RBT Task List – Skill Acquisition (C-01)

After thoroughly navigating the crucial supportive roles RBTs play in Measurement (Section A) and Assessment (Section B), we now transition into the heart of direct intervention: Section C: Skill Acquisition.

This section is often one of the largest and most detailed in the RBT Task List, as it outlines the various evidence-based procedures RBTs use daily to teach new skills and increase desired behaviors.

Our comprehensive and detailed approach will continue.

Welcome to our intensive exploration of Section C: Skill Acquisition from the RBT Task List. This section is arguably where RBTs spend a significant portion of their direct service time.

It encompasses the wide array of evidence-based teaching strategies used in Applied Behavior Analysis to help individuals learn new and adaptive skills, ranging from communication and social skills to academic and daily living skills.

Your proficiency in implementing these procedures, as designed by your supervising BCBA/BCaBA, is fundamental to client progress.

Before an RBT can effectively implement skill acquisition procedures, they must first understand the written plan that guides their teaching.

This brings us to our first critical task in this section. As you work through these teaching methodologies, remember that consistent practice and understanding of the underlying principles are key.

Let’s begin with the foundational item in this section:

C-01: Identify the Essential Components of a Written Skill Acquisition Plan

Understanding the “map” (the skill acquisition plan) is essential before you can effectively navigate the “journey” of teaching.

What is a Written Skill Acquisition Plan?

A written Skill Acquisition Plan (also sometimes called a skill acquisition program, teaching plan, or acquisition protocol) is a detailed, individualized document created by the BCBA or BCaBA that outlines exactly how a specific skill will be taught to a client.

It serves as the RBT’s “instruction manual” or “recipe” for teaching.

For an RBT to implement teaching procedures with fidelity (i.e., exactly as intended), they must be able to read, understand, and identify the critical components within this plan.

This task isn’t just about recognizing headings; it’s about comprehending what each piece of information means and how it guides their actions during a teaching session.

A well-written skill acquisition plan ensures consistency across different RBTs working with the same client and provides a clear framework for data collection and progress monitoring. It operationalizes the teaching process.

Essential Components of a Written Skill Acquisition Plan

While the exact format can vary by agency or supervisor, most comprehensive skill acquisition plans will contain the following core elements. RBTs must be able to locate and understand the function of each:

