Becoming a RBT: Skill Acquisition (Unit C)

Alright, let’s dive into the core of teaching new behaviors: Skill Acquisition. As RBTs, a huge part of your role involves helping clients learn new skills – communication, social interaction, daily living tasks, safety skills, you name it! This isn’t about reducing behaviors, but rather building new, functional ones. To do this effectively, we need a clear plan and specific techniques. We’ll cover all parts from the RBT Task List (2nd ed.): C-1, C-2, C-3, C-4, C-5, C-6,C-7,C-8,C-9,C-10,C-11,C-12.

C-1: Identify the Essential Components of a Written Skill Acquisition Plan

Think of a Skill Acquisition Plan (SAP) as your roadmap or recipe for teaching a specific skill. It’s a detailed, written document, usually created by your supervising BCBA (Board Certified Behavior Analyst) or BCaBA (Board Certified Assistant Behavior Analyst). Why is it so important? Consistency! It ensures everyone on the client’s team teaches the skill the same way, which is crucial for the client’s learning. Even if you work with multiple clients learning the same type of skill (like requesting), their individual plans might differ, so always refer to the specific plan for that client.

What are the essential ingredients of a good Skill Acquisition Plan?

Think of these as the non-negotiable sections your supervisor will include:

Target Skill Identification & Operational Definition: What exact skill are we teaching? This needs to be defined in clear, observable, and measurable terms. No ambiguity allowed!
- Example: Instead of “Teach politeness,” a better definition might be: “Learner will say ‘thank you’ within 3 seconds of receiving a preferred item or assistance from another person.”
Measurable Goal/Objective: How will we know the skill is learned? This defines the mastery criteria. It needs to be specific and measurable.
- Example: “Learner will independently say ‘thank you’ across 3 different people and settings with 80% accuracy for 3 consecutive days.”
Teaching Procedures/Strategies: This is the “how-to” section. It details the specific method being used (e.g., Discrete Trial Teaching, Naturalistic Teaching, Task Analysis). It explains exactly how to present the instruction and what constitutes a correct response.
Materials Needed: What specific items, tools, or stimuli are required to teach this skill? This could include flashcards, toys, worksheets, timers, specific apps, etc.
Setting(s): Where will the skill be taught? (e.g., therapy room, home, classroom, community setting).
Prompting Procedures: What type of prompts (hints or assistance) will be used if the learner needs help? This section details the specific prompt type(s) (e.g., gestural, verbal, physical) and, often, a plan for fading those prompts so the learner becomes independent.
Reinforcement Procedures: What happens when the learner gets it right? This specifies the type of reinforcement (e.g., praise, tokens, edibles, preferred activity) and the schedule of reinforcement (how often reinforcement is delivered).
Consequences for Incorrect Responding/Error Correction: What happens if the learner makes a mistake? This outlines the specific procedure to follow (e.g., re-presenting the instruction with a prompt, providing informational feedback).
Data Collection Procedures: How will progress be measured and recorded? (e.g., frequency count, percentage correct, duration). This ensures we can track learning and make data-based decisions.
Generalization and Maintenance Plan: How will we ensure the learner can use the skill in different situations, with different people, and over time after formal teaching stops? This might involve practicing in new settings or gradually thinning the reinforcement schedule.

Pro-Tip: Familiarize yourself thoroughly with each component. When you receive a new SAP, read it carefully. If anything is unclear, always ask your supervisor for clarification before you start implementing it. Your understanding is key to effective teaching!

C-2: Prepare for the Session as Required by the Skill Acquisition Plan

Okay, you understand the plan (C-1), now it’s time to get ready for your session. Preparation is not optional; it’s a professional necessity! Winging it leads to disorganized sessions, wasted time, and potentially slower progress for your client. Think of it like a chef preparing their ingredients and station before cooking – mise en place.

How do you prepare effectively based on the SAP?

Review the Skill Acquisition Plan(s): Before the session (ideally, not just 5 minutes before!), re-read the SAPs for the skills you plan to target. Refresh your memory on the exact procedures, goals, prompts, and reinforcement strategies. Check the data from the last session to see where the client left off.
Gather Your Materials: Collect all the items listed in the SAPs you’ll be working on. This includes teaching materials (flashcards, objects), data sheets (paper or digital), writing utensils, timers, visual aids (like token boards or First-Then boards), and, crucially, reinforcers.
Prepare the Reinforcers: Know what motivates your client! Make sure you have a variety of potential reinforcers readily available and easily accessible (but perhaps out of sight until earned). If using a token system, have the board and tokens ready. Remember, reinforcement should be delivered immediately after the correct response, so fumbling for it defeats the purpose.
Set Up the Environment: Arrange the teaching space as needed. If doing structured teaching like DTT, you might need a table and chairs clear of distractions. If doing naturalistic teaching, you might “seed” the environment with motivating items. Minimize potential distractions as much as possible based on the client’s needs and the teaching context.
Review Previous Data: Look at the client’s performance in the last session(s). Are they close to mastering a target? Are they consistently making errors on a specific step? This helps you know where to start and what to anticipate.
Prepare Yourself: Take a deep breath! Ensure you’re mentally focused and ready to be attentive, patient, and positive.

Scenario Example: You’re preparing for a session with little Timmy, and the SAP indicates you’ll be working on identifying colors using DTT (Discrete Trial Teaching). Your prep would involve:

Reviewing the DTT procedure for color ID in Timmy’s SAP, noting the current target color (e.g., “blue”), the specific instruction (“Point to blue”), the prompting procedure (e.g., start with a gestural prompt), and the reinforcement plan (e.g., one token for each correct response).
Gathering the specific color cards (blue, red, yellow as specified), the token board, tokens, the specific backup reinforcer Timmy is working for (e.g., 5 minutes of iPad time), your data sheet/app, and a pen.
Setting up the table with two chairs, placing the color cards ready but out of direct reach initially. Having the token board and reinforcer nearby but discreet.
Checking Timmy’s data sheet – he got “blue” correct with a gestural prompt 60% of the time yesterday. Today, you’ll continue with that prompt level.

Pro-Tip: Create a personal checklist or routine for session prep. Having a system helps ensure you don’t forget anything, especially when you have multiple clients or complex plans. Good preparation allows you to be fully present and effective during the session itself.

C-3: Use Contingencies of Reinforcement

This sounds technical, but it’s the absolute bedrock of behavior change. Reinforcement is any consequence that follows a behavior and increases the likelihood of that behavior happening again in the future under similar conditions. A contingency simply means there’s an “if-then” relationship: If the behavior occurs, then the consequence (reinforcement) is delivered.

We use contingencies of reinforcement deliberately to teach new skills and strengthen desired behaviors.

