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Master the essential components of skill acquisition plans, teaching procedures, and implementation strategies for effective ABA therapy.
A Skill Acquisition Plan (SAP) is a written guide that outlines how to teach new skills to a client. It ensures consistency and clarity for all therapists.
The behavior or skill to be taught
Example: Learning to tie shoes
Clear description of the skill
Example: Independently tying both shoes within 2 minutes
How the skill will be taught
Example: DTT, NET, chaining
Tools or items used during teaching
Example: Shoes with laces, practice board
How prompts will be given and faded
Example: Physical → gestural → verbal → independent
Type, timing, and schedule
Example: Praise + preferred item after each successful attempt
How progress will be recorded
Example: Trial-by-trial data, % correct per session
Conditions to consider skill "mastered"
Example: 80% correct across 3 consecutive sessions
Before teaching, the RBT must ensure proper preparation to maximize learning opportunities and maintain consistency with the written plan.
Reinforcement strengthens behavior by providing a consequence that increases the likelihood of the behavior occurring again.
| TYPE | DESCRIPTION | EXAMPLES |
|---|---|---|
| Unconditioned (Primary) | Naturally reinforcing | Food, water, warmth, sleep |
| Conditioned (Secondary) | Learned through association | Praise, tokens, money, grades |
Every correct response is reinforced
Best for: Teaching new skills
Only some correct responses are reinforced
Best for: Maintaining learned skills
DTT is a structured, repetitive teaching method that breaks down skills into small, manageable components.
Clear instruction given
Example: "Touch the apple"
Learner performs behavior
Example: Learner touches the apple
Reinforce correct response
Example: "Great job!" + preferred item
Short pause before next trial
Example: 3-5 second break
Also called Incidental Teaching or NET (Natural Environment Teaching). Skills are taught in the learner's everyday environment using naturally occurring opportunities.
Task Analysis involves breaking a complex skill into smaller, teachable steps that can be learned sequentially.
Teach first step → move forward
Example: Brushing teeth: Pick up brush (teach first) → add paste → brush → rinse
Teach last step first
Example: Brushing teeth: Complete all steps except rinse, then teach rinsing
Teach all steps together with prompts
Example: Provide prompts for entire tooth brushing sequence each time
Helps learners respond correctly to specific stimuli while not responding to other stimuli.
SD Example: "Touch red" → touches red card → reinforce
SΔ Example: "Touch blue" → touches blue → no reinforcement
Transfer control from a prompt to a natural stimulus.
Example: Initially: "Say dog" + picture → "dog" | Eventually: Picture of dog → "dog"
"Touch the red one"
Pointing to the correct answer
Showing how to wave hello
Hand-over-hand assistance
Skill works in different settings, people, or materials. Example: Learner greets "hello" at school and home.
Learner keeps the skill over time without ongoing teaching.
Practice skill acquisition concepts with targeted quiz questions and reinforce your understanding.