RBT Skill Acquisition Quiz

Error correction is a procedure used when a learner makes a mistake. The RBT immediately provides the correct response, models it, and gives another chance. It prevents the child from practicing incorrect responses — a key part of Discrete Trial Training (DTT).

In forward chaining, the learner begins with the first step in the chain and progresses forward. Each step is reinforced as it is mastered. This method builds independence step-by-step using task analysis

Prompt fading means gradually removing assistance (like gestures or models) until the learner performs the skill independently. It’s a core ABA teaching strategy to ensure skill independence.

Discrimination training teaches learners to respond differently to different stimuli. Here, the child learns that only red objects are labeled “red,” distinguishing between colors accurately.

A fixed ratio schedule provides reinforcement after a set number of correct responses. This increases response rate and is common in skill acquisition programs after mastery of continuous reinforcement.

Generalization means the learner applies a learned skill in different settings or with different materials. The client generalized the communication skill beyond its initial teaching context.

RBTs do not modify plans independently. They should collect consistent data, report concerns to the supervising BCBA, and follow feedback. This maintains treatment integrity and ethical compliance

Shaping involves reinforcing successive approximations of a target behavior until the full behavior is reached. Each “closer” response is reinforced to build complex skills gradually.

A skill acquisition plan is a written guide created by the BCBA to ensure consistent, data-based teaching procedures across therapists — ensuring reliability and progress tracking.

Generalization occurs when a skill taught in one environment is performed in another (e.g., from therapy to school). It proves real-world skill mastery — a major RBT goal.

Least-to-most prompting means starting with the least intrusive prompt (verbal or gestural) and increasing assistance only as needed — encouraging independence.

Task analysis divides complex skills (like brushing teeth or dressing) into manageable steps, which can be taught via chaining techniques.

Each DTT trial follows this sequence:
SD → Response → Consequence → Inter-trial interval.
The immediate consequence (reinforcement or correction) is vital for learning.

Since the skill is only tied to the RBT, generalization must occur — teaching across people, settings, and stimuli to ensure functional independence.

Natural Environment Teaching (NET) uses the learner’s motivation (MOs) and real-life interactions to teach skills naturally. It promotes generalization and engagement.