Types of Reinforcers:

Unconditioned Reinforcers (Primary Reinforcers): These are stimuli that function as reinforcers without any prior learning or pairing.They are biologically potent – things we naturally need or enjoy.
- Definition: Stimuli that increase future behavior frequency without prior learning.
- Examples: Food, water, warmth, escape from pain, physical touch/comfort, sleep, oxygen, sexual stimulation (relevant in some contexts).
- Think: Things essential for survival or comfort that didn’t need to be “taught” as good.
Conditioned Reinforcers (Secondary Reinforcers): These are stimuli that acquire their reinforcing properties through learning – specifically, by being paired with unconditioned reinforcers or other already-established conditioned reinforcers.
- Definition: Stimuli that function as reinforcers only after being paired with other existing reinforcers.
- Examples: Praise (“Good job!”), tokens, money, stickers, high-fives, grades, access to preferred activities (like playing a game or watching a video), a favorite toy.
- Think: Things that become valuable because they are associated with good outcomes. Praise often comes with smiles (unconditioned) or leads to other rewards. Tokens are exchanged for desired items or activities.

Schedules of Reinforcement: This refers to the rule that dictates when and how often a behavior will be reinforced.

Continuous Reinforcement (CRF or FR1): Reinforcement is delivered after every single occurrence of the target behavior.
- Definition: Every correct response receives reinforcement.
- Use Case: Best for teaching new skills (acquisition phase). It helps the learner quickly associate the behavior with the reward.
- Example: Giving a small edible treat every time a child correctly points to the requested picture during initial teaching.
- Downside: Behavior may stop quickly if reinforcement stops (low resistance to extinction); risk of satiation (learner gets tired of the reinforcer).
Intermittent Reinforcement (INT): Reinforcement is delivered only after some occurrences of the target behavior, not all.
- Definition: Only some correct responses receive reinforcement, based on a specific rule.
- Use Case: Best for maintaining skills that have already been learned. Makes the behavior more resistant to extinction (it persists longer even without constant reward).
- Types:
  - Fixed Ratio (FR): Reinforcement after a fixed number of responses. (e.g., FR3 = reinforcement after every 3rd correct response). Example: A worker gets paid for every 10 widgets they make.
  - Variable Ratio (VR): Reinforcement after a variable number of responses, averaging around a specific number. (e.g., VR5 = reinforcement after an average of 5 correct responses – could be after 3, then 7, then 5, etc.). Example: Playing a slot machine (pays out unpredictably after a variable number of plays). This schedule typically produces high, steady rates of responding.
  - Fixed Interval (FI): Reinforcement for the first correct response after a fixed amount of time has passed. (e.g., FI 5-min = reinforcement for the first correct response after 5 minutes). Example: Checking for mail delivery around the same time each day – you only get reinforced (find mail) after the delivery time has passed. Often produces a “scallop” pattern of responding (slow after reinforcement, faster as the interval ends).
  - Variable Interval (VI): Reinforcement for the first correct response after a variable amount of time has passed, averaging around a specific duration. (e.g., VI 2-min = reinforcement for the first correct response after an average of 2 minutes). Example: Checking your email – you don’t know exactly when a new important email will arrive, so you check periodically. Produces moderate, steady rates of responding.

Pro-Tip: Your SAP will specify the type and schedule of reinforcement. Delivering reinforcement effectively (immediately, enthusiastically, and contingently) is one of the most powerful tools you have as an RBT. Pay close attention to the schedule – delivering reinforcement too often when it should be intermittent, or not often enough when it should be continuous, can hinder progress.

C-4: Implement Discrete-Trial Teaching Procedures

Discrete Trial Teaching (DTT), sometimes called Discrete Trial Training, is a very structured teaching method based on Applied Behavior Analysis (ABA) principles. It’s often used to teach new skills, especially those that benefit from repetition and clarity. Think of it as breaking down a skill into small, manageable learning opportunities, presented one at a time.

What is a “Discrete Trial”?

A single discrete trial has a very clear beginning and end, and consists of several distinct components, typically occurring in this order:

Antecedent / Discriminative Stimulus (Sᴰ): This is the instruction or cue given by the RBT that signals to the learner what to do. It should be clear, concise, and consistent.
- Definition: The instruction or signal that prompts the desired response.
- Example: Saying “Touch red,” placing picture cards on the table, asking “What is this?” while holding up an object.
Prompt (Optional): If the learner needs help to respond correctly, a prompt is provided simultaneously with or immediately after the Sᴰ. The type of prompt (e.g., physical guidance, gesture, verbal hint) should be specified in the SAP.
- Definition: Assistance provided to increase the likelihood of a correct response.
- Example: Gently guiding the learner’s hand to touch the red card (physical prompt) after saying “Touch red.” Pointing towards the red card (gestural prompt).
Learner’s Response (R): The behavior the learner exhibits following the Sᴰ (and prompt, if used). The response can be correct, incorrect, or no response.
- Definition: The action the learner takes following the instruction.
- Example: The learner points to the red card. The learner points to the blue card.The learner doesn’t respond.
Consequence (C): What happens immediately after the learner’s response? This depends on whether the response was correct or incorrect.
- Definition: The outcome delivered immediately following the response.
- If Correct: Deliver reinforcement (as specified in the SAP). This could be specific praise (“That’s right, that’s red!”), a token, a small edible, etc.
- If Incorrect: Implement the error correction procedure (as specified in the SAP). This might involve providing informational feedback (“That’s blue, this is red”), repeating the trial with a more intrusive prompt, or simply moving on without reinforcement.
Inter-Trial Interval (ITI): A brief pause (usually 1-5 seconds) between the end of one trial (after the consequence) and the beginning of the next trial (the presentation of the next Sᴰ). This pause helps separate the trials and allows the RBT to record data.
- Definition: A short pause between the consequence of one trial and the antecedent of the next.

Steps for Implementing DTT:

Gain the learner’s attention.
Present the Sᴰ clearly and concisely.[18]
If needed (based on the SAP and learner’s current performance), provide the specified prompt.
Wait a brief moment (e.g., 3-5 seconds) for the learner’s response.
Deliver the appropriate consequence (reinforcement for correct, error correction for incorrect) immediately.
Record the data accurately during the ITI.
Repeat the process for the planned number of trials.

Scenario Example (Teaching “Red”):

RBT: (Gains attention) “Ready?” (Presents red and blue cards). “Point to red.”)
Learner: (Points to red card). (Correct Response)
RBT: (Immediately) “Yes! That’s red! Awesome pointing!” (Delivers praise – Reinforcement). Gives a token. (Consequence)
(ITI – RBT records ‘+’ on data sheet, prepares for next trial)
RBT: (Presents red and blue cards). “Point to red.”
Learner: (Points to blue card). (Incorrect Response)
RBT: (Neutrally) “That’s blue.” (Removes cards briefly, represents them). “Point to red.” (Points to red card – Error Correction/Prompted Trial).
Learner: (Points to red card).
RBT: (Neutrally acknowledges) “Okay.” (No reinforcement for prompted response after error, as per this hypothetical plan).
(ITI – RBT records ‘-‘ on data sheet, prepares for next trial)

Pro-Tip: DTT is powerful but can feel robotic if not done well. Maintain enthusiasm in your reinforcement, keep the pace brisk but appropriate for the learner, vary the targets if possible (interspersal), and always follow the specific procedures outlined in the SAP. Remember, DTT is just one tool in the ABA toolbox!

