CAB 4-6
CAB4
- Go through the SBT chain as usual but now the client must complete 2-3 questions or approximately 5 minutes of DTT
CAB5
- Go through the SBT chain as usual but now the client must complete 4-12 responses or 5-10 minutes of DTT
CAB6
- Go through the SBT chain as usual but now the client must complete 4-12 responses or 5-10 minutes of DTT
- This DTT session will have a lot of more difficult programming
Tolerance Response (TR)
CAB 1-3
SD: "not right now," "not this time," "no, but maybe later"
Bx: (pick one to target)
- high five
- fist bump
- "Okay"
- etc.
Sr+: Behavior-specific praise + "you can have your way!" OR move to CAB1
CAB1
- Go through the SBT chain as usual but now the client must relinquish the item/activity
CAB2
- Go through the SBT chain as usual but now the client must go to the DTT location
CAB3
- Go through the SBT chain as usual but now the client must complete 1 question or 1 minute of DTT
Complext Funct. Comm. Response (CFcR)
SD:
- Ensure that client is "HRE" (happy, relaxed, and engaged)
- Present "EO" (stand up+clap)
- "okay, playtime is all done" or "okay, time to do something different"
Bx: (select one based on client's verbal repertoire)
- Learner hands over "play time" card to the RBT with an increased distance from learner to the card
- Learner presses "my way" button with an increased distance from learner to the card
- Learner says "Can I have my way?" (if the learner has a stronger vocal repertoire)
Sr+: "Great job saying 'my way!' you can have your way!" or "thanks for saying my way, but not right now" and move to TR (tolerance response)
Skills Based Training (SBT)
Simple Functional Communication Response (SFcR)
SD:
- Ensure that client is "HRE" (happy, relaxed, and engaged)
- Present "EO" (stand up+clap)
- "okay, playtime is all done" or "okay, time to do something different"
Bx: (select one based on client's verbal repertoire)
- Learner hands over "play time" card to the RBT
- Learner presses "my way" button
- Learner says "my way"
Sr+: "Great job saying 'my way!' you can have your way!" or "thanks for saying my way, but not right now" and move to TR (tolerance response) or CFcR
Why does it matter? (Objectives)
Intro to SBT
What is this and why does it matter?
- Increase capacity of BCBAs and related personnel to routinely implement practical functional assessment processes for severe problem behavior.
- Increase capacity of BCBAs and related personnel to eliminate severe problem behavior and minimize associated, non-dangerous behaviors via skill-based treatments (SBT) designed from PFA processes.
- Increase capacity of BCBAs and related personnel to teach parents and/or staff to maintain critical skills and near-zero levels of problem behavior for those who have experienced the PFA and SBT processes.
- Increase capacity of BCBAs and related personnel to achieve socially validated outcomes from the PFA and SBT processes applied to children and adolescents who historically engaged in severe problem behavior.
What is SBT?
Skill-Based Treatment (SBT) process – also called the “My Way protocol” – is used to treat moderate to severe problem behavior. SBT is an educational process derived from the evidence-based principles of Applied Behavior Analysis (ABA). SBT emphasizes treating problem behavior in a way that prioritizes the safety and dignity of all participants while creating strong relationships built on trust and compassion. The SBT process involves teaching a series of skills that, once learned, replace problem behavior. These skills are: (1) communication, (2) tolerating disappointment, (3) cooperation with directions from adults, and (4) how to handle unexpected challenges (Elevation, 2022).
Common SBT Phrases
- HRE: happy, relaxed, and engaged
- R1: dangerous behaviors
- R2: non-dangerous behavior (often seen as precursors to R1)
- EO: establishing operation
- SR: synthesized reinforcement
- CAB: contextually appropriate behavior