• Client Identification:
  • What it is: Basic identifying information for the client (e.g., name, client ID, date of birth).
  • Why it’s essential: Ensures the RBT is using the correct plan for the correct individual. Seems obvious, but critical in settings with multiple clients.
• Target Skill/Goal:
  • What it is: A clear, concise statement of the specific skill to be taught. This skill should be observable and measurable. It’s often broken down from a broader, long-term objective.
  • Example: “Client will tact (label) 10 common household objects when presented with the object and asked ‘What is this?'” or “Client will independently brush teeth following all steps of the task analysis.”
  • Why it’s essential: This is the overall objective of the plan. It tells the RBT what they are teaching.
• Operational Definition of the Target Skill:
  • What it is: A precise description of what the target skill looks like when performed correctly. It defines the topography (form, appearance) of the desired response in measurable terms.
    It should pass the “stranger test” someone unfamiliar with the client could read it and know what to look for.
  • Example (for tacting “apple”): “Client vocally states ‘apple’ within 5 seconds of being shown an apple and asked ‘What is this?’ Pronunciation must be intelligible to an unfamiliar listener.”
  • Example (for “washing hands” – a single step): “Turns on water: Client uses one hand to lift or turn faucet handle to the ‘on’ position, resulting in water flow.”
  • Why it’s essential: Ensures consistency in what is considered a correct response. Without this, different RBTs might score the same response differently.
• Baseline Data (Often Summarized or Referenced):
  • What it is: Information about the client’s performance on the target skill before the teaching intervention began.
    This might be a summary (e.g., “Client correctly tacted 0/10 objects at baseline”) or a reference to where baseline data can be found.
  • Why it’s essential: Provides a starting point against which to measure progress. It shows why the skill is being targeted.
• Materials Needed for Teaching:
  • What it is: A specific list of all materials, stimuli, reinforcers, and data collection tools required to implement the teaching procedure.
  • Example: “Picture cards of target objects (apple, ball, cup…), small edible reinforcers (goldfish crackers), clicker counter, data sheet.”
  • Why it’s essential: Ensures the RBT is fully prepared for the session and can implement the plan as designed. Missing materials can derail a teaching session. (Relates back to A-01: Prepare for Data Collection).
• Setting/Environment for Teaching:
  • What it is: Specifies where and under what conditions the skill should ideally be taught (e.g., “quiet therapy room at the table,” “during snack time in the kitchen,” “natural environment during free play”).
  • Why it’s essential: Some skills are best taught in structured settings, others in more naturalistic ones. The environment can impact learning.
• Instruction/Discriminative Stimulus (S^D):
  • What it is: The specific antecedent stimulus (instruction, question, or environmental cue) that should evoke the target skill.
    The plan will state exactly what the RBT should say or do to signal that the target behavior is expected.
  • Example (for tacting): “Hold up picture of apple and say, ‘What is this?'”
  • Example (for following directions): “Say, ‘Clap your hands.'”
  • Why it’s essential: Consistency in S^D delivery is crucial for the client to learn to respond reliably to that specific cue.
    RBTs should deliver the S^D clearly and only once per trial (unless the plan specifies otherwise for error correction).
• Prompting Procedures (If and How to Prompt):
  • What it is: Details the type(s) of prompts to be used if the client does not respond correctly or independently to the S^D.
    It should also specify the prompting hierarchy (e.g., least-to-most, most-to-least) and how to fade prompts.
  • Example: “If no response or incorrect response within 3 seconds, provide a full verbal model prompt (e.g., say ‘apple’). Fade to partial verbal prompt, then no prompt.
    ” Or, “Use most-to-least physical guidance for toothbrushing steps.”
  • Why it’s essential: Prompts help the client make correct responses and experience reinforcement, preventing errors.
    Knowing how and when to prompt, and how to fade prompts, is critical for teaching independence.
• Reinforcement Procedures:
  • What it is: Specifies what type of reinforcer to deliver for correct responses (e.g., specific praise, tokens, edibles, access to preferred activity) and the schedule of reinforcement (e.g., continuous reinforcement – CRF/FR1 for new skills, intermittent schedule for mastered skills).
  • Example: “For independent correct responses, deliver enthusiastic specific praise (e.g., ‘Great job saying apple!’) AND one goldfish cracker immediately (within 1-2 seconds). For prompted correct responses, deliver moderate praise only.”
  • Why it’s essential: Reinforcement strengthens behavior. The plan must clearly state what is reinforcing and how/when to deliver it.
• Consequence for Incorrect Responses/Error Correction Procedure:
  • What it is: Outlines what the RBT should do if the client makes an error or does not respond. This often involves a specific error correction procedure.
  • Example: “If incorrect response, implement error correction: say ‘No, this is an apple’ (model), re-present S^D, provide immediate full prompt to ensure correct response, then provide neutral praise.
    Do not reinforce the error.” Or, “If no response, represent S^D and immediately prompt.”
  • Why it’s essential: Consistent error handling helps the client learn the correct response without inadvertently reinforcing errors.
• Data Collection Procedures:
  • What it is: Specifies what data to collect (e.g., +/- for correct/incorrect, prompt level used, latency), how to collect it (e.g., on a specific data sheet, using a clicker), and when to collect it (e.g., every trial, first trial probe).
  • Example: “Record +/- for each trial. If prompted, circle the prompt level used (P, G, V). Summarize percentage correct at end of session.”
  • Why it’s essential: Data guides decision-making about progress and plan modifications. (Relates to Section A: Measurement).
• Mastery Criteria:
  • What it is: The standard the client must achieve to demonstrate they have learned the skill. This is usually defined as a certain percentage of independent correct responses across a certain number of sessions or consecutive trials.
  • Example: “90% independent correct responses across 2 consecutive sessions with 2 different RBTs.” Or “10/10 correct independent responses for 3 consecutive days.”
  • Why it’s essential: Provides an objective endpoint for the current teaching plan. Once mastery is met, the supervisor will decide on next steps (e.g., maintenance, generalization, moving to a new target).
• Generalization and Maintenance Procedures:
  • What it is: Describes strategies to ensure the client can use the skill across different people, settings, materials, and instructions (generalization), and that the skill persists over time after direct teaching has stopped (maintenance).
  • Example (Generalization): “Probe with 3 different examples of apples (red, green, picture). Practice with Mom present. Conduct trials in playroom.”
  • Example (Maintenance): “Once mastered, review skill with 2-3 trials once per week.”
  • Why it’s essential: Learning a skill in isolation is not enough; it must be functional and durable in the client’s natural environment.
• Plan Review/Modification Date (Sometimes included):
  • What it is: A date or timeframe for when the plan will be reviewed by the BCBA for progress and potential modifications.
  • Why it’s essential: Ensures plans are not left stagnant if a client is not making progress or has mastered the skill quickly.

Real-World Example: Maria and Leo

Let’s see how this plays out with a hypothetical scenario:

• RBT: Maria
• Client: Leo (4 years old)
• Target Skill (from plan): Leo will receptively identify 5 body parts (nose, eyes, mouth, hands, feet) when asked “Point to your [body part].”
• Operational Definition (from plan): “Leo will, within 5 seconds of the S^D ‘Point to your [body part],’ touch the specified body part on himself with one finger.”