C-5: Implementing Naturalistic Teaching Procedures (e.g., Incidental Teaching)

Alright team, let’s begin with Naturalistic Teaching Procedures, often referred to by the umbrella term Natural Environment Teaching or NET. One of the most well-known examples, and one you’ll likely encounter frequently, is Incidental Teaching.

1. Definition: What Are We Talking About?

At its core, naturalistic teaching involves structuring and using learning opportunities that arise within the natural, everyday environment and routines of the learner. Instead of sitting formally at a table with flashcards (which has its place, of course, in procedures like Discrete Trial Training or DTT), we capitalize on the learner’s immediate interests and motivations as they occur. Think of it as weaving teaching into the fabric of daily life. The learner initiates an interaction or shows interest in something, and the RBT uses that moment as a teachable one.

2. Key Characteristics:

Learner-Initiated: Often, the teaching episode begins because the learner shows interest in something (e.g., reaches for a toy, looks towards the juice, points to a dog). This capitalizes on their existing motivation (Establishing Operations or EOs / Motivating Operations or MOs).
Natural Environment: Takes place where the learner typically spends their time – playroom, kitchen, playground, classroom, community setting.
Natural Reinforcers: The consequence for the desired response is directly related to what motivated the learner in the first place. If they ask for a train (the target skill), they get the train (the natural reinforcer). This contrasts with arbitrary reinforcers (like getting a token for saying “train,” which might be used in DTT).
Focus on Function: Often emphasizes functional language and skills – asking for things (mands), commenting (tacts), answering questions related to the ongoing activity.

3. Incidental Teaching as a Specific Example:

Incidental Teaching is a structured type of naturalistic procedure. Here’s a typical flow:
* The RBT arranges the environment to encourage the learner to initiate (e.g., placing desired toys just out of reach).
* The RBT waits for the learner to initiate regarding a desired item or activity.
* If the initiation isn’t the target skill level (e.g., learner points but the goal is a vocal request), the RBT prompts a more elaborated response (e.g., “What do you want?”, or models “Train, please”).
* The learner responds (ideally at the prompted level).
* The RBT provides access to the desired item/activity immediately, reinforcing the learner’s response.

4. Why It Matters (Rationale):

Promotes Generalization: Skills learned in the natural environment are more likely to be used naturally in other similar situations because the learning context matches the usage context.
Enhances Motivation: By using the learner’s current interests, motivation to participate is often higher.
Develops Spontaneity: Encourages learners to initiate interactions and use skills spontaneously, rather than just waiting for a direct instruction.
Embeds Learning: Allows for numerous brief teaching episodes throughout the day without disrupting the flow of activities too much.

5. Real-World Example for an RBT:

Imagine you’re working with a child, Maya, in her playroom. She loves bubbles. You have the bubble container, closed, visible but slightly out of reach.

Environment Setup: Bubbles are visible but inaccessible.
Learner Initiation: Maya points to the bubbles and makes an “uh” sound.
RBT Implementation (Following the Plan): Your supervising BCBA’s plan indicates Maya is learning to mand (“ask for”) using single words. You lean in expectantly and perhaps model the first sound, “Buh…” or ask, “What do you want?”
Learner Response: Maya says, “Bubble.”
Natural Reinforcement: You immediately and enthusiastically say, “You want bubble! Okay!” and open the container to blow bubbles for her.

6. Tips for RBT Implementation:

Be Observant: Constantly scan the environment and watch your learner for signs of interest – where are they looking? What are they reaching for?
Know the Goals: Be clear on the specific skills (e.g., specific words, sentence length, type of request) your supervisor wants you to target during these opportunities.
Be Prepared: Have potential target items accessible but perhaps requiring your help.
Wait for Initiation: Resist the urge to jump in too quickly. Give the learner a chance to initiate.
Use Appropriate Prompts: Follow the prompting hierarchy specified in the plan. Start with less intrusive prompts if possible.
Reinforce Immediately: The payoff (the item/activity) needs to follow the desired response swiftly.
Keep it Fun! Naturalistic teaching should feel like play and interaction, not a test.

Naturalistic teaching is a dynamic and powerful way to build functional skills. It requires you to be flexible, observant, and responsive!

C-6: Implementing Task-Analyzed Chaining Procedures

Next up, let’s talk about teaching complex skills that have multiple steps, like washing hands, making a sandwich, or logging into a computer. We use Task Analysis and Chaining for this.

1. Definition: Breaking it Down

Task Analysis (TA): This is the process of breaking down a complex skill into its smaller, teachable components or steps, listed in sequential order. Think of it as creating a detailed recipe for the skill. Your supervisor (BCBA) will typically develop the TA. Your job is to implement it precisely.
Chaining: This is the teaching procedure used to link these individual steps together to form the complete skill. Each step, once learned, serves as a cue (an SD) for the next step.

2. Key Components:

The Task Analysis: A clearly written list of steps. Example for Handwashing:
1. Turn on cold water.
2. Wet hands.
3. Pump soap once.
4. Rub hands together (palms, backs, between fingers) for 15 seconds.
5. Rinse hands under water.
6. Turn off water.
7. Get paper towel.
8. Dry hands completely.
9. Throw paper towel in trash.
The Chaining Procedure: How you teach the sequence. There are three main types:

3. Types of Chaining Procedures:

Forward Chaining:
- How it works: You teach the first step of the TA first. Once the learner masters step 1, you teach steps 1 and 2 together, then steps 1, 2, and 3, and so on, sequentially from the beginning. Reinforcement is typically delivered after the successful completion of the last trained step in the sequence during that trial. You might prompt the remaining steps or complete them for the learner initially.
- Example (Handwashing): Teach “Turn on water.” Once mastered, teach “Turn on water” -> “Wet hands.” Reinforce after hands are wet. Then teach “Turn on water” -> “Wet hands” -> “Pump soap.” Reinforce after soap is pumped. And so on.
- Good for: Learners who have difficulty with sequencing or need success early in the chain.
Backward Chaining:
- How it works: You (the RBT) initially prompt or complete all the steps except the very last one. You teach the learner to independently complete only the final step. Once that’s mastered, you teach the last two steps, prompting the learner through all steps before those two. Reinforcement is delivered upon completion of the entire chain (specifically, after the learner independently completes the target step(s) at the end).
- Example (Handwashing): You do steps 1-8. You prompt the learner only for step 9 (“Throw paper towel in trash”). Reinforce. Once mastered, you do steps 1-7, then prompt the learner for step 8 (“Dry hands completely”) and step 9 (“Throw paper towel”). Reinforce after step 9. And so on, working backward.
- Good for: Learners who benefit from the immediate connection between their effort and the final, natural reinforcer (e.g., clean hands, finished sandwich). Often creates momentum as the learner is successful at the end.
Total Task Chaining (or Whole Task Chaining):
- How it works: You teach the entire sequence of steps in every trial. You provide prompting (using the least intrusive prompt necessary for each step) as needed throughout the chain. Reinforcement is delivered upon completion of the entire task.
- Example (Handwashing): The learner attempts all 9 steps. You provide prompts only where needed (e.g., maybe a gesture to rub hands longer, a verbal cue to rinse). Reinforce after the entire sequence is finished (step 9).
- Good for: Learners who already know some steps of the chain, can learn sequences quickly, or when the steps are not easily separated (e.g., stirring ingredients).

