RBT Task List – Skill Acquisition (C-02)

We have made substantial progress through Section C of the RBT Task List.

After establishing a solid understanding of what goes into a written skill acquisition plan (C-01), we now turn to the crucial next step: putting that knowledge into practical action before any teaching even starts.

Today, we’re diving deep into:

C-02: Prepare for the Session as Required by the Skill Acquisition Plan

This task emphasizes all the proactive steps an RBT must take to ensure they are fully equipped to implement the teaching procedures outlined in the skill acquisition plan effectively and efficiently.

Our established comprehensive and detailed style will continue.

The Importance of Being Prepared

“Prepare for the Session” is the practical application of understanding the skill acquisition plan (C-01) and also shares strong parallels with preparing for data collection (A-01).

It involves all the proactive, hands-on steps an RBT takes before initiating a teaching interaction to ensure the session runs smoothly, efficiently, and with high fidelity to the written plan.

This preparation phase is not just about gathering physical materials; it’s also about mental and environmental readiness.

Effective preparation minimizes disruptions, reduces downtime during the session, maximizes learning opportunities for the client, and ensures that the RBT can implement the procedures precisely as intended by the supervisor.

Think of it like a teacher setting up their classroom before students arrive, or a surgeon ensuring all instruments are laid out before an operation. For an RBT, this preparation sets the stage for successful skill acquisition.

Your Pre-Session Checklist: Steps Guided by the Skill Acquisition Plan

The skill acquisition plan itself will dictate most of these preparatory actions. The RBT must meticulously review the plan and translate its components into concrete preparatory steps:

• Thorough Review of the Skill Acquisition Plan(s) for the Session:
  • Action: Before the session (ideally with enough time to address any issues), the RBT re-reads all relevant skill acquisition plans that will be targeted during that session.
    This includes refreshing their memory on the specific target skills, S^Ds, prompting procedures, reinforcement schedules, error correction methods, and data collection requirements for each program.
  • Why it’s crucial: Prevents confusion between different programs, ensures the RBT recalls specific nuances (e.g., a slight change in prompting for one skill vs. another), and helps them anticipate the flow of teaching.
    It also allows them to identify any questions they might have for the supervisor before the client is present.
• Gathering and Organizing All Necessary Materials:
  • Action: Based on the “Materials Needed” section of each skill acquisition plan being run, the RBT physically gathers all required items. This includes:
    • Teaching Stimuli: Picture cards, objects, worksheets, books, apps, etc.
    • Reinforcers: A sufficient quantity and variety of identified reinforcers (edibles, preferred toys, tokens, access to activities).
      Ensure edibles are fresh and appropriate, toys are working, etc. Consider conducting a brief preference assessment (B-01) if reinforcer effectiveness is uncertain or if the plan calls for it.
    • Data Collection Tools: Correct data sheets (with client name, date, target skill clearly marked), pens/pencils with erasers, clicker counters, timers/stopwatches, tablet/laptop if using digital data collection (ensure it’s charged and the relevant app is open).
    • Prompting Materials (if applicable): E.g., visual prompts like a written script or picture sequence.
  • Organization: Materials should be organized in a way that allows for quick and easy access during the teaching session.
    • For example, stimuli for one program grouped together, reinforcers within easy reach but perhaps out of the client’s sight until earned (depending on the client and plan).
  • Why it’s crucial: Prevents delays and disruptions during the session (“Oh, I forgot the picture cards for this program!”). Ensures the RBT can deliver S^Ds and reinforcers efficiently.
• Setting Up the Teaching Environment:
  • Action: The RBT arranges the physical environment as specified in the skill acquisition plan or as conducive to learning for the targeted skills. This might involve:
    • Minimizing Distractions: Clearing clutter from the teaching area (e.g., a table), reducing noise if possible, removing or covering highly distracting items if they are not part of the teaching.
    • Arranging Furniture: Setting up tables and chairs appropriately for the planned activities (e.g., for discrete trial teaching at a table, or for a floor-based NET activity).
    • Ensuring Safety: A quick scan of the environment for any potential safety hazards.
    • Having Materials Readily Accessible (but controlled): Stimuli for the current task should be within the RBT’s reach, while items for upcoming tasks or potent distractors might be kept out of immediate view until needed.
  • Why it’s crucial: A well-organized and distraction-minimized environment helps the client focus and facilitates the RBT’s efficient implementation of teaching trials.
• “Priming” or Preparing the Client (If Applicable and Indicated):
  • Action: Sometimes, the plan might involve “priming” the client for the session, especially if transitions are difficult or if specific expectations need to be set. This could involve:
    • Reviewing a visual schedule that shows “work time” is coming up.
    • Briefly stating what activities will occur (“First we’ll do our matching game, then you can have 5 minutes of iPad”).
    • Offering choices for initial activities or reinforcers to build rapport and motivation.
  • Why it’s crucial: Can ease transitions, reduce anxiety, and increase cooperation, setting a positive tone for learning. This is highly individualized and will be specified by the supervisor if needed.
• Reviewing Recent Data and Supervisor Notes/Feedback:
  • Action: The RBT should look at the data from the client’s most recent sessions for the target skills. This helps them understand the client’s current performance level (e.g., “Leo was at 70% independent on tacting ‘cup’ yesterday, so I should expect to fade prompts quickly if he’s still performing well”).
    They should also check for any recent notes or feedback from the supervisor regarding specific programs or strategies.
  • Why it’s crucial: Allows the RBT to start the session with an informed perspective, tailor their prompting appropriately from the outset, and implement any recent recommendations from the supervisor.
• Mental Rehearsal (Especially for New or Complex Plans):
  • Action: For plans that are new to the RBT, or particularly complex, a quick mental run-through of the S^D, expected response, prompting sequence, and error correction can be very beneficial. The RBT might even quietly say the S^D to themselves or visualize the steps.
  • Why it’s crucial: Builds fluency and confidence in implementing the plan, reducing the likelihood of procedural errors during the live session.
• Ensuring Personal Readiness:
  • Action: The RBT ensures they are personally ready, calm, focused, and prepared to be engaging and responsive. This might involve taking a few deep breaths, putting away personal distractions (like their own phone, unless used for data), and adopting a positive mindset.
  • Why it’s crucial: The RBT’s demeanor and attentiveness significantly impact the quality of the teaching interaction.

