Ultimate RBT Skill Acquisition Study Guide: (2nd Edition)

Welcome to the comprehensive guide on Skill Acquisition for Registered Behavior Technicians (RBTs).

This guide is fully aligned with the current Behavior Analyst Certification Board (BACB) Task List and provides you with everything you need to understand, implement, and master skill acquisition procedures in your practice.

Skill acquisition is one of the core responsibilities of an RBT and involves teaching new behaviors and skills to clients.

Whether you’re preparing for your RBT exam or looking to enhance your clinical practice, this guide will equip you with the knowledge and strategies necessary to effectively implement skill acquisition programs under the supervision of a Board Certified Behavior Analyst (BCBA).

Why Skill Acquisition Matters

Skill acquisition is fundamental to applied behavior analysis (ABA) therapy because:

• It empowers clients to learn adaptive behaviors that enhance their quality of life
• It builds independence and functional skills across various domains
• It creates opportunities for positive reinforcement and success
• It forms the foundation for more complex skills and behaviors
• It reduces the need for problematic behaviors by teaching functional alternatives

Now, let’s dive into the essentials of skill acquisition that every RBT must master.

1. Foundational Concepts in Skill Acquisition

1.1 Behavioral Principles

Before implementing skill acquisition procedures, you must understand the behavioral principles that form their foundation:

Reinforcement is the process of increasing the future probability of a behavior by presenting a stimulus (positive reinforcement) or removing a stimulus (negative reinforcement) contingent upon the behavior. In skill acquisition, reinforcement is critical for strengthening newly learned behaviors.

Stimulus Control occurs when a behavior is more likely to occur in the presence of specific antecedent stimuli (discriminative stimuli) than in their absence. Teaching skills involves transferring control from prompts to natural stimuli.

Shaping involves reinforcing successive approximations toward a target behavior. This principle allows us to teach complex skills by breaking them down into smaller steps and reinforcing progress.

Chaining refers to linking individual behaviors together to form a complex behavior chain. This principle is essential for teaching multi-step skills.

1.2 Prerequisite Skills Assessment

Before initiating skill acquisition programs, RBTs must ensure clients have the necessary prerequisite skills:

Attending skills: The ability to focus on relevant stimuli

Imitation skills: The ability to copy modeled behaviors

Following instructions: The ability to respond to verbal directives

Waiting skills: The ability to tolerate delayed reinforcement

Sitting skills: The ability to remain seated during instructional periods

If a client lacks these foundational skills, they may need to be targeted first before moving on to more complex skill acquisition targets.

1.3 Types of Skills Targeted

As an RBT, you will typically be involved in teaching various types of skills:

Communication skills: Requesting, labeling, conversation skills

Self-help skills: Toileting, dressing, grooming, eating

Play skills: Turn-taking, sharing, imaginative play

Social skills: Greeting others, joining activities, showing empathy

Academic skills: Writing, reading, math concepts

Motor skills: Fine and gross motor coordination

Vocational skills: Job-related tasks and workplace behaviors

2. Assessment for Skill Acquisition

2.1 Identifying Skill Deficits

Before teaching new skills, you must identify which skills are missing or deficient. This typically involves:

• Direct observation in natural environments
• Standardized assessments (e.g., VB-MAPP, ABLLS-R, AFLS)
• Caregiver interviews to identify priorities and concerns
• Criterion-referenced assessments to establish baseline performance

As an RBT, you may assist the BCBA in conducting these assessments by collecting data, implementing assessment procedures, and documenting client responses.

2.2 Task Analysis

Task analysis involves breaking down complex skills into smaller, teachable components. The steps of conducting a task analysis include:

1. Identify the target skill (e.g., handwashing)
2. Determine the starting point and endpoint
3. Perform the skill yourself, noting each discrete step
4. Write down each step in clear, observable terms
5. Validate the analysis by having others follow the steps
6. Adjust as needed based on client needs

Example Task Analysis for Handwashing:

1. Turn on water
2. Wet hands
3. Get soap
4. Rub hands together with soap for 20 seconds
5. Rinse hands
6. Turn off water
7. Get paper towel
8. Dry hands
9. Throw away paper towel