4. Why It Matters (Rationale):

Teaches Complex Functional Skills: Enables individuals to learn multi-step routines crucial for independence (hygiene, vocational tasks, cooking, dressing).
Systematic Approach: Provides a clear, step-by-step method for both teaching and monitoring progress.
Builds Independence: Successfully chaining steps leads to greater autonomy in daily life.

5. Real-World Example for an RBT:

Your supervisor gives you a TA for making a simple bowl of cereal and asks you to use Forward Chaining with your learner, Alex.

TA Step 1: Get bowl from cupboard.
Implementation (Trial 1): You say, “Time to make cereal. Get the bowl.” You might use a gesture prompt towards the cupboard. Alex gets the bowl. You provide specific praise (“Great job getting the bowl!”) and maybe a small edible reinforcer as per the plan. You complete the rest of the steps for him (getting cereal, milk, spoon).
Implementation (Subsequent Trials): Once Alex reliably gets the bowl independently, you move to teaching Step 1 -> Step 2 (Get cereal box). Reinforcement now comes after he successfully gets the cereal box (having already gotten the bowl).

6. Tips for RBT Implementation:

Know the TA Inside and Out: You must be fluent with every step in the correct order. Have it readily available if needed.
Know Which Chaining Procedure to Use: This will be specified by your supervisor. Implement it consistently.
Use Specified Prompts: Follow the prompting and fading procedures outlined in the behavior plan.
Reinforce Correctly: Deliver reinforcement according to the rules of the specific chaining procedure being used (after the target step in forward/backward, after the whole chain in total task).
Record Data Accurately: Note which steps required prompting and which were independent. This data informs your supervisor’s decisions.

Task analysis and chaining are workhorses in skill acquisition. Your precision in implementing them is key!

C-7: Implementing Discrimination Training

Now, let’s move on to Discrimination Training. This sounds technical, but it’s something we all learn naturally. It’s about learning to tell the difference between things and responding appropriately.

1. Definition: Telling Things Apart

Discrimination training is the process of teaching a learner to respond correctly to specific stimuli and not to respond (or to respond differently) to other stimuli. We want the learner’s behavior to come under the control of the relevant stimulus.

Discriminative Stimulus (SD): A stimulus in the presence of which a particular response has been reinforced in the past. Essentially, it signals that reinforcement is available if the correct response is emitted. (Think: Green light signals reinforcement – moving forward – is available).
S-Delta (SΔ): A stimulus in the presence of which a particular response has not been reinforced in the past (or has been extinguished or punished). It signals that reinforcement is not available for that specific response. (Think: Red light is an S-delta for the response of moving forward).

Discrimination training involves reinforcing a response in the presence of the SD and withholding reinforcement (using extinction) for that same response in the presence of the S-Delta.

2. Key Concepts:

Stimulus Control: When a behavior occurs more often in the presence of an SD than in its absence (or in the presence of an S-Delta), we say the behavior is under stimulus control. Discrimination training is the procedure used to establish stimulus control.
Differential Reinforcement: This is the engine of discrimination training. We are differentially reinforcing the target behavior – reinforcing it when the SD is present and not reinforcing it when the S-Delta is present.

3. Types and Variations:

Simple Discrimination: Learning to respond to one SD and not an S-Delta (e.g., learning to point to a picture of a “cat” when asked “Where’s the cat?” (SD), and not pointing to the cat picture when shown a picture of a dog (S-Delta for that response)).
Conditional Discrimination: Responding correctly depends on the context or another stimulus. Matching-to-sample is a classic example. If the sample is a picture of a RED circle, you should select the identical RED circle from an array (SD), not the BLUE circle (S-Delta). The “condition” is the sample stimulus.
Simultaneous Discrimination Training: The SD and S-Delta(s) are presented at the same time (e.g., presenting a red card and a blue card together and asking the learner to “Touch red”).
Successive Discrimination Training: Only one stimulus condition (either the SD or the S-Delta) is present at a time in a given trial (e.g., showing only the red card and asking “What color?”, then later showing only the blue card and asking “What color?”).

4. Why It Matters (Rationale):

Foundation of Most Skills: Nearly everything we teach involves discrimination: following instructions (discriminating the instruction from background noise), identifying objects/people/letters/numbers, safety skills (stop sign vs. yield sign), social cues (happy face vs. sad face).
Accuracy and Appropriateness: Ensures learners respond correctly and appropriately in different situations.
Builds Complex Behavior: Discrimination is necessary for forming concepts and categories (e.g., discriminating between different types of animals, furniture, foods).

5. Real-World Example for an RBT:

You are teaching a learner, Ben, to identify the colors red and blue using picture cards. Your supervisor has instructed you to use simultaneous discrimination training.

Setup: You place a red card and a blue card on the table in front of Ben.
Trial 1 (SD present): You say, “Touch red.” (This instruction makes the red card the SD for the response of touching it). Ben touches the red card. You immediately provide reinforcement: “That’s right! You touched red!” + a token.
Trial 2 (S-Delta present for the same response): You might rearrange the cards and say, “Touch red.” Ben touches the blue card (incorrect). You provide corrective feedback as per the plan (e.g., withhold reinforcement, maybe reset the trial using an error correction procedure). The blue card, in the context of the instruction “Touch red,” functions as an S-Delta for the response of touching it.
Trial 3 (Different SD): You say, “Touch blue.” (Now the blue card is the SD). Ben touches the blue card. You reinforce: “Yes, that’s blue! Awesome job!” + a token.

Through repeated trials with differential reinforcement, Ben learns to reliably touch red only when asked for red (SD) and blue only when asked for blue (SD), and not to touch red when asked for blue (S-Delta), or vice versa.

6. Tips for RBT Implementation:

Clear Stimuli: Ensure the SD and S-Delta(s) are easily distinguishable for the learner’s current ability level. Your supervisor will guide this.
Consistent Reinforcement: Deliver reinforcement immediately and consistently following correct responses in the presence of the SD.
Consistent Extinction/Correction: Consistently withhold reinforcement (or follow the specified correction procedure) for responses in the presence of the S-Delta or incorrect responses to the SD.
Minimize Errors (Initially): Supervisors often design procedures (like errorless teaching) to minimize mistakes early on, especially when introducing new discriminations. Follow these procedures carefully.
Vary Presentation: Mix up the positions of stimuli, the order of trials, and use multiple examples (different red objects, different blue objects) once the initial discrimination is learned, to ensure generalization.

Discrimination training is precise work. Your consistency helps the learner clearly understand when and how to respond.

