RBT Task List – Skill Acquisition (C-09)

Now we are moving methodically through the critical skill acquisition techniques in Section C.

Having explored how to teach skills using various methods (DTT, NET, Chaining, Discrimination Training) and how to support that learning with effective prompting, a crucial next step is ensuring those learned skills are durable and, most importantly, useful in the real world.

This brings us to a vital part of skill acquisition:

C-09: Implement Generalization and Maintenance Procedures

Simply learning a new skill in a highly structured, specific therapy setting with one instructor is rarely the end goal.

True mastery means the learner can use the skill across different situations, with different people, and using different materials, and that the skill lasts over time, even when intensive teaching stops.

This is where generalization and maintenance come into play, and as an RBT, you’ll be instrumental in making them happen.

What are Generalization and Maintenance?

Once a client has acquired a new skill (meaning they’ve met the mastery criteria set in the initial teaching setting), our work isn’t quite done.

Two critical processes must be addressed to ensure the skill is truly functional and lasting:

• Generalization: This refers to the occurrence of a learned behavior under conditions different from those present during the original training. Think of it as the “breadth” of a skill. This means the behavior occurs:
  • Across different settings (e.g., learns to ask for “help” in the therapy room and then uses it at home, at school, or on the playground).
  • Across different people (e.g., responds correctly to instructions from their RBT, then also from parents, teachers, peers, and other community members).
  • Across different stimuli/materials (e.g., learns to label a picture of a specific red apple, then can label a real green apple, a toy apple, different pictures of apples, and even recognize the word “apple”).
  • Across different responses (this is called Response Generalization and is less commonly programmed by RBTs directly but good to know: the learner is taught one response, like opening a door by turning a knob, and then can also open a door by pushing a lever, achieving the same functional outcome).
• Maintenance: This refers to the continuation of a learned behavior over time, after the direct teaching intervention (e.g., frequent DTT sessions, consistent reinforcement schedules) has been discontinued or significantly reduced.
  Think of this as the “durability” or “longevity” of a skill. The skill persists even when it’s not being actively targeted with the same intensity.

Ideally, skill acquisition plans should include specific procedures for promoting both generalization and maintenance from the very beginning of teaching, not just as an afterthought.

RBTs are responsible for implementing these procedures exactly as they are written by the supervising BCBA/BCaBA.

Why Do Generalization and Maintenance Matter So Much?

• Functionality: Skills are only truly useful if they can be applied in the real-world situations where they are needed.
• Independence: The ultimate goal is for learners to use skills independently across their daily lives without constant prompting or highly structured teaching.
• Efficiency: It’s highly inefficient to have to re-teach skills constantly or to teach a skill for every single possible variation of a stimulus or setting.
• Meaningful Change: Lasting, generalized skills lead to more significant and meaningful improvements in a person’s overall quality of life.
• Preventing “Rote” Learning: Generalization and maintenance ensure the learner truly understands the concept or can apply the skill flexibly, rather than just memorizing a response to a very specific, narrow cue.

Strategies for Promoting Generalization (Implemented by RBTs)

Your supervising BCBA will select specific strategies based on the skill, the learner, and the environment. Your role as an RBT is to execute these strategies diligently:

• Teach Using Multiple Examples (Teach Sufficient Stimulus Exemplars):
  • What it is: Systematically teaching the target skill using a wide variety of relevant stimuli (materials, settings, people, instructions).
  • Example (Teaching “dog”): Instead of only using one picture of one type of dog, teach with pictures of various breeds, sizes, and colors of dogs; use toy dogs; point out real dogs during walks.
  • Example (Following “come here”): Practice the instruction “come here” given by different people (RBT, parent, another therapist), in different locations (therapy room, hallway, playground), and with different tones of voice (if appropriate).
  • RBT Role: Use the varied exemplars provided by the supervisor during teaching trials. If doing NET, actively look for diverse natural opportunities to practice the skill.
• Program Common Stimuli (Incorporate “Typical” Features):
  • What it is: Identifying salient stimuli that are present in the natural environment where the skill is desired and then incorporating those stimuli into the teaching setting.
  • Example (Preparing for a classroom): If teaching a student to work independently at a desk for an upcoming transition to a mainstream classroom.
    The RBT might set up the therapy room desk to look similar to a classroom desk, use similar types of worksheets, and even incorporate some typical classroom noises (at a low level initially) during teaching.
  • RBT Role: Set up the teaching environment and use materials as specified by the supervisor to mimic the natural environment where the skill will be used.
• Teach Loosely (“Loose Training”):
  • What it is: Systematically varying non-critical aspects of the instructional setting (e.g., tone of voice, wording of S^Ds, time of day, location within a room, minor distractions present) during teaching.
    This helps the learner not become overly dependent on very specific, rigid cues.
  • Example (Teaching mands/requests): Instead of always saying “What do you want?” in the exact same tone, the RBT might sometimes say “What can I get for you?” or “Tell me what you need,” or ask with a slightly different inflection, once the basic mand is established.
  • RBT Role: Intentionally vary non-critical elements as guided by the supervisor. This requires careful judgment to ensure the core S^D remains clear and the learner isn’t confused.
• Use Indiscriminable Contingencies:
  • What it is: Making it unclear to the learner exactly which responses will be reinforced, or when reinforcement will be delivered.
    This can involve using intermittent schedules of reinforcement (as discussed in C-03) or delaying reinforcement slightly (but not too much!).
  • Why it helps: If the learner can’t predict exactly when reinforcement is coming, they are more likely to continue responding correctly across various situations, similar to how reinforcement often works in the natural environment.
  • RBT Role: Implement intermittent schedules (like Variable Ratio or Variable Interval) precisely as planned by the supervisor.
• Teach Self-Management Strategies:
  • What it is: Teaching the learner to monitor their own behavior, set their own goals, and/or deliver their own reinforcement. This gives the learner tools to maintain their skills independently.
  • Example: Teaching a student to use a checklist to ensure they’ve completed all homework steps, or teaching someone to praise themselves internally for using a coping skill.
  • RBT Role: Implement self-management teaching procedures as designed by the BCBA.
    This might involve teaching the client how to use a specific tool (checklist, counter) and then gradually fading RBT involvement.
• Train “To Generalize” (Reinforce Generalization):
  • What it is: Specifically setting up opportunities for generalization to occur and then directly reinforcing instances of generalized behavior when it happens.
  • Example: After teaching a client to tact “car” using picture cards, the RBT takes the client for a walk. When the client independently says “Look, a car!” upon seeing a real car, the RBT delivers enthusiastic praise and reinforcement.
  • RBT Role: Be alert for opportunities where a newly learned skill can be used in a novel context and reinforce its occurrence. Report these exciting instances to your supervisor!
• Sequential Modification (This is more of a BCBA design strategy, but you’ll implement parts of it):
  • What it is: Teaching a skill in one setting, then probing (testing) it in another. If it doesn’t generalize, then direct teaching is implemented in that new setting, and so on, across multiple settings until generalization is evident. RBTs would implement the teaching in each new setting as directed by the BCBA.

Strategies for Promoting Maintenance (Implemented by RBTs)

Many generalization strategies also support maintenance. Additionally, these are key:

• Transition to Natural Reinforcers:
  • What it is: Gradually shifting from contrived reinforcers (e.g., edibles, tokens delivered by the RBT) to the reinforcers that naturally occur in the environment for that skill.
  • Example (Teaching “please”): Initially, saying “please” might earn a token. Over time, the primary reinforcer becomes the natural consequence of getting what was asked for politely (e.g., receiving the item).
    The RBT would fade the token and emphasize the natural outcome.
  • RBT Role: As directed, reduce reliance on contrived reinforcers and highlight/allow access to natural consequences when the skill is performed.
• Use Intermittent Schedules of Reinforcement:
  • What it is: (As discussed in C-03) Once a skill is mastered on a continuous schedule of reinforcement (getting reinforced every time), moving to an intermittent schedule (e.g., getting reinforced every few times, or unpredictably) makes the behavior much more resistant to extinction and thus more likely to be maintained over time.
  • RBT Role: Implement the specified intermittent schedule with precision.
• Conduct Systematic Maintenance Checks/Probes:
  • What it is: Periodically (e.g., weekly, monthly) re-testing a mastered skill without prompts or intensive teaching to ensure it’s still being performed correctly.
  • Example: If a client mastered tacting 20 objects a month ago, the RBT might briefly present those 20 objects once a week and collect data on independent correct responses.
  • RBT Role: Conduct these probes as scheduled by the supervisor, collect accurate data, and report any decrease in performance so that “booster” teaching can be implemented if needed.
• Educate Significant Others (Caregivers, Teachers):
  • What it is: The BCBA will often train parents, teachers, or other caregivers on how to cue and reinforce the skill in the natural environment.
  • RBT Role: While the BCBA leads this training, RBTs might model the skill for caregivers during sessions (with supervisor approval) or help collect data on caregiver implementation if part of the plan. Consistently using the skills in front of caregivers also serves as an excellent natural model.
• Minimize Errors During Initial Acquisition:
  • What it is: Using effective prompting (as discussed in C-08) to ensure high rates of correct responding during initial learning can lead to stronger, more durable skills that are easier to maintain.
  • RBT Role: Implement errorless learning or effective error correction procedures as per the skill acquisition plan.