2.3 Prioritizing Skills to Teach

Not all skills can be taught simultaneously. When determining which skills to prioritize, consider:

Functional value: Skills that increase independence

Prerequisite nature: Skills needed for learning other important skills

Family/client preferences: Skills valued by the client and their support system

Safety concerns: Skills that address health or safety needs

Social significance: Skills that enhance social inclusion and quality of life

Developmental appropriateness: Skills aligned with typical development

3. Core Teaching Procedures

3.1 Discrete Trial Training (DTT)

DTT is a structured teaching method that breaks skills into small, manageable components and teaches them through repeated trials. The basic structure includes:

Antecedent: Present a clear instruction or stimulus

Behavior: Wait for or prompt the target response

Consequence: Provide immediate reinforcement for correct responses or correction for incorrect responses

Inter-trial interval: Pause briefly before the next trial

Key Components of Effective DTT:

• Clear, concise instructions
• Controlled teaching environment
• Consistent implementation
• Data collection on each trial
• Strategic prompt fading
• Variable reinforcement schedules as skills improve
• Brief inter-trial intervals (3-5 seconds)

When to Use DTT:

• Teaching new, discrete skills
• Building stimulus-response associations
• Establishing foundational skills
• Teaching academic concepts

3.2 Natural Environment Teaching (NET)

NET incorporates teaching into naturally occurring activities and routines. Unlike DTT, NET capitalizes on the client’s interests and natural motivation.

Key Features of NET:

• Following the client’s motivation
• Using naturally occurring reinforcers
• Teaching in the settings where the skills will be used
• Capturing and creating teaching opportunities
• Less structured than DTT
• Focus on generalization from the outset

When to Use NET:

• Promoting generalization of previously mastered skills
• Teaching social and play skills
• Building communication in natural contexts
• Expanding language and conversational skills

3.3 Incidental Teaching

Incidental teaching involves arranging the environment to increase the likelihood that the client will initiate communication or interaction, then using that opportunity to prompt and reinforce a more elaborate or complete behavior.

Steps in Incidental Teaching:

1. Arrange the environment to encourage initiations (e.g., place desired items in sight but out of reach)
2. Wait for the client to show interest or initiate
3. Prompt a more elaborate response
4. Provide the requested item/activity contingent upon the improved response
5. Document the interaction

Benefits of Incidental Teaching:

• Increases spontaneous communication
• Builds intrinsic motivation
• Promotes generalization
• Enhances social interaction skills

3.4 Verbal Behavior Teaching

Based on B.F. Skinner’s analysis of verbal behavior, this approach focuses on teaching language based on function rather than form.

Key Verbal Operants:

• Mand: Requesting (reinforced by receiving the requested item)
• Tact: Labeling (reinforced by social praise)
• Intraverbal: Answering questions/conversation (reinforced socially)
• Echoic: Repeating sounds/words (reinforced by confirmation)
• Listener responding: Following directions (reinforced by praise)

Implementation Tips:

• Start with mand training for early learners to build motivation
• Pair yourself with reinforcement to establish instructional control
• Use multiple exemplars to promote generalization
• Intersperse easy and difficult targets
• Teach across operants (e.g., teach “ball” as both a mand and tact)

4. Prompting Strategies

Prompts are supplementary antecedent stimuli that help clients produce correct responses. Understanding prompting is critical for effective skill acquisition.

4.1 Types of Prompts

Response Prompts:

• Physical prompts: Hand-over-hand guidance
• Model prompts: Demonstrating the behavior
• Gestural prompts: Pointing or motioning
• Verbal prompts: Providing verbal instructions or hints
• Visual prompts: Pictures, written words, or symbols

Stimulus Prompts:

• Stimulus highlighting: Drawing attention to relevant features
• Extra stimulus prompts: Adding helpful cues to materials
• Within-stimulus prompts: Altering the teaching materials themselves

4.2 Prompt Hierarchies

Prompt hierarchies arrange prompts from most to least intrusive or vice versa:

Most-to-Least Prompting:

1. Start with the most intrusive prompt needed for success
2. Gradually fade to less intrusive prompts
3. Eventually eliminate prompts entirely

Least-to-Most Prompting:

1. Give the instruction with no prompt
2. If no response, provide the least intrusive prompt
3. Gradually increase prompt level until the client responds correctly