C-8: Implementing Stimulus Control Transfer Procedures

Last but certainly not least, let’s discuss Stimulus Control Transfer Procedures. This connects directly to discrimination training and prompting. Essentially, it’s about how we fade our help (prompts) so the learner responds to the natural cue or instruction (the SD).

1. Definition: Shifting Control

Stimulus control transfer procedures are techniques used to systematically shift control from a temporary prompt (which is currently ensuring the correct response) to the natural stimulus (the target SD) that should eventually evoke the response independently. We want the learner to respond correctly without needing the extra help. Fading prompts is the most common way we achieve this.

2. Key Concept: Why Transfer Control?

If we always provide a prompt, the learner’s behavior might remain under the control of the prompt, not the natural SD. This is called prompt dependency. The goal is independence, so the learner needs to respond to the relevant environmental cues (like the teacher’s instruction, a written word, a red light) without needing an artificial hint.

3. Common Stimulus Control Transfer Procedures (Often Involving Prompt Fading):

Prompt Fading: Gradually reducing the intrusiveness or amount of prompting needed to get the correct response.
- Most-to-Least Prompting: Start with the most intrusive prompt that guarantees success (e.g., full physical guidance) and gradually fade to less intrusive prompts (e.g., partial physical, modeling, gesture, verbal) as the learner shows success. Often used when teaching new skills.
- Least-to-Most Prompting: Start by presenting the natural SD and giving the learner a chance to respond independently. If they don’t respond or respond incorrectly within a set time (e.g., 3-5 seconds), provide the least intrusive prompt (e.g., verbal hint). If still no correct response, provide a slightly more intrusive prompt (e.g., gesture), and so on, until the correct response occurs. Often used for skills the learner has demonstrated some ability with.
Prompt Delay (Time Delay): Systematically increasing the time between the presentation of the natural SD and the delivery of the prompt.
- Constant Time Delay (CTD): Start with a 0-second delay (SD and prompt presented together). After several successful trials, introduce a fixed delay (e.g., 3 seconds) between the SD and the prompt. The idea is the learner will “anticipate” the prompt and respond correctly before the prompt is delivered.
- Progressive Time Delay (PTD): Similar to CTD, but the delay gradually increases (e.g., 1 sec, 2 sec, 3 sec…) as the learner is successful.
Stimulus Fading: Gradually changing or removing features of a controlling stimulus. This is different from prompt fading because you’re altering the stimulus itself.
- Example: Teaching sight words. You might initially present the word “CAT” written large and bold, perhaps with a picture of a cat embedded. Over time, you gradually make the letters standard size/font and fade out the picture entirely, transferring control from the highly salient stimulus (word + picture) to the word alone.

4. Why It Matters (Rationale):

Promotes Independence: This is the ultimate goal – enabling learners to function without artificial support.
Avoids Prompt Dependency: Prevents the learner from becoming reliant on prompts to perform skills.
Ensures Responding to Natural Cues: Teaches the learner to pay attention to and respond to the relevant stimuli in their environment.

5. Real-World Example for an RBT:

You are teaching a learner, Sam, to label a picture of a cup. The target SD is the picture of the cup plus your question, “What is this?”. Initially, Sam needs a prompt to say “cup.” Your supervisor instructs you to use a Constant Time Delay procedure.

Phase 1 (0-Second Delay): You present the picture, ask “What is this?”, and immediately say “cup” (verbal prompt). Sam echoes “cup.” You reinforce. Repeat several times.
Phase 2 (3-Second Delay): You present the picture, ask “What is this?”… and wait 3 seconds.
- Scenario A (Correct Anticipation): Within the 3 seconds, Sam says “cup” before you deliver the prompt. You provide enthusiastic reinforcement! Control is starting to transfer to the picture/question.
- Scenario B (Incorrect/No Response): After 3 seconds, Sam hasn’t responded or says something else. You deliver the prompt (“cup”). Sam echoes “cup.” You provide reinforcement (perhaps less enthusiastic than for an independent response, as per the plan). You continue with the 3-second delay trials.

Over time, with consistent reinforcement for unprompted correct responses during the delay interval, Sam learns to respond to the picture/question (the natural SDs) without needing the verbal prompt.

6. Tips for RBT Implementation:

Know the Procedure: Be crystal clear on the specific transfer procedure (type of fading, delay interval) specified by your supervisor.
Be Systematic: Implement the fading or delay steps exactly as planned. Don’t fade too quickly or too slowly (unless data indicates a need for adjustment, which you’d discuss with your supervisor).
Monitor Learner Responding: Pay close attention to whether the learner is responding correctly before the prompt (in delay procedures) or with less intrusive prompts (in fading procedures).
Reinforce Independent Responses: Provide the most powerful reinforcement when the learner responds correctly before the prompt or to the natural SD.
Take Accurate Data: Record whether the response was prompted or independent. This data is crucial for your supervisor to know if the transfer is working.

Transferring stimulus control is how we bridge the gap between learning with help and performing independently. Your careful implementation makes this transition smooth and successful.

C-9: Implement Prompt and Prompt Fading Procedures

Alright, let’s talk about prompts. At its core, a prompt is an extra stimulus or cue that we add to the environment to increase the likelihood that a learner will emit a correct response in the presence of the relevant discriminative stimulus (the SD – that’s the instruction or situation that should trigger the behavior).

Think of it this way: You’re teaching a child to wash their hands after using the restroom. The SD is “Time to wash your hands” or simply seeing the sink after flushing. The target behavior is the whole handwashing sequence. If the child doesn’t initiate or complete the steps independently, you might use a prompt to help them bridge that gap.

Why Do We Use Prompts?

To Facilitate Learning: Prompts help the learner make contact with reinforcement for the correct response, especially when the skill is new or difficult. It gets the behavior going so it can be rewarded!
To Reduce Errors (Errorless Learning): In many cases, especially with new skills, we want to prevent the learner from making mistakes repeatedly. Errors can be frustrating for the learner and can even strengthen incorrect responses. Prompts help ensure the correct response occurs from the beginning.
To Increase Efficiency: Prompting can speed up the learning process compared to simply waiting for the learner to figure it out independently, especially for complex skills.

Types of Prompts:

Prompts generally fall into two broad categories:

Response Prompts: These act directly on the response itself. They tell the learner how to respond.
- Verbal Prompts: Telling the learner what to do or say.
  - Full Verbal: “Say ‘bubble’.”
  - Partial Verbal: “Say ‘buh…’” (giving the first sound).
  - Indirect Verbal: “What do you say?”
- Gestural Prompts: Pointing, motioning, or nodding towards the correct stimulus or action. (e.g., pointing to the soap during handwashing).
- Modeling Prompts: Demonstrating the desired response for the learner. (e.g., You model clapping your hands and say “Do this”).
- Physical Prompts: Physically guiding the learner’s body to complete the response. This is often considered the most intrusive.
  - Full Physical (Hand-over-Hand): Placing your hands over the learner’s hands to guide them through the entire motion (e.g., guiding their hand to turn on the faucet).
  - Partial Physical: Providing minimal physical guidance, like a light touch on the elbow to initiate movement.
Stimulus Prompts: These act on the antecedent stimuli (the SD or related stimuli) to make the correct response more likely. They change the stimulus itself, not the response.
- Positional Prompts: Placing the correct stimulus closer to the learner. (e.g., If teaching colors and the target is “red,” placing the red card closer than the blue card).
- Movement Prompts: Highlighting the correct stimulus by tapping, looking at, or touching it. (Similar to a gesture, but focused on the stimulus).
- Redundancy Prompts: Adding a feature to the correct stimulus that makes it more salient or relevant to the response (e.g., making the correct picture slightly larger or brighter; writing the word “RED” in red ink).

