RBT Exam Study Guide Unit C: Behavior Acquisition
This page of our free RBT Exam Study Guide covers Behavior Acquisition, based on Section C of the RBT Test Content Outline (3rd Edition). This section includes 11 tasks related to teaching new skills, reinforcement, prompting, and maintaining learned behaviors. There are 19 questions on this topic, representing 25% of the scored exam.
Significance of behavior acquisition in ABA: Teaching clients new skills is a primary component of applied behavior analysis (ABA). These skills may include communication, social interaction, academic readiness, independent living, and safety skills.
A BCBA develops individualized skill acquisition plans that identify target skills, teaching procedures, reinforcement strategies, prompting methods, and data collection requirements. RBTs should review these plans and prepare the necessary teaching materials before each session.
RBT Task C.1: Implement Positive and Negative Reinforcement Procedures
Reinforcement occurs when a consequence following a behavior increases the likelihood that the behavior will occur again.
There are two types of reinforcement:
- Positive reinforcement: Something is added after a behavior, increasing the future likelihood of that behavior.
Example: A client requests a toy, and you give them the toy. As a result, the client begins requesting toys more frequently.
- Negative reinforcement: Something is removed or reduced after a behavior, increasing the future likelihood of that behavior.
Example: A student appropriately requests a break from a difficult assignment. The teacher allows a short break, and appropriate break requests become more frequent.
Important: Both positive and negative reinforcement increase behavior. Positive means something is added, while negative means something is removed.
Negative reinforcement is not punishment.
Schedules of Reinforcement
Continuous reinforcement (CRF) occurs when reinforcement follows every occurrence of a target behavior. It is often used when teaching new skills.
Intermittent reinforcement occurs when reinforcement follows only some occurrences of a behavior. There are four main schedules:
- Fixed ratio (FR): Reinforcement follows a specific, unchanging number of responses.
Example: A client earns a token after every five completed problems (FR-5).
- Variable ratio (VR): Reinforcement follows a varying number of responses, averaging a specified number.
Example: A client earns reinforcement after completing 2 tasks, then 4 tasks, then 3 tasks (VR-3).
- Fixed interval (FI): The first qualifying response after a fixed amount of time has passed produces reinforcement.
Example: An RBT reinforces the first appropriate response after each 2-minute interval (FI-2).
- Variable interval (VI): The first qualifying response after varying amounts of time have passed produces reinforcement.
Example: An RBT reinforces the first appropriate response after intervals of 2, 4, and 3 minutes (VI-3).
Tip: Fixed means the requirement stays the same; variable means it changes. Ratio schedules depend on the number of responses, while interval schedules depend on time passing before a response can produce reinforcement.
Reinforcement should be delivered immediately and contingently according to the treatment plan. Contingent reinforcement means that reinforcement follows the specified target behavior.
RBTs must also follow instructions regarding reinforcement dimensions, including magnitude (amount), intensity (strength), and variety (using different reinforcers).
RBT Task C.2: Implement Procedures to Establish and Use Conditioned Reinforcers
Reinforcers may be classified as either unconditioned or conditioned.
- Unconditioned reinforcers (primary reinforcers): Do not require prior learning to function as reinforcers. Examples include food and water under appropriate motivating conditions.
- Conditioned reinforcers (secondary reinforcers): Acquire reinforcing properties through learning. Examples may include praise, stickers, tokens, and money.
Conditioned reinforcers can be established by repeatedly pairing a previously neutral stimulus with an existing reinforcer.
Example: A client enjoys playing with toy cars but initially does not respond to verbal praise. The RBT consistently pairs praise with access to the cars. Over time, praise may become reinforcing.
A generalized conditioned reinforcer is associated with multiple reinforcers. Money is a common example because it can be exchanged for many different items and activities.
Tip: A preferred item is not necessarily a reinforcer. Reinforcement is demonstrated when a consequence increases the future likelihood of a behavior.
RBT Task C.3: Implement Discrete-Trial Teaching Procedures
Discrete-trial teaching (DTT) is a structured teaching method that breaks skills into smaller learning opportunities called trials.
Each trial typically includes three components:
- Antecedent: The RBT presents an instruction or discriminative stimulus (SD), along with a prompt if needed.
- Behavior: The learner responds to the instruction.
- Consequence: The RBT provides reinforcement for a correct response or follows the prescribed error-correction procedure.
A brief pause, called the intertrial interval, separates trials.
Example: An RBT shows a client a picture of a dog and asks, "What is it?" The client says, "Dog," and the RBT immediately provides praise.
Although DTT is often conducted at a table, it can also occur in other settings. RBTs must follow the teaching procedures and record responses accurately.
RBT Task C.4: Implement Naturalistic Teaching Procedures
Naturalistic teaching involves teaching skills during everyday activities and interactions. It is generally less structured than DTT and often uses the learner’s interests and motivation.
Two common approaches include:
- Natural Environment Teaching (NET): Teaching skills within naturally occurring activities and routines.
Example: While playing with toy cars, an RBT teaches a client to identify different colors.
- Incidental Teaching: Using the learner’s naturally occurring interest to create a teaching opportunity.
Example: A client reaches for a container of bubbles. The RBT uses this opportunity to encourage an appropriate request before providing access to the bubbles.
Naturalistic teaching helps learners use their skills in everyday situations and can promote generalization.
RBT Task C.5: Implement Task-Analyzed Chaining Procedures
A task analysis breaks a complex skill into smaller, manageable steps. For example, brushing teeth involves getting a toothbrush, applying toothpaste, brushing, rinsing, and putting materials away.
Chaining is a teaching procedure that helps learners master these individual steps in the correct sequence.