Putting it into Practice: David Prepares for Anya’s Session

Let’s see this in action with another example:

• RBT: David
• Client: Anya (6 years old)
• Session Focus (from supervisor’s notes): Target 3 skill plans today: (1) Receptive ID of 3 shapes, (2) Manding for missing items, (3) Tolerating “no” for 2 minutes.

Here are David’s Preparatory Steps (30 minutes before Anya arrives):

• Plan Review: David pulls Anya’s program binder. He re-reads the specific S^Ds (“Point to [shape],” “What do you need?” for manding when an item is missing from a familiar activity, and the steps for the “tolerating no” protocol).
  He notes the prompt fading sequence for shapes (most-to-least physical) and the specific reinforcer for tolerating “no” (verbal praise + 1 token).
• Gather Materials:
  • Shapes Program: Gets the set of 3 target shape cards (circle, square, triangle) and 2 distractor shape cards. Gets the data sheet for receptive ID.
  • Manding Program: Identifies a planned activity: making a simple craft (paper, crayons, glue stick). He purposely sets out only paper and crayons, keeping the glue stick aside but accessible to him, to create the opportunity for Anya to mand for it. Gets manding data sheet.
  • Tolerating “No”: No specific materials, but he notes the timer on his phone will be used. Gets data sheet for this program (tracking duration of calm behavior after “no”).
  • Reinforcers: Checks Anya’s reinforcer inventory. The plan suggests a small edible (fruit snacks) for the shapes program if correct independently, and tokens for the “tolerating no” program which can be exchanged later.
    He gets a small bowl of fruit snacks and Anya’s token board.
  • General: Ensures he has several sharpened pencils, his tablet for potential digital data entry later, and his clicker.
• Set Up Environment: Clears the small therapy table. Places the shape cards face down, within his reach. Puts the craft supplies (paper, crayons) on the table where Anya will sit.
  Ensures the token board is visible but not distracting. Minimizes other visible toys in the immediate area.
• Review Data/Notes: Quickly glances at yesterday’s data for Anya. Shapes: Circle was at 80%, Square at 60% with gestural prompts, Triangle at 40% with physical prompts.
  Manding: She manded for a missing marker once independently. Tolerating “no”: Last trial was successful for 1 min 30 sec. No new supervisor notes.
• Mental Rehearsal: David quickly runs through the “tolerating no” steps in his head: “Okay, when she asks for something highly preferred that she can’t have right now, I’ll say ‘Not right now, maybe later,’ start the timer, deliver praise for calm, and give a token if she stays calm for the target duration.”
• Personal Readiness: David takes a sip of water, puts his personal phone on silent and in his bag, and takes a deep breath. He thinks, “Okay, Anya’s usually happy in the mornings. Let’s make this a good session.”