Prompt Fading: The Crucial Next Step

Okay, prompts are fantastic helpers, but we can’t rely on them forever! Our ultimate goal is always independence – we want the learner to perform the skill correctly in response to the natural cues in the environment (the SD), without our extra help. This is where prompt fading comes in.

Prompt fading is the systematic, gradual removal of prompts until the target behavior occurs independently in the presence of the natural SD.

Why is Fading So Important?

Avoiding Prompt Dependency: If we don’t fade prompts, the learner might become dependent on them. They might only perform the skill when the prompt is present, meaning the behavior isn’t truly under the control of the natural SD. Imagine an adult who can only make coffee if someone points to each step – that’s not functional independence.
Transferring Stimulus Control: Fading successfully transfers control from the artificial prompt to the natural SD. The learner learns that the instruction “Wash your hands,” not the physical guidance, is the cue to start washing.

Common Prompt Fading Procedures:

The specific fading procedure will typically be determined by your supervising BCBA and outlined in the behavior plan, but common methods include:

Most-to-Least Prompting (Maximum-to-Minimum): You start with the most intrusive prompt necessary to ensure a correct response (e.g., full physical) and gradually move to less intrusive prompts (e.g., partial physical, then model, then gesture, then independent) as the learner shows success. This is often used with errorless learning.
- Example: Teaching shoe tying – start with full hand-over-hand, then guide just their fingers, then model the step, then point to the laces, then just give the verbal instruction.
Least-to-Most Prompting (Minimum-to-Maximum): You start by presenting the SD and giving the learner an opportunity to respond independently. If they don’t respond correctly within a short time (e.g., 3-5 seconds), you provide the least intrusive prompt needed (e.g., a gesture). If that doesn’t work, you move to a slightly more intrusive prompt (e.g., a model), and so on, until the correct response occurs. This gives the learner a chance to be independent at each step.
- Example: Asking a child “What color is this?” (pointing to red). Wait 3 seconds. No response? Point towards the “Red” PECS icon (gesture). Still no response? Model saying “Red.” Still no response? Provide a direct verbal prompt “Say ‘Red’.”
Time Delay (Constant or Progressive): You present the SD, and initially, you deliver the prompt immediately (0-second delay). As the learner becomes familiar, you insert a brief delay (e.g., 3 seconds) between the SD and the prompt. This gives the learner a window to respond independently before the prompt occurs. The delay can be kept constant or gradually increased (progressive time delay).
- Example: Showing a flashcard “CAT” and immediately prompting “cat” (0s delay). After success, show “CAT,” wait 3 seconds, then prompt “cat” if needed. The learner often anticipates the prompt and responds correctly during the delay.
Stimulus Fading: Gradually removing the modification or cue within the stimulus itself.
- Example: If you made the correct answer brighter (redundancy prompt), you gradually dim it back to its normal intensity across trials until it looks the same as the incorrect options. If you used a positional prompt, you gradually move the correct item back until it’s equidistant with the others.

Your Role as an RBT:

Implement Faithfully: Follow the prompting and fading procedures exactly as written in the behavior intervention plan. Consistency is key!
Collect Data: Accurately record the level of prompting required for each response. This data tells your supervisor if the plan is working and when adjustments are needed.
Observe Closely: Be attentive to the learner’s responses. Are they starting to anticipate? Are they resisting a certain prompt level?
Communicate: Report any issues, successes, or observations about the prompting/fading process to your supervisor promptly.
Be Patient and Positive: Learning takes time. Maintain an encouraging and supportive demeanor.

Mastering prompting and fading is fundamental. It allows you to teach effectively while paving the way for genuine independence.

C-10: Implement Generalization and Maintenance Procedures

Alright team, let’s move on to two incredibly important concepts: Generalization and Maintenance. Think of it this way: teaching a skill is like planting a seed. Generalization and maintenance are like ensuring that seed grows into a strong plant that thrives in different soils and weather conditions, and continues to live long after you’ve stopped tending it daily.

Generalization: Taking Skills on the Road

Generalization refers to the occurrence of behavior under different, non-trained conditions. It means the learner can apply what they’ve learned beyond the specific, controlled teaching environment. We want skills to be functional, meaning they work in the real world! There are two main types we focus on:

Stimulus Generalization: This is when a behavior that was learned in the presence of one stimulus (SD) then occurs in the presence of other, similar stimuli, even though it wasn’t specifically trained with those stimuli.
- Example: You teach a child to identify their “mommy” from a photo. Stimulus generalization occurs when the child can correctly identify their mommy in person at the park, in a video call, or in a different photograph. The core stimulus (“mommy”) is presented in different forms/contexts.
- Another Example: Teaching a student to say “hello” to their teacher. Stimulus generalization occurs if they then say “hello” to the principal, the school secretary, and a classmate’s parent without specific training for each person. The setting/person (stimulus) changes, but the response remains appropriate.
Response Generalization: This is when teaching one behavior results in changes in other, similar behaviors, even though those other behaviors weren’t directly trained. The stimulus situation stays the same, but the learner produces a different, functionally equivalent response.
- Example: You teach a child to say “Good morning” as a greeting. Response generalization occurs if the child sometimes says “Hello,” “Hi,” or gives a friendly wave instead, without being explicitly taught those specific variations in that context. They all serve the same function (social greeting).
- Another Example: Teaching a client to ask for a break by saying “Break, please.” Response generalization might look like them signing “break” or pointing to a break card, achieving the same outcome (getting a break).

Why is Generalization Crucial?

If skills don’t generalize, they aren’t truly useful! We don’t want learners who can only mand (request) for juice in the therapy room with their RBT using a specific picture card. We want them to be able to ask for juice from their mom, at school, using words or signs, etc. Generalization is the bridge from the teaching setting to everyday life.

