Skill Acquisition

Aline Echavarria MS BCBA

Mary Reeder BAE BCABA
Positive Behavior Supports
Corporation
Acknowledgements

This module was developed

by Meme Hieneman and
Jennifer Agganis for the sole
use of PBS Corporation
professionals.
  Components of skill acquisition plans
 Evidence-based teaching practices
 Systematic instructional methods
Agenda  Prompting, fading, chaining
 Effective use of reinforcement
 Generalization and maintenance
 Engaging caregivers in instruction
 Preparing for instructional sessions
 Homework assignment III
 Participants will:
 identify components and features of
effective instruction
 prepare for a session, developing a
task analysis of a complex skill
Objectives
 select appropriate teaching methods
 evaluate the implementation of
systematic instructional procedures
 identify strategies for embedding
teaching in natural settings and
engaging caregivers
 (Name
What ofalready
do you Activity)
know?
Activity  Think about situations in which
you have been successful teaching
individuals skills (vs. those in which
you have been unsuccessful).
 On a piece of paper, jot down as
many of the features of effective
instruction as you can.
 Share your list with the group.
 • Skills are defined objectively, clearly, and completely
(e.g., developing task analyses)
Defining Skills • Criteria for mastery/level of proficiency is established

Components • Procedures contain a step-by-step implementation process

(shaping, chaining, prompting, fading, reinforcement, and error
of a Skill Instructional
correction) using research-based practices
• Materials needed are clearly delineated
Acquisition Strategies

(Teaching) • Contexts (settings, routines, people) in which skills are needed are
Plan identified or established
• Opportunities for practice across circumstances are offered
Generalization
& Maintenance • Natural cues and contingencies are maximized

• Appropriate data collection procedures (focused on relevant

dimensions of behavior) for tracking progress are established.
Monitoring • Data are collected and graphed consistently.
Outcomes
 Teaching Process

Antecedents Behaviors Consequences

Discriminative Specific skills Reinforcing
Stimuli Task sequence behavior
Prompting Error
correction
  Define the goal in observable and
measureable terms
 Break the complex skill down into
Defining & small, discrete, specific steps
Analyzing  Test the completion of your task
analysis by observing others or
Skills doing the task yourself
 Adjust the task analysis by adding
or deleting steps
 Consider what chaining procedure
you will use to teach the skill
Total Task Forward Backward
Allow individual to Teach steps from Teach steps from
attempt all steps beginning of chain, end of the chain,
from beginning to requiring individual requiring individual
end; continuing to display increasing to display increasing
until entire task is numbers of steps numbers of steps
mastered before finishing toward the start
Useful when the Useful for teaching Useful with complex
individual can do tasks in which one skills that result in a
some of the steps or step must build clear outcome (e.g.,
links in the chain upon others tying shoes)
and when tasks are
not terribly complex
  http://www.youtube.com/watch?v
Video =wMVZQICUhAk
 (Name aofTask
Developing Activity)
Analysis
Activity  Work in groups of 2-3 people.
 For one of the following skills,
develop a task analysis:
 Applying hand lotion/filing nails
(using items in participants’ possession)
 Making a paper airplane
 Engaging in a conversation
 Discuss what chaining procedure you
might use.
 Share ideas with the group.
Continuum Embedded
Mixture of
Multi-trial
instruction Instruction in
of Types of (e.g., routine
embedded
teaching and
separate
based or context (e.g.,
Instruction incidental
reinforced
discrete trial
practice
teaching) therapy)
 Present
discriminative
stimulus
Discrete
Trials

Response
Reinforce or
correct errors (correct or
incorrect)
  http://www.youtube.com/watch?v
Video =7pN6ydLE4EQ
 Present
multiple
items

Discrimination Ask to one

Reinforce
Training or correct
or identify
based on
errors
feature

Response
Correct or
Incorrect
  Arranging environment to embed
items or activities to increase
motivation to communicate
 Waiting for the individual to
initiate an interaction about an
Incidental item/activity of interest
Teaching  Requesting more elaborate
language or approximations of
speech
 Providing the object/activity the
individual requested
(Hart and Risley, 1982)
  http://www.youtube.com/watch?v
Video =yzgC9ZPzot8
 Routine-Based Interventions
Family Life Community Life
Daily Routines & Chores Errands, Outings, Travel
Learning Activities School, Work, Museums
Play & Leisure Opportunities Attractions, Sports, Movies
Rituals & Celebrations Community & Religious Events
Socialization at Home Organizations, Social Groups

