The scenario describes an RBT introducing noncritical irrelevant environmental variables that could if consistently present gain inappropriate stimulus control over the clients behavior The BCBAs concern aligns with the principle of Training Loosely which involves varying noncritical aspects of the instructional setting and teaching environment to reduce the likelihood that specific nonessential stimuli will acquire discriminative control over the target behavior The goal is to ensure that the behavior comes under the control of only the critical relevant features of the environment Lets differentiate the options Train Loosely Involves varying noncritical aspects of the instructional setting eg location people materials not essential to the skill to prevent them from acquiring stimulus control and to promote generalization This matches the BCBAs concern about random posters or furniture gaining control Program Common Stimuli Involves identifying and ensuring that critical stimuli from the natural environment are present in the training environment This means deliberately incorporating elements that are essential for the skill to occur in other settings For example if a skill requires using a specific type of social cue ensuring that cue is present during training Indiscriminable Contingencies This strategy makes it difficult for the learner to determine when reinforcement will be delivered It often involves gradually thinning reinforcement schedules or varying the latency to reinforcement promoting maintenance and generalization by making the contingency less predictable General Case Instruction or General Case Analysis This involves teaching across a wide range of relevant stimulus and response variations to ensure that a skill generalizes to all relevant instances within a stimulus class It requires analyzing the full range of stimulus conditions and response requirements in the natural environment and then systematically teaching examples that represent that range