RBT Task List – Skill Acquisition (C-03)

Having covered how to understand a skill acquisition plan (C-01) and how to prepare for a session based on that plan (C-02), we now move into one of the most fundamental and powerful principles in Applied Behavior Analysis a principle that Registered Behavior Technicians (RBTs) implement constantly:

Let’s dive deep into:

C-03: Mastering Contingencies of Reinforcement

This task is at the very heart of how we teach new skills and increase desired behaviors.

Understanding and correctly applying reinforcement contingencies is paramount for an RBT’s success and, more importantly, for the progress of their clients.

Clear Explanation: What is a Contingency of Reinforcement?

A “contingency of reinforcement” refers to the precise relationship between a specific behavior and the consequence that follows it specifically, a consequence that increases the future probability of that behavior occurring again under similar conditions.

The key word here is increases. If a consequence doesn’t lead to an increase (or at least maintenance) of the behavior over time, it’s not functioning as reinforcement, no matter how much we think it should be a reward for the individual.

This task requires RBTs to understand and skillfully apply several critical aspects of reinforcement, all of which will be outlined in the client’s skill acquisition plan:

1. What is reinforcement? The fundamental principle that drives behavior change.
2. Types of Reinforcers: Differentiating between unconditioned (primary, unlearned) and conditioned (secondary, learned) reinforcers.
3. Schedules of Reinforcement: Understanding how often reinforcement is delivered (e.g., every time the behavior occurs, or only sometimes).
4. Effective Delivery: Knowing how to deliver reinforcement effectively to maximize its impact (e.g., immediacy, appropriate magnitude, pairing with praise).

RBTs are constantly using contingencies of reinforcement when they deliver praise, tokens, edibles, or access to preferred activities immediately following a client’s correct response or desired behavior, as specified in the skill acquisition plan.

Their precise and consistent application of these contingencies is what makes ABA teaching strategies so effective.

Detailed Breakdown of Core Concepts within Reinforcement Contingencies

Let’s break down the essential components:

The Principle of Reinforcement: The Engine of Behavior Change

• Definition: Reinforcement is a fundamental process in behavior analysis whereby a behavior is followed by a consequence that results in an increased future probability of that behavior occurring again under similar antecedent conditions.
• Positive Reinforcement (SR+): This occurs when the presentation or addition of a stimulus (the reinforcer) immediately following a behavior increases the future frequency of that behavior. Think: “Add something good.”
  • Example: A child correctly says “cookie” (behavior), and the RBT immediately gives them a small piece of a cookie (stimulus added).
    As a result, the child is more likely to say “cookie” in the future when they want one and similar conditions are present.
• Negative Reinforcement (SR-): This occurs when the removal, termination, or postponement of an aversive (unpleasant) stimulus immediately following a behavior increases the future frequency of that behavior. Think: “Remove something bad.”
  • Example: A student is working on a challenging worksheet (this is perceived as an aversive stimulus). They appropriately ask for a 1-minute break (behavior), and the RBT allows the break, temporarily removing the demand of the worksheet.
    As a result, the student is more likely to ask for a break appropriately in the future when feeling overwhelmed by a task.
  • Note for RBTs: While RBTs use positive reinforcement extensively in skill acquisition programs, the application of negative reinforcement as a planned teaching strategy is usually more nuanced and carefully designed by the supervising BCBA (e.g., in teaching appropriate break requests to escape difficult tasks).
    However, RBTs must understand the principle of negative reinforcement, as it also explains why some challenging behaviors (like escape-maintained tantrums) occur and are strengthened.

Types of Reinforcers: What Motivates Behavior?

RBTs need to be able to identify and use both unconditioned and conditioned reinforcers as specified in the client’s plan.