Benefits of Different Hierarchies:

• Most-to-least: Fewer errors during learning
• Least-to-most: More opportunity for independent responding

4.3 Prompt Fading Techniques

Prompt fading is the systematic removal of prompts to transfer stimulus control to the natural cues. Techniques include:

• Time delay: Inserting a brief pause before prompting
• Graduated guidance: Gradually reducing physical contact
• Spatial fading: Increasing distance between prompt and target
• Shadow fading: Gradually reducing the visibility of visual prompts
• Stimulus fading: Gradually altering additional cues

4.4 Transfer of Stimulus Control

The ultimate goal of prompting is to transfer control from the prompt to the natural discriminative stimulus. This process involves:

1. Initially pairing the natural stimulus with prompts
2. Systematically fading prompts while maintaining correct responding
3. Reinforcing correct responses to the natural stimulus alone
4. Testing for maintenance of the skill without prompts

Common Errors to Avoid:

• Prompt dependency: When a client becomes reliant on prompts
• Premature prompt fading: Removing prompts before the client is ready
• Inconsistent prompting: Using different prompt types across instructors

5. Reinforcement Techniques

Reinforcement is the cornerstone of skill acquisition. Proper implementation of reinforcement procedures is essential for effective teaching.

5.1 Identifying Effective Reinforcers

Methods for identifying potential reinforcers include:

• Preference assessments:
  • Multiple stimulus without replacement (MSWO)
  • Paired stimulus assessment
  • Free operant observation
  • Single stimulus assessment
  • Caregiver interviews
• Reinforcer assessments: Testing whether preferred items actually function as reinforcers

Types of Reinforcers:

• Primary reinforcers: Food, drink, sensory experiences
• Secondary reinforcers: Toys, activities, tokens, social praise
• Conditioned reinforcers: Items/activities that have been paired with other reinforcers

5.2 Reinforcement Schedules

The schedule of reinforcement refers to when and how often reinforcement is delivered:

Continuous Reinforcement (CRF):

• Reinforcing every correct response
• Best for initial teaching of new skills

Intermittent Reinforcement:

• Fixed Ratio (FR): Reinforcement after a set number of responses
• Variable Ratio (VR): Reinforcement after a varying number of responses
• Fixed Interval (FI): Reinforcement after a set time period
• Variable Interval (VI): Reinforcement after varying time periods

Tips for Using Reinforcement Schedules:

• Begin with continuous reinforcement for new skills
• Gradually thin the schedule as skills improve
• Use natural reinforcement when possible
• Pair secondary reinforcers with primary reinforcers
• Monitor motivation levels and adjust schedules accordingly

5.3 Token Economies

Token economies involve delivering tokens for target behaviors that can later be exchanged for backup reinforcers.

Components of Token Economies:

• Clearly defined target behaviors
• Tokens that are easily delivered and counted
• A variety of backup reinforcers
• Clear exchange rates/schedules
• A visual token board or container

Implementation Steps:

1. Select appropriate tokens (stickers, chips, points, etc.)
2. Create a token board or tracking system
3. Define how tokens are earned and exchanged
4. Teach the system to the client
5. Implement consistently
6. Gradually increase requirements for earning tokens

5.4 Naturalistic Reinforcement

Whenever possible, use reinforcement that naturally follows the behavior:

• The function of communication is getting needs met
• The function of social skills is social interaction
• The function of play skills is enjoyment of the activity

Using naturalistic reinforcement increases the likelihood of maintenance and generalization of skills.

6. Data Collection Methods for Skill Acquisition

Data collection is essential for monitoring progress and making data-based decisions about skill acquisition programs.

6.1 Trial-by-Trial Data

This method involves recording the result of each teaching trial:

• Correct: Independent correct response
• Incorrect: Error or no response
• Prompted: Correct with assistance
• Prompt level: Type/intensity of prompt needed

Recording Methods:

• Plus/Minus system: + for correct, – for incorrect, P for prompted
• Numerical codes: 0 for incorrect, 1 for prompted, 2 for independent
• Prompt level codes: FP (full physical), PP (partial physical), G (gestural), V (verbal), etc.