Strategies to Promote Generalization (Often planned by the BCBA, implemented by you!):

Teach with Multiple Exemplars: Use many different examples of stimuli and response variations during teaching.
- Example: When teaching “dog,” use pictures of different breeds, sizes, and colors of dogs. Practice in different locations (therapy room, outside). Have different people run the teaching trials.
Program Common Stimuli: Intentionally bring stimuli from the natural environment into the teaching setting.
- Example: If teaching money skills for use at a store, use real money, a toy cash register, and maybe even backdrop pictures of store aisles during the teaching sessions.
Teach Loosely: Vary non-critical aspects of the teaching environment randomly. This helps the learner focus on the relevant parts of the SD and not get stuck on irrelevant details (like the specific chair they sit in, or the specific tone of voice used).
- Example: Vary your wording slightly (“Point to red,” “Show me red,” “Where’s red?”), teach in different locations within the room, use different tones of voice, have different background noise levels (within reason).
Use Natural Maintaining Contingencies: Ensure the behavior, once learned, will be reinforced naturally in the learner’s everyday environment.
- Example: Teach a child to ask for toys appropriately because naturally, when they ask nicely, they are more likely to get access to the toy from peers or caregivers. The skill maintains itself because it works!
Train Sufficient Exemplars: Basically, keep teaching with enough different examples until generalization is observed. It’s similar to multiple exemplars but emphasizes quantity.
Use Indiscriminable Contingencies: Make it unclear exactly which responses will produce reinforcement (e.g., using intermittent schedules of reinforcement, delaying reinforcement slightly). This can make the behavior more resistant to extinction and more likely to occur in situations where reinforcement isn’t guaranteed.
Teach Self-Management Strategies: Empower the learner to monitor and manage their own behavior across settings.

Maintenance: Making Skills Stick Around

Okay, so the learner can use the skill in different places and ways (generalization). Now, how do we make sure they keep using it long after your direct teaching sessions are reduced or finished? That’s maintenance.

Maintenance is the extent to which a learner continues to perform the target behavior after a portion or all of the intervention has been terminated. It’s about durability and long-term retention of skills.

Why is Maintenance Essential?

Teaching a skill is only valuable if the learner retains it over time. If a child learns to tie their shoes but forgets how a month after teaching stops, the intervention wasn’t truly successful in the long run. We aim for lasting change.

Strategies to Promote Maintenance (Again, typically planned by the BCBA):

Shift to Natural Reinforcement Contingencies: As mentioned in generalization, ensure the skill contacts reinforcement in the natural environment. Skills that “work” for the learner are more likely to be maintained.
Use Intermittent Schedules of Reinforcement: Once a skill is mastered, gradually thin the schedule of reinforcement. Instead of reinforcing every correct response (continuous reinforcement, CRF), move to reinforcing only some responses (e.g., every 3rd response, or after an average amount of time). This mirrors natural reinforcement patterns and makes the behavior more resistant to extinction.
Involve Caregivers and Significant Others: Train parents, teachers, or others in the learner’s environment to recognize and reinforce the skill. They are the ones who will be there long-term.
Teach Self-Management: As with generalization, teaching learners to monitor their own behavior and provide their own reinforcement (or prompts) can greatly enhance maintenance.
Fade Interventions Gradually: Don’t stop teaching or reinforcement abruptly. Slowly reduce the frequency of sessions or the intensity of reinforcement.
Conduct Periodic Maintenance Checks: Schedule brief check-ins or probes after teaching has ended to ensure the skill is still present. Provide booster sessions if needed.

Your Role as an RBT:

Implement Generalization Strategies: Actively use multiple exemplars, teach loosely (as appropriate and planned), and reinforce the skill in different settings or with different people as outlined in the plan.
Implement Maintenance Strategies: Follow the plan for thinning reinforcement schedules, involve caregivers as directed, and implement self-management procedures if applicable.
Collect Data on Generalization and Maintenance: Your data needs to show not just if the skill is learned in the teaching setting, but if it’s occurring elsewhere and persisting over time. Report this to your supervisor.
Observe and Report: Notice opportunities for generalization. Report if you see the learner using the skill spontaneously in new situations or if you notice a skill starting to decrease after teaching stops.

Generalization and maintenance transform learned skills into truly functional, life-enhancing abilities. Your careful implementation of these procedures is key to achieving these lasting outcomes.

C-11: Implement Shaping Procedures

Now, let’s talk about shaping. Sometimes, the behavior we want to teach is complex, or the learner doesn’t exhibit even a small part of it initially. Maybe you want to teach a child to say a word they’ve never uttered, or teach someone to complete a multi-step task they currently show no inclination towards. Direct prompting might be difficult or impossible if the basic components aren’t there. This is where shaping shines!

Shaping is a procedure in which you systematically and differentially reinforce successive approximations to a terminal (target) behavior.

Let’s break that definition down, because every part is important:

Terminal Behavior: This is the final goal, the target behavior you ultimately want the learner to perform (e.g., saying the word “cookie” clearly, independently tying shoes, sitting in a chair for 5 minutes).
Successive Approximations: These are the intermediate “baby steps” – behaviors that are closer and closer to the terminal behavior. They start with something the learner already does (even if it’s just a small component) and gradually become more like the final target.
Differentially Reinforce: This is the engine of shaping. It means you provide reinforcement (like praise, a token, or a preferred item) for responses that meet the current criterion (the current “step”), and you withhold reinforcement (extinction) for responses that are earlier approximations that the learner has already mastered, or that are not closer to the target.

Think of it like sculpting clay: You start with a lump (the learner’s current related behavior), and you gradually mold and refine it (reinforce closer approximations) until it looks like the final statue (the terminal behavior).

When Do We Use Shaping?

When the target behavior doesn’t currently exist in the learner’s repertoire.
When the learner cannot follow instructions or imitate a model for the full behavior.
When direct prompting for the entire behavior is impractical or likely to fail.
To gradually increase the duration, intensity, or frequency of a behavior that already occurs but not at the desired level.
To change the topography (the form or shape) of a behavior.

The Process of Shaping:

Define the Terminal Behavior: Be very specific and objective about what the final goal looks like. (e.g., “Johnny will independently say ‘bubble’ clearly when he sees bubbles”).
Identify an Initial Behavior: Find a starting point – a behavior the learner currently emits that has some relevance to the terminal behavior, even if it’s distant. (e.g., Johnny currently makes a ‘buh’ sound when he sees bubbles).
Determine the Steps (Successive Approximations): Outline the intermediate steps that bridge the initial behavior to the terminal behavior. These steps should be progressive but achievable.
- Example Steps for “bubble”:
  - Initial: Makes ‘buh’ sound.
  - Step 1: Reinforce ‘buh’.
  - Step 2: Reinforce only ‘buh-buh’. (Withhold reinforcement for just ‘buh’).
  - Step 3: Reinforce only ‘bub’ or ‘bubbuh’. (Withhold reinforcement for ‘buh-buh’).
  - Step 4: Reinforce only ‘bubble’ (clear pronunciation). (Withhold reinforcement for ‘bub’).
Implement Differential Reinforcement: Start by reinforcing the initial behavior. Once that occurs consistently, shift reinforcement only to the next approximation (Step 2). Continue this process, reinforcing the current step and putting earlier steps on extinction.
Monitor Progress: Collect data on the learner’s responses at each step. This tells you when they are ready to move to the next approximation or if you need to adjust the steps (maybe make them smaller if the learner is stuck).