• (a) Unconditioned Reinforcers (Primary Reinforcers):
  • Definition: These are stimuli that function as reinforcers without any prior learning or pairing with other reinforcers. Their reinforcing value is innate, biological, or unlearned.
  • Examples:
    • Food (especially for a hungry person)
    • Water (especially for a thirsty person)
    • Warmth (when cold) / Coolness (when hot)
    • Sleep (when tired)
    • Oxygen
    • Sexual stimulation (less directly relevant for typical RBT practice with children/learners but is a primary reinforcer)
    • Relief from pain
  • RBT Use: Edibles (such as crackers, small pieces of fruit, or preferred candies) are common unconditioned reinforcers used with some clients, particularly in early skill acquisition or with individuals who have limited interests or haven’t yet learned to respond to social praise.
    Their effectiveness heavily depends on the current state of deprivation (e.g., food is much more reinforcing if the client hasn’t just eaten a large meal).
  • Important Considerations: Unconditioned reinforcers must be used ethically (e.g., not depriving a client of basic needs like food or water just to make them work).
    Always consider dietary restrictions, allergies, and the potential for satiation (the client getting full or tired of the item).
• (b) Conditioned Reinforcers (Secondary Reinforcers / Learned Reinforcers):
  • Definition: These are stimuli that acquire their reinforcing properties through learning specifically, through being repeatedly paired or associated with already established reinforcers (either unconditioned reinforcers or other strong conditioned reinforcers).
    They were initially neutral stimuli that, through pairing, now signal that something good is coming.
  • Examples:
    • Praise: (e.g., “Great job!”, “Awesome!”, “That’s right!”) Becomes reinforcing because it has been consistently paired with other positive outcomes like smiles, hugs, access to toys, or primary reinforcers.
    • Tokens: (e.g., poker chips, stars on a chart, points, stickers) Become reinforcing because they can be accumulated and later exchanged for a variety of other “backup” reinforcers (preferred items or activities).
      This is the basis of a token economy.
    • Money: Is a powerful conditioned reinforcer because it can be exchanged for many different goods and services.
    • Preferred Activities: (e.g., access to an iPad, playing a specific game, going outside) Can function as conditioned reinforcers if access to them is made contingent on specific behaviors.
    • Positive Facial Expressions: (e.g., smiles, enthusiastic nods)
    • Grades, Awards, Certificates
  • RBT Use: Conditioned reinforcers are used extensively in ABA. Praise is almost always paired with other reinforcers.
    Token systems are very common for managing behavior and teaching new skills.
  • Generalized Conditioned Reinforcer: This is a special type of conditioned reinforcer that has been paired with many different types of unconditioned and conditioned reinforcers (e.g., tokens, money, and often praise function this way).
    They are powerful because they are less susceptible to satiation, if a client isn’t motivated by one backup reinforcer, they might be by another that the generalized reinforcer can be exchanged for.
  • The Pairing Process: To establish a neutral stimulus (like the word “Good!”) as a conditioned reinforcer, it must be repeatedly presented just before or at the same time as an already effective reinforcer (e.g., an unconditioned reinforcer like a small edible, or a strong conditioned reinforcer like access to a favorite toy).
    • For example, an RBT would say “Good!” (neutral stimulus) just before or as they are giving a small piece of a preferred snack (unconditioned reinforcer).
      Over many such pairings, the word “Good!” alone can start to function as a reinforcer. RBTs actively participate in this pairing process, especially when introducing praise or token systems.

Schedules of Reinforcement: How Often is Behavior Reinforced?

A schedule of reinforcement is a rule that specifies which occurrences of a target behavior will be reinforced. RBTs will implement schedules as precisely dictated by the skill acquisition plan.