Lucyshyn et al. (2009). Toward an Ecological Unit of Analysis in Behavioral Assessment and
Intervention with Families. In Sailor, Dunlap, Sugai, & Horner (Eds), Handbook of Positive Behavior
Support (pp. 73-106). Springer.
  Identify challenging routine or circumstance
(e.g., dining in a restaurant as a family)
 Define expectations for child and family
(e.g., remain seated, select food from menu, interact
Routine-Based or entertain self while waiting, eat using utensils)
Intervention  Arrange environment to support routine
(e.g., schedule at right time, menu with pictures,
bring toys, arrange break area, share your plan)
 Utilize systematic instruction practices
(e.g., rehearse expectations, prompt interaction or
quiet play, assist with count-down, model eating
habits, reward positive behavior, take breaks if
needed)
 Monitor progress (e.g., # restaurants, duration)
 Choosing
(NameInstructional
of Activity)Methods
 Consider the following skills:
Activity  Saying “no” or “later” to tasks
 Playing a board game with a peer
 Pressing keys on an AAC device
 Using utensils during meal times
 Organizing a daily schedule
 For each, identify the instructional
approaches just presented you feel
might be effective.
 Share with the group.
  Visual (e.g., pictures, drawings, videos,
timers)
 Gestural (e.g., pointing, touching
materials)
Prompting
 Positional (e.g., standing near or blocking
Strategies items)
 Verbal (e.g., hints or one-word reminders)
 Modeling (e.g., acting out steps,
examples)
 Physical (e.g., hand-over-hand guidance)
 Most to Least Least to Most
Prompting Prompting
 Prompts are faded  Involves graduated
gradually as mastery guidance to support
Stimulus is achieved independence
throughout the task
Control  Typically results in
 May learn skill more
fewer errors
Transfer  Often effective when
quickly
teaching a new skill  Useful when
individual has
Time Delay majority of skill
Stimulus Fading

Be careful with regard to creating prompt dependence

(e.g., when physical contact, verbal interaction, or
assistance are reinforcing)
  Continuous
 Provides reinforcement for every
occurrence of a behavior
 Used when teaching a new skill
Schedules of
Reinforcement  Intermittent:
 Used to strengthen established
behaviors and maintain skills
 Progression to naturally occurring
reinforcement
  Pairing neutral stimulus with a
primary reinforcer (e.g., food,
Conditioned shelter) until that stimulus begins
Reinforcers to function as a reinforcer, thereby
expanding possible reinforcers
 Examples: tokens, money, praise,
grades, clapping
  Provide praise or other type of
nonintrusive reinforcement following
completed steps or periodically during
the task
Tips for  Stop the client when he or she makes
Teaching errors, repeating either the step or task
 Increase prompting as necessary to
promote success, then fade quickly
 Provide more substantial reinforcer upon
completion of the task (e.g., preferred
activity or item)
 Critiquing
(NameInstructional
of Activity)Procedures
Activity  Review the video on the link on the
following slide.
 Pay attention to how the teacher
used prompting, fading, and
reinforcement (moving from
continuous to intermittent)
 Identify strengths and weaknesses
of the teaching process
 Discuss as a group
 Video  http://www.youtube.com/watch?v
Critique =wv1WWBBgwro
  Rely on common discriminative stimuli
(e.g., alarm clock, recipes) whenever
possible
 Use natural reinforcement contingencies
Promoting and teach behaviors that are likely to
Generalization produce them
and  Present a variety of examples in different
situations
Maintenance  Train loosely, altering irrelevant stimuli in
the teaching circumstances (e.g.,
changing position of materials)
 Shift to intermittent schedules of
reinforcement, but beware of ratio strain –
thinning too quickly
 Teach self-management strategies
whenever possible
  Select skills that are of importance
to the child and family
 Ask the parent to assist in:
 Defining behavioral expectations
Engaging  Identifying instructional contexts
Caregivers  Selecting teaching procedures
 Review instructional procedures
before starting sessions
 Provide modeling, coaching, and
positive feedback
 Share data on progress
 (NameCaregivers/Generalization
Engaging of Activity)
Activity  Break into groups of 2.
 Focus on a skill you are currently
teaching a client, considering your
current teaching strategies.
 Identify ways in which you could
work with your team to maximize:
 Generalization and maintenance
 Engagement of the caregivers
 Share your ideas with the group.
  Define target behaviors and skill sequences
 Select contexts for delivering instruction
 Identify the discriminative stimuli (“cues”)
Preparing  Clarify your instructional plan (prompting/
for a fading and reinforcing behavior)
Session  Plan for generalization and maintenance
 Review objectives and activities with the
caregiver, engaging them in instruction
 Arrange environment (e.g., organization,
materials, visuals)
 Gather data sheets/recording instruments
  Work
(Namewithofyour supervising
Activity)
behavior analyst to complete the
Homework following:
 Preparing for session
 Developing a task analysis
 Using instructional methods
(shaping, chaining, prompting,
fading, reinforcement)
 Teaching within natural routines
 Identifying generalization strategies
and ways to engage caregivers
 Ensure that the analyst signs off
on your RBT activity log.
  Question and Answer
Conclusion
 Please complete the
evaluation

 Thanks for coming!

(Aline Echavarria, aechavarria@teampbs.com)