This section of the RBT study guide focuses the core of ABA therapy. Skill acquisition refers to teaching new behaviors that improve a learner’s independence, communication, and daily functioning.
Here, you’ll explore how behavior technicians support the development of individualized teaching programs, implement interventions consistently, and track progress. Mastery of this topic is essential for delivering effective, ethical ABA services.
C-1: Identify Essential Components of a Written Skill Acquisition Plan
A Skill Acquisition Plan (SAP) outlines the procedures for teaching new skills or increasing desired behaviors in a structured and systematic way.
Each plan typically includes a clear description of the target behavior, teaching procedures, prompting and fading strategies, reinforcement schedules, and data collection methods.
C-2: Prepare for the Session as Required by the Skill Acquisition Plan
Effective teaching starts with preparation. Before any session, the individual delivering services should take time to thoroughly review the written plans and instructions.
This involves understanding the current goals, reviewing recent data trends, identifying preferred reinforcers, and gathering necessary materials such as flashcards, timers, or visual aids.
C-3: Use Contingencies of Reinforcement
Reinforcement is a core principle in ABA and is used to increase the likelihood of a desired behavior occurring again.
There are two types: unconditioned reinforcers, such as food or warmth, which are naturally reinforcing, and conditioned reinforcers, like tokens or praise, which acquire their effectiveness through learning.
Reinforcement can be delivered on a continuous schedule, where every correct response is reinforced, or on an intermittent schedule, where only some correct responses are reinforced.
Intermittent schedules include fixed and variable ratios or intervals. Understanding when to use each type and schedule is essential—for example, continuous reinforcement is ideal when teaching a new skill, while intermittent schedules are more effective for maintaining behavior over time.
C-4: Implement Discrete-Trial Teaching (DTT)
Discrete-Trial Teaching is a structured instructional approach that breaks down skills into small, teachable units.
Each trial consists of a clear instruction (SD), the learner’s response, and a consequence (reinforcement or correction).
This format allows for repeated practice, immediate feedback, and consistent data collection.
DTT is particularly useful when teaching foundational skills or introducing new concepts.
Correct responses are reinforced promptly, while incorrect ones are followed by error correction procedures.
The structure and repetition of DTT make it a reliable method for skill acquisition in a controlled teaching environment.
C-5: Implement Naturalistic Teaching Procedures
Naturalistic Teaching integrates learning opportunities into everyday routines and activities.
Unlike DTT, which is highly structured, this approach allows teaching to occur in the context of the learner’s natural environment and interests.
Skills are taught by capitalizing on the learner’s motivation—for example, prompting a request for a toy during play. This method promotes generalization and makes learning feel more natural.
It’s especially effective for developing communication, social, and play skills.
C-6: Implement Task Analysis Procedures
Task analysis involves breaking complex behaviors into smaller, manageable steps. These steps are then taught using chaining procedures, which include forward chaining, backward chaining, and total task presentation.
In forward chaining, the learner begins with the first step, while in backward chaining, the focus starts on the final step. Total task presentation involves prompting the entire sequence in one go.
This method is useful for teaching daily living skills such as hand washing or brushing teeth, where mastering each step builds independence and confidence.
C-7: Implement Discrimination Training
Discrimination training teaches learners to differentiate between stimuli and respond appropriately depending on the cues present.
For example, when presented with a red and a blue block, the learner should touch the red one when instructed. Training begins with clear, consistent instructions and feedback.
Over time, the learner learns to respond correctly under specific conditions and ignore irrelevant stimuli.
This process is crucial for helping individuals make accurate choices in academic, social, and functional contexts.
C-8: Implement Stimulus Control Transfer Procedures
Stimulus control transfer involves moving control of a behavior from a prompt to the natural instruction or cue (SD).
Initially, learners may rely on prompts such as gestures or models. Over time, these prompts must be faded so that the response occurs independently in the presence of the SD.
Methods such as prompt delay, most-to-least prompting, and graduated guidance are used to support this transition.
The goal is for the learner to respond accurately without assistance, allowing the skill to be used in real-world situations.
C-9: Implement Prompt and Prompt Fading Procedures
Prompts guide learners toward the correct response and include physical, verbal, visual, gestural, or positional cues.
While necessary at the start, prompts should be systematically faded to encourage independence.
The choice of fading strategy depends on the learner’s progress and the skill being taught.
For instance, a most-to-least approach begins with more intensive support and gradually reduces it, while least-to-most allows the learner to attempt the skill before receiving help.
Consistent use and timely fading of prompts are essential for developing long-lasting, independent behavior.
C-10: Implement Generalization and Maintenance Procedures
Teaching a skill is only effective if it can be used in different settings, with various people, and maintained over time.
Generalization ensures the skill is applied across environments, materials, and individuals, while maintenance refers to the continued use of the skill after direct instruction has ended.
To support generalization, it’s important to vary teaching contexts and involve multiple communication partners.
For maintenance, incorporating mastered skills into regular sessions and providing occasional reinforcement can help ensure the skill remains functional and stable.
11. Implement Shaping Procedures
Shaping is a method used to teach new behaviors by reinforcing small steps that lead toward the final desired behavior.
Instead of waiting for the full behavior to occur, reinforcement is provided for closer approximations over time. This is especially helpful when the target behavior is not yet in the learner’s skill set.
Shaping allows behavior technicians to gradually guide learners toward complex skills such as speaking, writing, or performing multi-step tasks.
Understanding shaping is essential for the RBT exam, as it demonstrates how behavior is built systematically using reinforcement.
12. Implement Token Economy Procedures
A token economy is a structured reinforcement system where learners earn tokens for specific, pre-defined behaviors, which can later be exchanged for preferred items or activities.
This system helps maintain motivation and teaches the concept of delayed reinforcement.
RBTs implement token economies to support behavior change and skill development in both one-on-one and group settings.
Knowing how to effectively set up and manage a token economy is a key skill tested on the RBT exam, especially because it is widely used in educational and therapeutic environments.