• (a) Continuous Reinforcement (CRF) / Also known as Fixed Ratio 1 (FR1):
  • Definition: Every single correct instance of the target behavior is followed by reinforcement.
  • When Used: This schedule is best for teaching new skills or strengthening very weak behaviors. It helps the learner quickly make the connection between the specific behavior and the reinforcer.
  • Example: Every time a child correctly tacts (labels) a picture card shown by the RBT, they immediately receive praise and a small edible.
  • Characteristics: CRF leads to rapid acquisition of new behaviors but can also lead to rapid extinction if reinforcement is suddenly stopped. It can also be prone to satiation if the reinforcer is highly consumable.
• (b) Intermittent Schedules of Reinforcement (INT):
  • Definition: Only some instances of the correct behavior are reinforced. This type of schedule is primarily used to maintain behaviors that have already been learned and to make them more resistant to extinction (more durable when reinforcement isn’t always available).
    It also mimics how reinforcement often occurs in the natural environment. There are many types of intermittent schedules, but RBTs mainly need to understand the general concept and follow the specific schedule outlined in the plan (BCBAs are responsible for designing these complex schedules).
  • Common Types (RBTs may encounter or hear about these from their BCBA):
    • Fixed Ratio (FR): Reinforcement is delivered after a fixed number of correct responses. (e.g., FR3 means reinforcement is delivered after every 3rd correct response).
      This schedule typically produces a high, steady rate of responding with a noticeable pause after reinforcement is delivered (post-reinforcement pause).
    • Variable Ratio (VR): Reinforcement is delivered after an average number of correct responses, but the exact number varies from one instance of reinforcement to the next.
      (e.g., VR5 means reinforcement is delivered on average for every 5th response, but it could be after the 2nd response, then the 7th, then the 5th, then the 6th, etc.).
      This schedule produces a very high, steady rate of responding with little to no pausing and is very resistant to extinction (think of how a slot machine works it pays out on a VR schedule).
    • Fixed Interval (FI): Reinforcement is delivered for the first correct response that occurs after a fixed amount of time has passed since the last reinforcement.
      (e.g., FI 2-minute means that after 2 minutes have elapsed, the very next correct response will be reinforced).
      This schedule often produces a “scalloped” pattern of responding: a slow rate of responding immediately after reinforcement, with the rate increasing as the end of the interval nears.
    • Variable Interval (VI): Reinforcement is delivered for the first correct response that occurs after an average amount of time has passed since the last reinforcement, but the exact time interval varies.
      (e.g., VI 3-minute means that on average, after 3 minutes, the next correct response will be reinforced).
      This schedule produces a moderate, steady rate of responding and is also resistant to extinction.
  • Thinning Reinforcement: This is the process of gradually moving from a continuous schedule (CRF/FR1) or a dense intermittent schedule to a less dense intermittent schedule (e.g., from FR1 to FR3, then to FR5, and so on).
    This is done to maintain the behavior with less frequent reinforcement, making it more practical and durable. RBTs implement thinning procedures as directed by their supervisor.
  • Why Use Intermittent Schedules?
    • Maintains learned behavior over long periods.
    • Makes behavior more resistant to extinction (the person keeps trying even if not reinforced every single time).
    • Helps prevent satiation on reinforcers.
    • Is more practical and naturalistic than having to reinforce every single correct response indefinitely.

4. Principles of Effective Reinforcer Delivery: The “How-To” of Reinforcement

Simply having a potential reinforcer is not enough; how it’s delivered matters immensely for its effectiveness. RBTs must master these principles:

• Immediacy (Contiguity): The reinforcer should be delivered as quickly as possible after the desired behavior occurs, ideally within 0-5 seconds.
  The longer the delay between the behavior and the reinforcer, the less effective the reinforcer will be, and the risk increases that some other (possibly undesired) behavior that occurred during the delay gets inadvertently reinforced.
• Contingency: The reinforcer is delivered only when the target behavior (meeting specific criteria as defined in the plan) occurs, and not when it doesn’t occur or when other, non-target behaviors occur.
  This “if-then” relationship (IF the target behavior occurs, THEN the reinforcer is delivered) is critical for the learner to understand which behavior is earning the reinforcement.
• Magnitude/Size: The amount or size of the reinforcement should be appropriate for the effort of the response and the client’s current level of motivation.
  Too little reinforcement might not be effective in strengthening the behavior; too much can lead to quick satiation or be impractical to deliver.
  The skill acquisition plan will often specify the magnitude of reinforcers.
• Variety: Using a variety of reinforcers (identified through preference assessments – Task B-01) can help prevent satiation and keep the client’s motivation high.
• Pairing with Social Praise: Even when using tangible (toys, activities) or edible reinforcers, RBTs should almost always pair them with enthusiastic, specific social praise (e.g., “Wow, you pointed to the square all by yourself! That’s fantastic! Here’s your token!”).
  This helps to condition praise as a reinforcer itself and makes the learning interaction more positive and engaging.
• Specificity of Praise: Praise should ideally specify the behavior that earned it (e.g., “I love how you asked so nicely for the car!” instead of just a generic “Good job!”).
  This helps the learner understand exactly what they did correctly.
• Enthusiasm and Sincerity: The RBT’s affect (their emotional expression) when delivering praise can significantly impact its effectiveness. Genuine enthusiasm is often more reinforcing than flat or monotone praise.
• Deprivation/Satiation (Related to Motivating Operations – MOs): RBTs should be constantly aware of factors that influence reinforcer effectiveness.
  If a client just ate a big lunch (meaning they are satiated on food), edible reinforcers might not be very motivating at that moment.
  Conversely, if they haven’t had access to their favorite toy all day (meaning they are deprived of it), that toy might be a highly effective reinforcer.
  RBTs should report such observations about changing motivations to their supervisor.