6.2 Probe Data

Probe data assesses performance under specific conditions:

• Cold probes: Testing at the beginning of a session
• Maintenance probes: Testing previously mastered skills
• Generalization probes: Testing across settings, people, or materials

When to Use Probe Data:

• To check for skill maintenance
• To assess generalization
• To determine baseline performance
• To verify mastery without prompts

6.3 Percentage-Based Data

This method calculates the percentage of correct responses:

% Correct = (Number of correct responses ÷ Total number of opportunities) × 100

Applications:

• Tracking overall performance across sessions
• Determining mastery criteria (e.g., 80% correct across 3 sessions)
• Comparing performance across skills or conditions

6.4 Task Analysis Data

For chained tasks, data is collected on each step in the task analysis:

• Total task presentation: Attempting all steps in each session
• Forward chaining: Adding steps from beginning to end
• Backward chaining: Adding steps from end to beginning

Recording Methods:

• Step completion: + or – for each step
• Independence level: Recording prompt level for each step
• Mastered steps: Tracking which steps are consistently performed independently

7. Generalization and Maintenance

Teaching skills is only effective if those skills generalize across settings, people, and materials, and maintain over time.

7.1 Types of Generalization

• Stimulus generalization: Performing the skill with different materials, in different settings, or with different people
• Response generalization: Using variations of the taught skill appropriately
• Setting/situation generalization: Performing the skill in novel environments or circumstances

7.2 Programming for Generalization

Strategies to promote generalization include:

• Train sufficient exemplars: Use various materials, instructions, and settings
• Train loosely: Vary non-essential aspects of teaching trials
• Use indiscriminable contingencies: Make reinforcement unpredictable
• Program common stimuli: Include elements from the generalization setting
• Train to generalize: Explicitly teach the skill of applying learning to new situations
• Involve multiple instructors: Ensure skills transfer across people
• Train in natural environments: Teach where skills will actually be used

7.3 Strategies for Maintenance

Techniques to ensure skills maintain over time:

• Intermittent reinforcement: Thin reinforcement schedules gradually
• Natural contingencies: Shift to reinforcers available in the natural environment
• Self-management: Teach clients to monitor and reinforce their own behavior
• Ongoing practice: Schedule regular opportunities to use skills
• Functional relevance: Ensure skills serve a purpose for the client
• Booster sessions: Provide periodic review of previously mastered skills

8. Specific Teaching Protocols

8.1 Mand Training

Teaching requesting skills involves:

1. Identifying highly preferred items/activities
2. Creating motivation by restricting access or contriving situations
3. Waiting for the client to show interest (reaching, looking)
4. Prompting the appropriate request
5. Immediately delivering the requested item/activity
6. Gradually fading prompts and increasing requirements

Tips for Effective Mand Training:

• Always honor mands (requests) when possible
• Use powerful reinforcers to build motivation
• Teach a variety of mands, not just for tangible items
• Teach mands for information (who, what, where, etc.)
• Create opportunities throughout the day

8.2 Receptive Identification Training

Teaching a client to select an item when named involves:

1. Starting with 1-2 highly contrasting items
2. Presenting a clear instruction (e.g., “Touch ball”)
3. Prompting correct selection if needed
4. Reinforcing correct responses
5. Gradually adding more items/distractors
6. Randomizing position of items

Common Errors to Avoid:

• Inadvertent prompting (looking at correct item)
• Predictable patterns of presentation
• Too many distractors too quickly
• Insufficient reinforcement for correct responses

8.3 Expressive Identification Training

Teaching a client to label items involves:

1. Presenting an item or picture
2. Asking “What is it?” or similar question
3. Prompting the correct label if needed
4. Reinforcing correct responses
5. Fading prompts over time
6. Varying the presentation and question format

Strategies for Success:

• Start with highly preferred or familiar items
• Use clear, high-quality stimuli
• Group items by category for efficient learning
• Teach multiple exemplars of each concept

8.4 Imitation Training

Teaching a client to copy actions involves:

1. Gaining the client’s attention
2. Modeling the action with a clear cue (“Do this”)
3. Prompting the client to imitate if necessary
4. Reinforcing accurate imitation
5. Gradually fading prompts
6. Expanding to various types of actions