Here’s how Maria’s actions are guided by the Skill Acquisition Plan:

• Materials: Maria gathers picture cards of body parts (for potential generalization probes later, as per plan), but knows the primary target is Leo pointing to himself.
  She has her data sheet and a small container of preferred edibles (mini pretzels, as listed under ‘Reinforcers’).
• S^D: Maria says, “Leo, point to your nose.” (Exactly as written).
• Response & Prompting:
  • If Leo points to his nose independently within 5 seconds: Maria follows the Reinforcement Procedure: “Great job pointing to your nose, Leo!” (specific praise) and gives him a mini pretzel immediately. She marks “+” on her data sheet.
  • If Leo points to his ear (incorrect): Maria follows the Error Correction Procedure: “Oops, that’s your ear.
    Point to your nose (while gently guiding his hand to his nose – this is a gestural + physical prompt as specified in the plan for errors).”
    She then re-presents the S^D: “Point to your nose.” Leo, with the recent prompt, points correctly.
    Maria provides neutral praise like “Okay” (as specified for prompted correct) and marks “P (Physical)” on her data sheet.
  • If Leo doesn’t respond within 5 seconds: Maria follows the Prompting Procedure for no response: “Use a full gestural prompt (point to her own nose clearly). If still no response, provide a gentle physical prompt to Leo’s hand.” She records the prompt level needed.
• Data Collection: Maria records data for each trial for all 5 body parts targeted in that session.
• Mastery Criteria Check: At the end of the session, Maria calculates the percentage of independent correct responses. She sees the plan states “80% correct across 2 consecutive sessions.” She notes today’s percentage to share with the supervisor.
• Generalization (from plan): “Once a body part is mastered on self, probe by asking ‘Point to Mommy’s nose’ or ‘Point to the nose on the doll.'” Maria makes a note to ask her supervisor if it’s time to start these probes for “eyes” as Leo got 100% on “eyes” today and yesterday.

Why Understanding These Components is Crucial for RBTs

Being able to identify and understand each component of a skill acquisition plan is vital for several reasons:

• Consistency: Ensures all team members teach the skill in the same way.
• Effectiveness: Plans are (or should be) based on evidence-based practices.
• Accountability: Provides a clear record of what was taught and how.
• Reduces “Guesswork”: RBTs don’t have to invent teaching methods on the fly.
• Facilitates Supervision: Supervisors can easily see if the plan is being followed.

Key Terms to Know

Familiarize yourself with these terms, as they are integral to understanding skill acquisition plans:

• Skill Acquisition Plan/Program: The written document detailing the teaching procedure.
• Fidelity: Implementing the plan exactly as written.
• Target Skill: The specific behavior being taught.
• Operational Definition: Clear, objective, measurable description of the skill.
• Discriminative Stimulus (S^D): The instruction or cue that signals availability of reinforcement for the target skill.
• Prompt: Assistance provided to increase the likelihood of a correct response.
• Prompt Fading: Gradually reducing prompts to promote independence.
• Reinforcement: Consequence that increases the future likelihood of the behavior.
• Schedule of Reinforcement: Rule specifying which occurrences of a behavior will be reinforced (e.g., CRF, FR, VR).
• Error Correction: A procedure implemented following an incorrect response to help the client learn the correct response.
• Mastery Criteria: The objective standard for determining when a skill is learned.
• Generalization: The occurrence of the learned behavior across different people, settings, materials, or instructions.
• Maintenance: The continuation of a learned behavior over time after direct teaching has ended.
• Baseline: Measure of the skill before teaching.
• Trial: A discrete opportunity to respond (S^D -> Behavior -> Consequence).

Common Mistakes and Misunderstandings

Be aware of these common pitfalls when working with skill acquisition plans:

• Not Reading the Entire Plan Thoroughly: RBTs might focus only on the S^D and target skill, overlooking crucial details about prompting, error correction, or mastery criteria.
• Confusing Different Plans: If working with multiple clients or multiple skill plans for one client, inadvertently using elements from the wrong plan. Always double-check client ID and target skill.
• Misinterpreting Technical Language: If unsure about a term or procedure in the plan (e.g., “differential reinforcement of other behaviors within the error correction”), the RBT must ask the supervisor for clarification rather than guessing.
• Failing to Locate All Components: Not realizing that, for example, the generalization plan might be on a separate page or in a different section of the client’s program book.
• Overlooking Updates or Modifications: Supervisors may update plans. RBTs need to ensure they are always working from the most current version of the skill acquisition plan.
  Check for dates or version numbers.
• Not Understanding Why a Component is There: For example, not appreciating why a specific error correction procedure is used, which can lead to less precise implementation.
  While RBTs don’t design it, a basic understanding of the rationale (which a good supervisor might explain) can improve fidelity.
• Relying on Verbal Instructions Instead of the Written Plan: While supervisors provide verbal guidance, the written plan is the definitive document. If verbal instructions contradict the written plan, the RBT should seek clarification.

Being able to dissect and understand a written skill acquisition plan is the absolute foundation for effective teaching. It’s like a chef needing to read and understand a recipe before they can create a delicious dish.

Your ability to identify and comprehend these components will directly impact your fidelity of implementation and, ultimately, your client’s success.

This completes a very comprehensive look at C-01: Identify the Essential Components of a Written Skill Acquisition Plan.

We’ve detailed what a skill acquisition plan is, broken down its essential components with explanations and examples, and discussed why this understanding is critical for RBTs.

Next up in our series is C-02: Prepare for the Session as Required by the Skill Acquisition Plan. This flows perfectly from C-01, as understanding the plan is prerequisite to preparing for it.