Real-World Examples of RBTs Using Contingencies of Reinforcement

• Teaching a New Skill (CRF with Conditioned & Unconditioned Reinforcers):
  • Client: Sarah (3 years old)
  • Target Skill: Clapping hands on the command, “Clap hands.”
  • Contingency: The RBT says, “Sarah, clap hands.” If Sarah claps her hands (behavior), the RBT immediately (within 1 second) exclaims, “Yay, Sarah clapped her hands! Good clapping!” (conditioned reinforcer – praise) AND gives her a tiny piece of a preferred fruit snack (unconditioned reinforcer – edible). This happens for every correct instance of clapping.
• Maintaining a Mastered Skill (Intermittent Schedule – e.g., VR):
  • Client: Tom (8 years old)
  • Target Skill: Independently completing 3-digit addition problems (a skill he has already mastered).
  • Contingency (as per the plan, e.g., a VR3 schedule for “blocks” of problems): Tom is working on a worksheet of math problems.
    After he correctly completes, on average, 3 problems independently, the RBT walks by his desk and says, “Tom, you’re doing such fantastic work on those challenging math problems! You’ve earned 2 minutes of free computer time when you’re done with this page.”
    (Conditioned reinforcers – specific praise + access to a preferred activity).
    The RBT might deliver this reinforcement after Tom completes 2 problems, then after 4 problems, then after 3 problems, so it averages out to every 3 problems, but Tom can’t predict exactly when it’s coming.
• Using a Token Economy (Conditioned Reinforcers on a CRF for target behaviors, with Backup Reinforcers):
  • Client: Maria (5 years old)
  • Target Behaviors: Sitting appropriately during circle time, raising her hand to speak instead of calling out.
  • Contingency: For each 2-minute interval that Maria sits appropriately during circle time (as measured by the RBT using a timer and momentary time sampling or whole interval recording, as per the plan), she immediately receives a token (conditioned reinforcer).
    If she raises her hand and waits to be called on before speaking, she also immediately receives a token. The RBT delivers the token with specific praise (“Nice sitting, Maria! Here’s a token for you!” or “Thank you for raising your hand, Maria! Here’s a token!”).
    Once Maria earns 5 tokens, she can exchange them at the end of circle time for 5 minutes of iPad time (a powerful backup reinforcer).

Key Terms/Vocabulary (Comprehensive List for Reinforcement)

• Reinforcement: The fundamental process of increasing the future likelihood of a behavior by following it with a consequence.
• Positive Reinforcement (SR+): Adding a stimulus to increase behavior.
• Negative Reinforcement (SR-): Removing or avoiding a stimulus to increase behavior.
• Reinforcer: The specific stimulus (item, activity, praise, etc.) that, when delivered contingently, increases behavior.
• Unconditioned Reinforcer (Primary Reinforcer): Innately reinforcing due to biological importance (e.g., food, water, warmth).
• Conditioned Reinforcer (Secondary Reinforcer / Learned Reinforcer): Becomes reinforcing through a history of being paired with other established reinforcers (e.g., praise, tokens, money).
• Generalized Conditioned Reinforcer: A conditioned reinforcer that has been paired with many different types of unconditioned and conditioned reinforcers
  (e.g., tokens, money, praise often function this way because they can be exchanged for or lead to many different good things).
• Pairing: The process of creating a conditioned reinforcer by repeatedly presenting a neutral stimulus just before or at the same time as an already established reinforcer.
• Contingency: The “if-then” relationship: IF behavior X occurs (meeting specific criteria), THEN consequence Y is delivered.
• Contiguity (Immediacy): The closeness in time between the behavior and its consequence. Shorter delays are generally better.
• Schedule of Reinforcement: The rule that specifies which occurrences of a target behavior will be reinforced.
• Continuous Reinforcement (CRF/FR1): Every correct response is reinforced.
• Intermittent Reinforcement (INT): Only some correct responses are reinforced.
  • Fixed Ratio (FR)
  • Variable Ratio (VR)
  • Fixed Interval (FI)
  • Variable Interval (VI)
• Thinning (Reinforcement Schedule): The process of gradually moving from a continuous or dense intermittent schedule of reinforcement to a less dense intermittent schedule.
• Satiation: The decreased effectiveness of a reinforcer due to its overuse or excessive availability.
• Deprivation: The increased effectiveness of a reinforcer due to restricted access to it for a period. (Satiation and Deprivation are related to Motivating Operations – MOs).
• Motivating Operation (MO): An environmental variable that (a) alters the reinforcing effectiveness of some stimulus, object, or event (value-altering effect) and (b) alters the current frequency of all behavior that has been reinforced by that stimulus, object, or event in the past (behavior-altering effect).
  RBTs don’t design MO manipulations but should be aware of how MOs (like being hungry or full) affect reinforcer value.
• Preference Assessment: (Task B-01) Procedures used to identify potential reinforcers items or activities that the client seems to like.
• Reinforcer Assessment: Specific procedures used to confirm if a stimulus actually functions as a reinforcer by demonstrating that its contingent delivery increases behavior. (BCBAs typically design and conduct formal reinforcer assessments).

