Procedure review
ABA Techniques: Examples and RBT Role Boundaries
Behavior-analytic procedures are selected for an individual purpose, defined in a written plan, measured, and adjusted from data. An RBT implements assigned procedures after training and demonstrated competence; the technician does not choose or redesign treatment independently.
Common teaching and behavior-change procedures
| Procedure | Plain-language meaning | Example distinction |
|---|---|---|
| Reinforcement | A consequence increases the future likelihood of a defined behavior. | Positive adds a stimulus; negative removes one. Neither word means “good” or “bad.” |
| Discrete-trial teaching | Structured learning opportunities with a clear instruction or cue, response, consequence, and data record. | The plan specifies materials, response definition, prompts, consequences, and mastery criteria. |
| Naturalistic teaching | Learning opportunities are arranged within activities, interests, and naturally occurring situations. | Naturalistic does not mean unplanned; targets, prompting, consequences, and data still follow the program. |
| Prompting and fading | A prompt increases the chance of a correct response and is reduced according to the plan. | Leaving prompts in place unnecessarily can produce prompt dependence. |
| Shaping | Successive approximations toward a target response are reinforced. | The response criterion changes gradually; this is different from teaching steps in a chain. |
| Chaining | A task analysis divides a sequence into teachable steps. | Forward, backward, and total-task formats differ in which steps the learner completes during teaching. |
| Token economy | Conditioned tokens are earned and later exchanged for identified backup reinforcers. | The earning rule, exchange rule, and backup items must be clear. |
| Functional communication training | An appropriate communication response is taught to access a relevant outcome. | The response and consequence are based on assessment and the written plan, not a technician’s guess. |
| Differential reinforcement | Reinforcement is arranged for a selected response pattern while another defined pattern does not contact that reinforcement. | DRA, DRI, DRO, and DRL have different response requirements. |
Questions to ask when reading a written plan
- What observable response is being taught or reduced?
- What event signals the opportunity to respond?
- Which prompt, fading sequence, and error-correction procedure are specified?
- Which consequence follows each defined response?
- What data are collected, and what counts as correct, incorrect, or independent?
- When should the RBT pause and contact the supervisor?
Common exam distinctions
A learner begins a response with a model prompt, and the model is gradually reduced. Which concepts are present?
Prompting and fading. The prompt increases the chance of the response, and the planned reduction transfers control toward the relevant natural cue.
A learner completes the final step of handwashing while the technician completes earlier steps. Which arrangement may be in use?
Backward chaining. The learner is taught the last step first and contacts the natural completion of the chain.
A preferred item follows a response, but the response does not increase later. Was reinforcement demonstrated?
No. A preferred item was delivered, but reinforcement is defined by an increase in the future behavior under relevant conditions.