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RBT Modules 22, 23 & 24

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Michael Cameron

on 10 December 2015

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Transcript of RBT Modules 22, 23 & 24

Overview
Discrete Trial Training
Program Components
Instruction
Why?
To Impact a Life
Registered Behavior
Technician
Modules 22, 23 & 24

Module Goals
Instructor:
Dr. Michael Cameron
Registered Behavior Technician Modules:
C-1, C-2, and C-4 (Skill Acquisition)
Titles:
Identify the essential components
of a skill acquisition plan, Prepare for the
session as required by the skill
acquisition plan. Implement discrete trial
teaching procedures
Duration:
90 Minutes
Assessment:
Competency based quiz
(5 questions)
Demonstration Recommendations:
At the conclusion of this training,
Ask
your BCBA supervisor to review the curriciular they use and thier format for skill acquisition programs,
Review
the actual programs you will be required to implement, and
Demonstrate
, with good procedual integrity, your ability to implement skill acquisition programs
To discuss the common elements of a good
skill acquisition program outline
To discuss how to prepare for an instructional
session
To discuss the development of skill acquisition programs and the importance of the programs and program curricula
To review the various instructional formats
you will encounter
To define and describe the Discrete Trial Training
(DTT) format
Review
Your skill acquisition prorams will be developed in accordance assessment results. Programs will be individualized
Your team will determine the order of priority of skill development. Emphasis will be placed on skills that will have the greatest impact on quality of life
What you focus on will depend on: (1) the age of the person; (2) the developmental level of the person; (3) assessment results;
(4) the context in which you will work with the person (e.g., school, home, community, hospital, or clinic); (5) the reason the person was referred for services; and (6) the curriculua selected for the person
What you focus on regarding skill acquisition will depend on assessment results, as previously indicated, but also the
curriculua
selected. Curriculum refers to the lessons and content (e.g., academic) taught in a school or a specific course or program (e.g., communication curriciulum, functional and life skills curriculum, reading, literacy and comprehension curriciulum, social skills curriculum, math curriculum)
You will be using evidence-based practices for instruction and you will be collecting data to verify progress
Seven Dimensions of Applied Behavior Analysis
Applied:
Interventions are focused on problems with demonstrated social relevance
Behavioral:
Our focus is on measurable behavior
Analytic:
We demonstrate the functional relationship between
our independent and dependent variables (i.e., we show cause and effect)
Technological:
Interventions are descibed in detail and can be implemented by anyone with the appropriate training
Conceptually Systematic:
The procedures we use are based (and can be explained by) the elemenrary principles of behavior analysis
Effective:
Our interventions produce meaningful and socially relevant effects
Generality:
The generalization of skills (to new people, environments, and materials) is programmed at the onset of treatment
12 Tips for Preparing for
a Session
1. Ensure you have
contact information
(names, current addresses, contact phone numbers, and an
understanding of preferred methods for communication).

2. Be
on time
.

3.
You are part of an overall ecology
, and everything about your presentation will impact the ecology,
including: the way you dress, your personal scent (e.g., perfume, cologne, and oders associated with
food intake, coffee consumption, and cigarette smoking), and the manner in which you interact with
others (e.g., whether you greet them or not)

4. Your
cell phone usage
during a session will certainly impact: the person or people you are serving,
other professionals working around you, and families (if you are providing service within a home).

5. Be sure you understand the
cultural expectations
related to the environement you will be working in
(e.g., homes, schools, hospitals). This includes reviewing critical documents such as an Individualized
Education Program (IEP)

6. Plan to
build rapport
with a person before you begin imposing demands. Specifically, establish yourself
as a reinforcer

7. Ensure that you understand how to
communicate
with the person or people you will be seving and
ensure that all communication supports are available (e.g., visual systems, Voice Output
Communication Aids/Speech Generating Devices)

8. Ensure that you have received the requisite
competency-based training
to implement all programs
and use use all program materials

9. Ensure that you have received explicit instruction centered on the
instructional methodologies
you
will be using (e.g., Natural Environmental Teaching, Incidental Teaching, Discrete Trail Traning,
Community-based Instruction)

10. Flyimg is easy, it's the
transitions
that are difficult. Plan your transitions

11.
Prime
the person for exactly everything unless contra-indicated

12.
Organize
your environment, materials, and reinforcers and be familiar with your data sheet
Goals and Objectives

Clearly defined and in
line with assessments.
If you are working in a
school system, they should
be in line with district and/or
state educational standards
Who
Will do what?
Under what conditions?
To what level of proficiency?
As measured by whom? Using what measurement methods?
Goals
and Objectives

Instruction

Client name, date, instructor
Purpose of the program
Materials and equipment needed
Instructioanl cues
Prompts (if part of the program)
Desired response
Reinforcement for desired response (e.g., types and schedule of reinforcement)
Plan to manage errors
Data collection
How progress will be assessed
Generalization

Formatting Matters

Outline of the specific strategies that
will be used to promote the generalization
of the skill to different environments, people,
and materials
Generalization
Discrete Trail Training (DTT) is one of
many
teaching formats you will use
Other instructional formats include

Client-initiated instructional sequences (Incidental Teaching)
Task Analysis and Chaining
Instructional trials embedded in ongoing activity (Activity-Based Instruction)
Natural Enviroment Teaching (NET)

Not cookbook
Not Generic
Individualized
Discrete Trial Training Format
Rationale
A specific cue or instruction from the teacher (an SD or discriminative stimulus)
An opportunity for the learner to respond (response). Prompts may be used here
A consequnece delivered by the teacher based on the learner's response (consequence)
Essential for building many important skills
An opportunity for "massed trial" instruction
An opportunity for "interspersal" training
An opportunity to increase learning opportunities
Used in a one-to-one teaching format
Inter-Trial Interval or ITI (the space between one trial and the next)
Definition
Discrete Trial Training is an instructional format used in applied behavior analysis, The format focuses on skill acquisition by manipulating the sequence of antecedents and consequences. The main components of the format include: instruction, prompting,
response, consequence, and inter-trial interval
O. Ivar Lovaas
Data Collection to Verify Results
Fluency
Speed
Accuracy
Questions
Answers
Which of the 7 dimensions of applied behavior analysis is concerned with clear descriptions of procedures?
Technological
True or False. The way that you present yourself and your personal actions will influence an entire ecology (e.g., classroom, clinic, home environment)
True
True or False. A written program should include a clear description of goals and objectives
True
What are the essential components of a discrete trail?
Antecedent (SD) Response Consequence Inter-trial Interval
Is Discrete Trial Training the only teaching method you will use?
No. It is one of many procedures I will use as a Registered Behavior Technician
Dr. Sidney Bijou
Cognitive
Academic skills
Fine motor skills
Gross motor skills
Language skills
Self care skills
Skills to Teach
Full transcript