Common Mistakes/Misunderstandings (Related to Using Reinforcement Contingencies)

• Delayed Reinforcement: Delivering the reinforcer too long after the target behavior has occurred. This makes it less effective and risks accidentally reinforcing an intervening behavior (possibly an undesired one) that happened closer in time to the reinforcer delivery.
• Non-Contingent Reinforcement (Accidental): Delivering a preferred item or attention when the target behavior has not occurred, or worse, when an undesirable behavior is occurring.
  This can inadvertently strengthen the wrong behavior. (Note: Planned Non-Contingent Reinforcement, or NCR, is a specific antecedent intervention used to reduce problem behavior, but accidental non-contingent delivery during skill acquisition is an error).
• Using Assumed Reinforcers Without Verification: Giving a child stickers assuming they are reinforcing, but the child’s behavior doesn’t actually increase or improve.
  This highlights the difference between a preferred item and a functional reinforcer. (This relates back to preference assessments vs. reinforcer assessments).
• Inconsistent Application of Schedules: If the skill acquisition plan specifies an FR1 (CRF) schedule, but the RBT sometimes forgets to reinforce a correct response, or if on an FR3 schedule, they inconsistently reinforce after 2 responses then 5 responses, without it being a planned VR schedule.
• Satiation: Overusing a single reinforcer (especially edibles or a specific toy) until the client is no longer motivated by it.
  RBTs should observe for signs of satiation (e.g., client refusing the item, slower responding) and report these to their supervisor so reinforcers can be varied.
• Magnitude Issues: Giving too little reinforcement for a difficult or effortful task, or conversely, giving too much reinforcement for a very easy or already mastered one.
• Lack of Pairing with Praise: Giving a tangible reinforcer (like a token or edible) silently, thereby missing a crucial opportunity to condition praise as a reinforcer and to build a positive social interaction.
• Vague or Non-Specific Praise: Just saying “Good” or “Nice” instead of more descriptive praise like “Awesome job putting your shoes on all by yourself!”
• Reinforcing a Problematic Part of a Response Chain: For example, if teaching a child to say “More please,” and they first whine “More” then quickly say “please” nicely, only reinforce after the complete, appropriate response (“More please” without the whine), not immediately after the whine component.
• Confusing Reinforcement with Bribery: Bribery is often presented before a behavior occurs in an attempt to coax or induce it (“If you stop screaming now, I’ll give you this candy”).
  Reinforcement, by definition, is delivered after the desired behavior has occurred, to strengthen that behavior for the future.
• Forgetting to “Thin” Reinforcement Schedules as Skills are Mastered: Keeping a client on a CRF schedule for too long after a skill is well-established can make the behavior less durable and less efficient. (RBTs will implement schedule thinning procedures as directed by their supervisor).

Mastery in the application of reinforcement contingencies is arguably one of the most critical skills for a Registered Behavior Technician.

It is the very engine of behavior change in skill acquisition. Your ability to deliver the right reinforcer, at the right time, for the right behavior, precisely as outlined in the skill acquisition plan, will directly correlate with your client’s progress and success.

This provides a very deep and comprehensive dive into C-03, covering the foundational principles of reinforcement, types of reinforcers, schedules of reinforcement, and the critical aspects of effective delivery.

This is a cornerstone of ABA practice.

Next up in Section C is C-04: Use Discrete-Trial Teaching Procedures. This is a very common and structured teaching method that RBTs will frequently use.