There are three common chaining procedures:
- Forward chaining: Teach the first step independently, then gradually add subsequent steps.
Example: A learner first masters getting their toothbrush. Next, they learn to get the toothbrush and toothpaste. Additional steps are gradually added.
- Backward chaining: Provide assistance with the earlier steps while teaching the learner to complete the last step independently. Gradually work backward through the sequence.
Example: When teaching a client to make a sandwich, the RBT assists with the earlier steps while the client independently places the finished sandwich on a plate.
- Total task chaining: Practice the entire sequence during each opportunity, providing prompts where needed.
Example: A learner practices the complete handwashing routine, independently completing some steps while receiving assistance with others.
Tip: Forward chaining begins with the first step, backward chaining begins with the last step, and total task chaining practices the entire sequence.
RBT Task C.6: Implement Discrimination Training
Discrimination training teaches a learner to respond differently to different stimuli.
Example: An RBT places pictures of a bed, car, and dog in front of a client and says, "Find the bed." Selecting the bed is reinforced, while selecting the other pictures does not produce the same reinforcement.
Two important terms are:
- Discriminative stimulus (SD): Signals that reinforcement is available for a particular response.
- S-delta (SΔ): Signals that reinforcement is not available for that response.
Through discrimination training, learners develop stimulus control, meaning their responses occur in the presence of appropriate stimuli.
RBT Task C.7: Implement Prompting and Prompt Fading Procedures
Prompts are additional cues or assistance used to help learners respond correctly. Prompts are important when teaching new skills, but they must eventually be faded to promote independence.
There are two main categories of prompts:
Response prompts provide assistance with performing the behavior. Common examples include:
- Verbal: Saying the correct answer or providing a spoken cue.
- Gestural: Pointing or gesturing toward the correct response.
- Model: Demonstrating the correct behavior.
- Physical: Providing physical assistance to complete a response.
Stimulus prompts involve modifying instructional materials to make the correct response easier to identify.
Example: Placing the correct picture closer to the learner than the other pictures is a positional stimulus prompt.
Prompt Fading
Prompt fading involves gradually reducing assistance until the learner responds independently.
Common procedures include:
- Most-to-least prompting: Begin with more supportive prompts and gradually reduce assistance.
- Least-to-most prompting: Begin with minimal assistance and provide more supportive prompts only when needed.
- Errorless teaching: Use planned prompts to minimize errors, then systematically fade them.
- Time delay: Increase the time between an instruction and a prompt, providing opportunities for independent responses.
- Stimulus fading: Gradually remove or reduce stimulus prompts, such as highlighting or enlarging the correct answer.
The goal of prompt fading is to transfer stimulus control from the prompt to the natural instruction or environmental cue.
Important: Without appropriate prompt fading, learners may develop prompt dependence, meaning they rely on prompts rather than responding independently.
RBT Task C.8: Implement Generalization Procedures
Generalization occurs when a learner demonstrates a previously acquired skill in new situations, with different people, or in the presence of different stimuli.
Example: A client learns to request help during therapy and later independently requests help from teachers and parents.
Two important types of generalization are:
- Stimulus generalization: A learned response occurs in the presence of new but similar stimuli. For example, a client learns to identify a picture of a dog and later identifies unfamiliar dogs.
- Response generalization: A learner develops new responses that serve a similar function. For example, after learning to say "hi," a client begins greeting others with "hello."
RBTs can promote generalization by practicing skills with different materials, people, and environments according to the treatment plan.
RBT Task C.9: Distinguish Between Maintenance and Acquisition Procedures
Acquisition refers to the process of learning a new skill. During acquisition, RBTs may use frequent reinforcement, repeated practice, and prompting.
Maintenance refers to the continued demonstration of a skill after it has been learned, even when intensive teaching procedures have been reduced.
Example: A client learns to independently tie their shoes. Several weeks after mastering the skill, they can still tie their shoes without assistance. This demonstrates maintenance.
Acquisition focuses on teaching new responses, while maintenance focuses on retaining previously learned skills through continued practice and reinforcement as needed.
Tip: Generalization means using a skill in new situations. Maintenance means retaining a skill over time.
RBT Task C.10: Implement Shaping Procedures
Shaping involves reinforcing successive approximations toward a target behavior. In other words, the RBT reinforces small improvements that gradually become closer to the desired response.
Example: An RBT is teaching a client to say "water" when requesting a drink.
Initially, the RBT reinforces the client saying "wa." Once that response occurs consistently, reinforcement is provided for a closer approximation, such as "wata." Eventually, the client is reinforced for saying "water."
As the learner improves, the criteria for reinforcement become more demanding.
Tip: Shaping reinforces increasingly accurate versions of a behavior, while chaining teaches individual steps that form a sequence.
RBT Task C.11: Implement Token Economies
A token economy is a reinforcement system in which learners earn tokens for demonstrating target behaviors. Tokens can later be exchanged for preferred items or activities called backup reinforcers.
Tokens are conditioned reinforcers and may include stars, stickers, points, or marks on a token board.
A token economy includes three main components:
- Target behaviors: The specific behaviors that earn tokens.
- Token delivery: Providing tokens according to the established reinforcement rules.
- Token exchange: Allowing learners to exchange earned tokens for backup reinforcers.
Example: A client earns one star each time they independently complete a learning activity. After earning five stars, they can exchange them for 5 minutes of playing with a preferred toy.
RBTs must consistently follow the rules for earning and exchanging tokens outlined in the treatment plan.
Tip: Tokens are conditioned reinforcers. Backup reinforcers are the items or activities for which tokens can be exchanged.