Progression of Imitation Skills:

• Gross motor imitation (arms, legs, whole body)
• Fine motor imitation (fingers, hands)
• Oral-motor imitation (mouth movements)
• Object imitation (actions with toys/items)
• Sequential imitation (multiple actions in order)

8.5 Play Skills Training

Teaching appropriate play behaviors involves:

1. Assessing current play level and interests
2. Modeling appropriate play actions
3. Prompting engagement with toys/peers
4. Reinforcing appropriate play behaviors
5. Gradually expanding play repertoire
6. Fading adult involvement over time

Types of Play to Target:

• Cause-and-effect play
• Functional play with objects
• Constructive play (building, creating)
• Symbolic/pretend play
• Social and cooperative play

9. Troubleshooting Common Challenges

9.1 Lack of Progress

When a client isn’t making expected progress, consider:

Assessment Factors:

• Is the skill appropriately matched to the client’s current level?
• Are prerequisite skills in place?
• Is the task analysis appropriate?

Instructional Factors:

• Are instructions clear and consistent?
• Is the prompting strategy effective?
• Is reinforcement powerful enough?
• Is the teaching format appropriate?

Environmental Factors:

• Are there competing reinforcers or distractions?
• Is the teaching environment conducive to learning?
• Are there consistent implementations across instructors?

9.2 Prompt Dependency

When a client becomes overly reliant on prompts:

1. Review your prompt fading procedures
2. Implement time delay before prompting
3. Use less intrusive prompts
4. Differentially reinforce independent responses
5. Consider changing the type of prompt used
6. Use transfer trials (prompted followed by unprompted)

9.3 Motivational Issues

When a client shows low motivation during teaching:

1. Reassess reinforcer preferences more frequently
2. Use more powerful or varied reinforcers
3. Shorten teaching sessions
4. Intersperse easy/mastered tasks with new skills
5. Build in more breaks or movement opportunities
6. Consider pairing yourself more effectively with reinforcement
7. Make the teaching context more engaging and fun

9.4 Generalization Failures

When skills don’t generalize as expected:

1. Systematically program for generalization from the start
2. Train with multiple exemplars and instructors
3. Gradually introduce variations in teaching materials
4. Conduct teaching in multiple environments
5. Use materials that resemble those in the natural environment
6. Fade artificial reinforcement to natural consequences

10. Ethical Considerations in Skill Acquisition

10.1 Client Dignity and Preferences

Always consider:

• Age-appropriate skills and materials
• Client’s cultural background and values
• Client’s preferences and interests
• Balance between client choice and educational needs
• Social validity of target skills

10.2 Least Restrictive Interventions

Follow these principles:

• Use the least intrusive prompts necessary
• Fade prompts as quickly as possible
• Use positive reinforcement rather than punishment
• Consider naturalistic methods when appropriate
• Balance structure with client autonomy

10.3 Data-Based Decision Making

Ethical skill acquisition requires:

• Regular data collection on all programs
• Making changes based on data, not assumptions
• Discontinuing ineffective interventions
• Monitoring for side effects or unintended consequences
• Documenting progress and challenges accurately

11. Case Examples

Case Example 1: Teaching Requesting Skills

Client Profile: 4-year-old with autism, limited verbal abilities, uses gestures to communicate needs

Target Skill: Using picture cards to request preferred items

Approach:

1. Conducted preference assessment to identify highly preferred items
2. Created a picture card for each preferred item
3. Implemented mand training using time delay and physical prompting
4. Data collection: Recorded independent requests, prompted requests, and prompt levels
5. Faded prompts from full physical to gestural over 3 weeks
6. Added new picture cards as independent requesting emerged
7. Began teaching discrimination between multiple picture cards

Outcome: Client independently used 10 picture cards to request items after 6 weeks of intervention.

Case Example 2: Teaching Handwashing

Client Profile: 7-year-old with intellectual disability, some receptive language, follows simple directions

Target Skill: Independent handwashing

Approach:

1. Developed task analysis with 9 steps
2. Implemented total task chaining with least-to-most prompting
3. Used visual supports (pictures of each step) near sink
4. Collected data on independence level for each step
5. Identified “problem steps” requiring more intensive teaching
6. Used video modeling for difficult steps
7. Implemented practice across multiple bathrooms and settings

Outcome: Client achieved independence in 8/9 steps, requiring only verbal reminders for step 4 (soap duration) after 4 weeks of intervention.