Your Role in Generalization & Maintenance Sessions/Probes

• Follow the Plan: The skill acquisition plan (or a specific generalization/maintenance plan) will outline the procedures. Adhere to it.
• Vary Stimuli/Settings/People: Actively use different materials, conduct trials in different appropriate locations, and (if applicable and planned) have other people (e.g., another RBT, parent with guidance) deliver S^Ds.
• Shift Reinforcement: Move towards more naturalistic and intermittent reinforcement schedules.
• Collect Data: Data collection for generalization might look at performance across different exemplars or settings. Maintenance data tracks if the skill remains at criterion over time with less support.
• Communicate with Supervisor: Report to the BCBA when generalization or maintenance is (or is not) occurring, providing specific examples and data. Your observations are invaluable.

Real-World Examples

• Generalization of Greeting:
  • Skill: Client (Ava) learned to say “Hi [Name]” in DTT with her RBT (Maria).
  • Generalization Plan: Practice greeting with 3 other familiar adults (another RBT, her mom, her dad) during arrival/departure. Also, practice in 2 different settings (therapy clinic lobby, home doorway).
  • Maria’s Action: Maria coordinates with Mom for arrival. When Mom arrives, Maria subtly cues Ava (if needed, as per plan) to greet Mom. Maria records if the greeting occurs and the prompt level.
• Maintenance of Tying Shoes:
  • Skill: Client (Tom) mastered all steps of shoe-tying via backward chaining two weeks ago.
  • Maintenance Plan: Conduct one unprompted “tie shoes” trial 3 times per week before going outside for recess. Reinforce with praise and going to recess (natural reinforcer).
  • RBT’s Action (David): Before recess on Mon/Wed/Fri, David says, “Tom, time to tie your shoes.” He observes, records if Tom completes all steps independently, and provides reinforcement.
    If Tom struggles, David makes a note for the supervisor (a “booster session” might be needed).

Key Vocabulary for Generalization & Maintenance

• Generalization: Behavior change that occurs in non-training conditions.
  • Stimulus Generalization: Responding in the same way to similar, but not identical, stimuli (e.g., saying “dog” to different breeds).
  • Response Generalization: Emitting functionally equivalent, but untaught, responses (e.g., taught to open a door with a knob, also opens a door with a lever).
  • Setting/Situation Generalization: Responding in the same way in different locations or situations.
• Maintenance: Continuation of a behavior over time after teaching has ended or lessened.
• Exemplars: Different examples of stimuli used in teaching to promote generalization.
• Teach Loosely: Varying non-critical aspects of the teaching environment.
• Program Common Stimuli: Including typical features of the generalization setting in the teaching setting.
• Indiscriminable Contingencies: Reinforcement arrangements where it’s not obvious which responses will be reinforced.
• Natural Maintaining Contingencies: Reinforcement that naturally occurs in the environment for a specific behavior (this is the ultimate goal for maintenance).
• Booster Session: Brief re-teaching sessions provided if a mastered skill deteriorates during maintenance checks.

Common Pitfalls to Avoid

• “Drill and Kill” without Programming for Generalization: Focusing solely on acquisition in one specific way with one set of materials and then being surprised when the skill doesn’t transfer.
  (The BCBA designs for generalization; RBTs must implement those design features).
• Assuming Generalization/Maintenance Will Happen Automatically: These often need to be actively planned and programmed for. They don’t just magically occur.
• Not Varying Stimuli/Instructions Enough: Even when the plan includes “teaching loosely,” RBTs might fall into patterns. Conscious effort to vary is needed.
• Stopping Reinforcement Too Abruptly: When moving to maintenance, reinforcement shouldn’t just stop cold turkey. It needs to be thinned systematically to natural levels.
• Inconsistent Implementation of Maintenance Probes: Forgetting to do scheduled maintenance checks, so skill deterioration isn’t caught early.
• Failing to Reinforce Generalized Responses: Missing opportunities to reinforce when a client spontaneously uses a skill in a new way or new setting. This is a powerful way to strengthen generalization.
• RBT Not Understanding Their Role in Generalization: Thinking it’s solely the BCBA’s job to worry about it. RBTs are the primary implementers of the strategies designed by the BCBA to make generalization happen.
• Not Communicating with the Supervisor About Generalization/Maintenance: If an RBT observes a skill generalizing (or failing to generalize, or deteriorating), this is vital information for the BCBA.

Promoting generalization and ensuring maintenance are the capstones of effective skill acquisition. They transform isolated learned responses into functional, durable skills that enhance a client’s independence and quality of life.

RBTs are on the front lines of implementing the strategies that make this happen.

This offers a very comprehensive look at C-09. We’ve defined generalization and maintenance, detailed various strategies RBTs implement to promote them, and outlined common pitfalls.

Next in Section C is C-10: Implement shaping procedures. This is a fascinating technique for teaching novel behaviors that aren’t yet in the learner’s repertoire.