Example: Shaping Hand Raising in a Classroom

Terminal Behavior: Student raises hand straight up quietly and waits to be called on.
Initial Behavior: Student blurts out answers. (Okay, maybe the actual starting point is just not blurting for 1 second while raising hand slightly). Let’s say a closer starting point is the student slightly lifts their fingers off the desk when they know an answer.
Successive Approximations:
1. Reinforce lifting fingers off the desk without blurting.
2. Reinforce lifting hand slightly (wrist off desk) without blurting.
3. Reinforce raising hand halfway (elbow bent) without blurting.
4. Reinforce raising hand fully but maybe still talking quietly.
5. Reinforce raising hand fully and quietly.
6. Reinforce raising hand fully, quietly, and waiting for acknowledgment.
Differential Reinforcement: Provide praise or a point when the student meets the current step’s criterion. Ignore or redirect earlier approximations once a new step is targeted.

Potential Pitfalls:

Moving too quickly: If you raise the criterion too soon, the learner may get frustrated, and the behavior may extinguish.
Moving too slowly: If you reinforce an approximation too many times, the learner might get stuck on that step.
Steps too large: If the gap between approximations is too big, the learner may not be able to make the jump.
Inconsistent Reinforcement: Failing to reinforce the target approximation immediately or reinforcing earlier steps accidentally can derail the process.

Your Role as an RBT:

Precise Reinforcement: Deliver reinforcement immediately when the learner emits a behavior that meets the current shaping criterion. This requires sharp observation skills!
Withhold Reinforcement Correctly: Consistently apply extinction for previously reinforced approximations as specified in the plan.
Accurate Data Collection: Record which approximations are occurring and whether they were reinforced. This data is vital for the supervisor to adjust the plan.
Patience and Observation: Shaping can take time. Observe the learner’s behavior closely to catch those subtle improvements that meet the next step’s criterion.
Follow the Plan: Implement the steps exactly as outlined by your supervisor. Communicate if the learner seems stuck or if progress isn’t being made.

Shaping is a powerful, elegant technique for building new behaviors from the ground up. Your skillful implementation, guided by your supervisor, can unlock new abilities for your learners.

C-12: Implement Token Economy Procedures

Last but certainly not least for today, let’s discuss token economies. These are structured reinforcement systems that are incredibly common and versatile in applied behavior analysis.

A token economy is a behavior change system involving:

Target Behaviors: Specific, observable, and measurable behaviors that you want to increase (or sometimes decrease, through response cost, but we’ll focus on increasing).
Tokens: Generalized conditioned reinforcers (like points, stickers, checkmarks, poker chips, tallies, etc.) that are delivered immediately contingent upon the occurrence of the target behaviors.
Backup Reinforcers: Preferred items, activities, or privileges that the learner can “purchase” or exchange their earned tokens for. These are the things that give the tokens their value!
A System of Exchange: Clear rules about how many tokens are earned for specific behaviors and how many tokens are needed to exchange for specific backup reinforcers (the “price list”).

Think of it like a miniature economy: You “work” (perform target behaviors) to earn “money” (tokens), which you can then spend on things you want (backup reinforcers).

Why Use a Token Economy?

Bridges the Delay to Reinforcement: It’s often impossible or impractical to deliver a big reinforcer (like 10 minutes of iPad time) immediately after every single instance of a target behavior (like completing one math problem). Tokens can be delivered immediately, bridging the gap between the behavior and the ultimate reward.
Manages Multiple Behaviors: You can target several different behaviors simultaneously, assigning different token values to each if desired.
Visual Representation of Progress: Learners can see their tokens accumulating, which can be motivating in itself and provides clear feedback.
Avoids Reinforcer Satiation: Because tokens are exchanged for a menu of backup reinforcers, the learner is less likely to get tired of any single reward. They can choose what they want to work for.
Teaches Economic Concepts: On a basic level, it can introduce concepts of earning, saving, and exchanging.

Key Components in Detail:

Identifying Target Behaviors: These must be clearly defined so both the RBT and the learner know exactly what earns a token. (e.g., “Completing assigned worksheet,” “Raising hand quietly,” “Using polite words”).
Selecting Tokens: Tokens should be durable, easy to handle, countable, and difficult to counterfeit. They should be something the learner finds engaging but not so distracting that they play with them instead of working. Consider the learner’s age and abilities (stickers for young children, points on a chart for older students).
Choosing Backup Reinforcers: These must be genuinely motivating for the individual learner. Conduct preference assessments! The menu should include a variety of options with different “prices.” Some might be small, easily earned rewards (a small edible, 2 minutes of a game), while others are larger and require saving tokens (extra recess, choosing the class activity).
Establishing the Exchange Rate and System:
- How many tokens does each target behavior earn? (Initially, maybe 1 token per behavior).
- How much do the backup reinforcers “cost” in tokens? Prices should reflect the value/size of the reward and the effort required to earn it.
- When and how can tokens be exchanged? (e.g., at the end of a session, during scheduled “store times,” once a certain number of tokens is earned). Make this predictable.

Steps for Implementation (Guided by the BCBA):

Plan the System: Define behaviors, choose tokens, select backups, set prices.
Gather Materials: Get the tokens, create charts or containers, prepare the backup reinforcers.
Teach the System: Explicitly teach the learner the rules: which behaviors earn tokens, how many, what they can buy, and how the exchange works. Model the process. You might even “prime” the system by giving some initial tokens and letting them exchange immediately to show how it works.
Implement Consistently: Deliver tokens immediately and enthusiastically contingent on the target behavior. Use brief, specific praise (“Great job staying in your seat! Here’s a token!”).
Manage Exchanges: Conduct exchanges according to the schedule. Ensure backup reinforcers are available.
Monitor and Adjust: Collect data on behavior frequency and token earnings/spending. The BCBA will analyze this to see if the system is effective and make adjustments (e.g., change prices, add/remove behaviors or backups).
Plan for Fading: Eventually, the goal is often to fade the token system so the behaviors persist under more natural reinforcement conditions. This might involve increasing the number of responses needed per token, increasing token prices, or moving to less frequent exchanges, eventually perhaps just using praise or natural rewards.

Your Role as an RBT:

Consistency is King: Deliver tokens immediately and contingent upon the specific target behaviors. Be consistent with the rules.
Enthusiasm Helps: Be positive and encouraging when delivering tokens and praise.
Accuracy: Accurately track earned tokens and manage exchanges according to the plan.
Data Collection: Record data on the target behaviors and token earnings as required.
Avoid “Bargaining” or Unauthorized Changes: Stick to the established prices and rules unless directed otherwise by your supervisor. Don’t give “free” tokens or change prices on the fly.
Manage Backup Reinforcers: Ensure access to backups during exchange times is smooth and follows the plan.
Report Issues: Inform your supervisor if the learner seems unmotivated by the tokens or backups, if there are issues with the exchange, or if target behaviors aren’t improving.
Ethical Considerations: Ensure the system is fair and doesn’t involve response costs (taking away tokens) that are overly punitive or deprive the learner of basic needs/rights. Response cost, if used, must be carefully planned by the BCBA.

Token economies, when implemented well, are powerful tools for motivating learners and managing behavior effectively across various settings. Your precision and consistency are vital to their success.