12. Practice Questions

Test your understanding with these practice questions:

1. Question: When implementing a skill acquisition program using graduated guidance, the RBT should: Answer: Gradually reduce the intrusiveness of physical prompts while maintaining successful performance of the target behavior.
2. Question: Which prompt fading strategy involves waiting a specified time before delivering a prompt? Answer: Time delay or progressive time delay.
3. Question: What is the primary difference between DTT and NET? Answer: DTT is highly structured with predefined trials, while NET capitalizes on naturally occurring teaching opportunities based on client interest and motivation.
4. Question: When a client has mastered a skill in the therapy room but doesn’t demonstrate it at home, this indicates a lack of: Answer: Setting/stimulus generalization.
5. Question: Which of the following is NOT a component of an effective token economy system? Answer: Requiring the client to wait until the end of the week to exchange tokens.
6. Question: When teaching a task analysis, backward chaining involves: Answer: Teaching the last step first and gradually adding earlier steps as mastery occurs.
7. Question: Which data collection method would be most appropriate for tracking a client’s progress on a 10-step tooth brushing routine? Answer: Task analysis data recording the independence level on each step.
8. Question: When a client becomes dependent on prompts, which strategy would be most helpful? Answer: Implementing a time delay before providing prompts and differentially reinforcing independent responses.
9. Question: The most effective way to promote maintenance of newly acquired skills is to: Answer: Gradually thin the reinforcement schedule and shift to naturally maintaining contingencies.
10. Question: When implementing verbal behavior training, which verbal operant should typically be targeted first for early learners? Answer: Mands (requests), as they are directly beneficial to the learner and motivation is built-in.

13. Final Thoughts and Recommendations

Skill acquisition is both a science and an art. While evidence-based procedures form the foundation of our practice, the application of these procedures requires clinical judgment, flexibility, and genuine care for the client’s well-being.

Key Takeaways:

Individualize your approach. No two clients are the same, and teaching methods should be tailored accordingly.

Balance structure and naturalistic teaching. Both have their place in a comprehensive skill acquisition program.

Let data guide decisions. Collect meaningful data and use it to make objective decisions about program modifications.

Focus on functional skills. Prioritize skills that enhance the client’s independence and quality of life.

Program for generalization from the start. Don’t treat generalization as an afterthought.

Make learning enjoyable. When clients enjoy the learning process, motivation increases and problem behaviors decrease.

Collaborate with caregivers. Involve family members and other caregivers in the teaching process to promote consistency and generalization.

Stay current. The field of ABA continues to evolve, and RBTs should stay informed about advances in skill acquisition methods.

Remember that as an RBT, you are on the front lines of making meaningful changes in your clients’ lives. The skills you teach may seem small at times, but they can have profound impacts on a client’s independence, relationships, and future opportunities.

By mastering the principles and procedures outlined in this guide, you will be well-equipped to implement effective skill acquisition programs under the supervision of your BCBA, and to make a positive difference in the lives of those you serve.

References and Additional Resources

Books:

• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Barbera, M. L. (2007). The verbal behavior approach. Jessica Kingsley Publishers.
• Catania, A. C. (2013). Learning (5th ed.). Sloan Publishing.

Articles and Practice Guides:

• MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (2001). Prompts and prompt-fading strategies for people with autism. In C. Maurice, G. Green, & R. M. Foxx (Eds.), Making a difference: Behavioral intervention for autism (pp. 37-50). PRO-ED.
• Leaf, J. B., & McEachin, J. (2016). A work in progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism. DRL Books.

Online Resources:

• Behavior Analyst Certification Board (BACB): www.bacb.com
• Association for Science in Autism Treatment (ASAT): www.asatonline.org
• National Professional Development Center on Autism Spectrum Disorder: https://autismpdc.fpg.unc.edu/evidence-based-practices

By studying this guide thoroughly and applying these principles in your practice, you will be well-prepared for your RBT exam and, more importantly, for making a meaningful difference in the lives of the clients you serve.