps).
- Prompting: Start with physical guidance, fade to verbal cues.
- Reinforcement: Praise after each step.
- Data Collection: Track steps completed without help.
- Generalization: Practice with different shoes or locations.
- Maintenance: Monthly checks to confirm retention.
Practical Tip
Memorize these components—they’re likely to appear as multiple-choice or scenario-based questions on the exam!
C-2: Prepare for the Session as Required by the Skill Acquisition Plan
Preparation is key to running effective sessions. Follow these steps:
- Review the Plan: Know the target skill, procedures, and data collection methods.
- Gather Materials: Collect everything listed (e.g., flashcards, reinforcers).
- Set Up the Environment: Reduce distractions and optimize for learning (e.g., quiet space for focus).
- Prepare Data Tools: Have data sheets or digital apps ready.
Example
For teaching color identification:
- Review the plan to identify target colors (e.g., red, blue).
- Gather colored blocks and a data sheet.
- Set up a table in a distraction-free area.
- Bring a pen or tablet for recording responses.
Practical Tip
Double-check materials before starting—missing items can derail a session.
C-3: Use Contingencies of Reinforcement
Reinforcement increases the chances a behavior will occur again. You’ll need to understand types and schedules of reinforcement.
Types of Reinforcement
- Unconditioned Reinforcers: Naturally rewarding (e.g., food, water).
- Conditioned Reinforcers: Learned through pairing (e.g., praise, tokens).
Schedules of Reinforcement
- Continuous: Reinforce every correct response (ideal for new skills).
- Intermittent: Reinforce some responses (better for maintaining skills).
Example
Teaching a client to say “hi”:
- Initially, praise every “hi” (continuous reinforcement).
- Later, praise every third “hi” (intermittent reinforcement).
Practical Tip
Deliver reinforcement immediately after the behavior to strengthen the connection.
C-4: Implement Discrete-Trial Teaching (DTT) Procedures
Discrete-Trial Teaching (DTT) is a structured method that breaks skills into small, teachable units. Each trial has three parts:
- Antecedent: The instruction or cue (e.g., “What’s this?”).
- Behavior: The client’s response (e.g., says “dog”).
- Consequence: Reinforcement (e.g., “Yes!”) or correction (e.g., “Try again”).
Example
Teaching a client to name objects:
- Antecedent: “What’s this?” (holding a ball).
- Behavior: Client says “ball.”
- Consequence: “Awesome!” (reinforcement).
If incorrect, say “No, it’s a ball,” and repeat.
Practical Tip
Keep trials short and consistent—repetition builds mastery.
C-5: Implement Naturalistic Teaching Procedures
Naturalistic teaching (e.g., incidental teaching) happens in the client’s natural environment, using their interests to drive learning. It’s less structured than DTT and promotes generalization.
Example
A client is playing with blocks:
- Ask, “What color is this block?” to teach colors.
- Say, “Can you stack them?” to teach actions.
Practical Tip
Watch for teachable moments—use what the client enjoys to sneak in learning.
C-6: Implement Task Analysis Procedures
Task analysis breaks complex skills into smaller, sequential steps.
You teach each step, often using chaining:
- Forward Chaining: Start with step 1, then add steps.
- Backward Chaining: Start with the last step, working backward.
Example
For handwashing:
- Turn on water.
- Wet hands.
- Apply soap.
- Scrub hands.
- Rinse.
- Dry hands.
Teach step-by-step, reinforcing each success.
Practical Tip
Practice breaking down everyday tasks (e.g., brushing teeth) to get comfortable with this.
C-7: Implement Discrimination Training
Discrimination training teaches clients to respond differently to distinct stimuli (e.g., choosing “cat” vs. “dog”).
Example
Teaching “big” vs. “small”:
- Show a big ball and say “Point to big”—reinforce pointing to it.
- Show a small ball and say “Point to small”—reinforce accordingly.
Practical Tip
Start with clear differences (e.g., red vs. blue) before moving to subtler ones (e.g., shades of blue).
C-8: Implement Stimulus Control Transfer Procedures
Stimulus control transfer shifts a behavior’s trigger from one stimulus (e.g., a prompt) to another (e.g., a natural cue).
Example
A client says “please” with a prompt (“Say please”). Fade the prompt so they say “please” when asking for something naturally.
Practical Tip
Fade prompts gradually—too fast, and the client may lose the skill.
C-9: Implement Stimulus Fading Procedures
Stimulus fading adjusts the stimulus gradually to generalize the behavior.
Example
A client identifies a red circle. Slowly change it to a smaller circle or a different shade, reinforcing correct responses.
Practical Tip
Make changes small to keep the client successful.
C-10: Implement Prompt and Prompt Fading Procedures
Prompts help clients perform behaviors; prompt fading reduces assistance for independence.
Types of Prompts
- Verbal: “Say ‘cat.’”
- Gestural: Pointing to the answer.
- Physical: Guiding their hand.
Example
Teaching “wave”:
- Start with physical guidance (move their hand).
- Fade to a gesture (wave yourself).
- End with verbal (“Wave!”).
Practical Tip
Use the least intrusive prompt possible—over-prompting can create dependence.
Conclusion
Unit C is a vital component of the RBT exam, focusing on the systematic and effective teaching of skills.
To succeed, it’s important to master key terms like reinforcement, Discrete Trial Teaching (DTT), task analysis, and prompts.
Beyond memorizing these concepts, you should understand how to apply them to real-life situations and execute the outlined plans with precision.
This approach not only ensures success on the exam but also equips you to make a meaningful difference as an RBT.