Why You Can’t Afford to Skip Preparation

This proactive preparation is non-negotiable for several reasons:

• Maximizes Instructional Time: Less time fumbling for materials or figuring out procedures means more time actively teaching the client.
• Increases Fidelity of Implementation: When prepared, the RBT is more likely to run the plan exactly as written.
• Reduces Client Problem Behavior: Delays, confusion, or lack of preferred reinforcers due to poor preparation can sometimes trigger challenging behaviors in clients.
• Enhances Professionalism: Being prepared demonstrates competence and respect for the client’s time and the supervisor’s plan.
• Allows for Flexibility: Ironically, being well-prepared for the planned activities allows the RBT to be more responsive and flexible if unexpected teaching opportunities (NET) arise, because the core materials and mindset are already in place.

Essential Lingo: Key Terms for Session Prep

Familiarize yourself with these terms, as they are central to session preparation:

• Skill Acquisition Plan: (As defined in C-01) The roadmap for this preparation.
• Fidelity: Implementing the plan with accuracy and adherence to all components.
• Stimuli (Singular: Stimulus): The specific items, pictures, questions, or instructions used in teaching.
• Reinforcer Inventory/Menu: A list or collection of known preferred items/activities for a client.
• Discrete Trial Teaching (DTT): A structured ABA teaching method often involving specific material setup at a table.
• Natural Environment Teaching (NET): Teaching skills within ongoing, natural activities, which might require preparing materials to be embedded within those activities.
• Contriving Opportunities: Setting up the environment or situation to make it more likely that the target skill can be cued and practiced (e.g., David keeping the glue stick hidden to prompt a mand).
• Prompt Hierarchy: The planned sequence of prompts (e.g., least-to-most, most-to-least). Being prepared means knowing which prompt to start with.

Watch Out! Common Session Prep Mistakes

Avoid these common pitfalls related to session preparation:

• “Winging It”: Assuming familiarity with the plan and not doing a fresh review or gathering all specific materials until the client is present, leading to disorganization.
• Insufficient Quantity/Variety of Reinforcers: Running out of preferred edibles, or only having one toy that the client quickly satiates on.
• Materials Not Working: Discovering a toy is broken, markers are dried out, or a tablet battery is dead mid-session. Always check materials beforehand.
• Not Having Data Sheets Ready: Scrambling to find or fill out the header information on data sheets while the client is waiting or a behavior is occurring.
• Ignoring the “Setting” Component: Trying to run a program that requires quiet focus in a very noisy, distracting environment without attempting to modify it, if the plan suggests a quieter setting.
• Failing to Check for Plan Updates: Using an outdated version of the skill acquisition plan because new updates from the supervisor were not reviewed.
• Not Anticipating Common Issues: For example, if a client often tries to grab all materials, the RBT should prepare by having materials organized in a way that prevents this (e.g., in a container only the RBT can access easily).
• Rushing Preparation: Trying to do all preparation in the 2 minutes before the client walks in, which is rarely sufficient for thoroughness.

Meticulous preparation for each session, guided by the skill acquisition plan, is a hallmark of an effective RBT. It transforms the written plan into a smoothly executable teaching interaction.

This proactive approach not only benefits the client’s learning but also reduces stress for the RBT.

That gives a very thorough treatment of C-02, emphasizing the practical, hands-on steps an RBT takes.

Next in Section C is C-03: Use Contingencies of Reinforcement (e.g., conditioned/unconditioned reinforcement, continuous/intermittent schedules). This is where we get into the “engine” that drives behavior change.