Domain C Study Guide: Behavior Acquisition

C.1 Implement Positive and Negative Reinforcement Procedures

Reinforcement is the process of identifying and implementing certain actions or items to increase the likelihood of a preferred behavior. It's divided into two primary types - positive and negative reinforcement.

Positive reinforcement takes place when the addition of a stimulus increases the chances of future behavior. Alternatively, negative reinforcement takes place when an unpleasant or triggering stimulus is taken away to increase the chances of preferred or positive behavior.

C.2 Establish and Use Conditioned Reinforcers

Conditioned reinforcers are a special type of neutral reinforcers designed to improve the behavioral status of a patient. Typically, these reinforcers are paired up with positive and negative reinforcements to increase the effectiveness of intervention strategies. Some common conditioned reinforcers are - grade points, stickers, tokens of praise, etc.

Conditioned reinforcers gain value through recognition. As in, patients need to adapt to them to recognize them as valuable items. Alternatively, unconditioned reinforcers do not require special adjustment. For instance, food, water, warmth, etc. work automatically as unconditioned reinforcers.

C.3 Implement Discrete Trial Teaching Procedures

DTT or, Discrete Trial Teaching Procedures refer to the process of breaking down complex tasks or teaching methods into smaller segments.

The basic components include - Antecedent, Response, Consequence, ITT (Inter Trial Interval), and finally, Data Collection. RBTs must maintain the sequential order - the learner first receives the instruction, responds accordingly and faces corresponding consequences.

C.4 Implement Naturalistic Teaching Procedures

As the name suggests, naturalistic teaching procedure refers to the holistic method of teaching behavioral skills. The RBT must implement natural reinforcements to motivate the learners.

For instance, the patient rudely asks for the TV remote to the instructor. The instructor chooses to wait. The patient, after realizing the matter on his own, says 'The TV remote, please'. Here, the patient comes to the decision and the desired behavior on his own i.e. naturally.

C.5 Implement Task-Analyzed Chaining Procedures

This section links up the smaller segments of a task for a fluid delivery. The learners figure out how to complete a whole task by completing the chained activities successively. There are three primary modes of Task Chaining.

• Forward Chaining: The learners learn each step sequentially i.e. first step first, then the second, then the third, and so on.
• Backward Chaining: The learner starts from the last step and moves their way up to the first one.
• TTC (Total Task Chaining): The learner attempts to learn all the steps at once. It's implemented to speed up the process of task analysis.

C.6 Implement Discrimination Training

Discrimination training allows learners to differentiate between different items or stimuli to build up recognition skills. For instance, a learner receives the following instruction - pick up the pen. He's then placed before a pen, a pencil, and a rubber. By correctly identifying and picking up the pen, the learner showcases their ability of meaningful discrimination skills.

C.7 Implement Stimulus and Response Prompts with Fading

Response prompts refer to the instructions that increase the possibility of correct responses or interactions. And fading refers to the gradual fading of assistance so that learners can learn to respond correctly on their own.

C.8 Implement Generalization Procedures

When the learner adapts to the behavior or the skill and can apply it in multiple spaces, it's known as generalization in RBT vocabulary. Generalization can take place across people, places, institutions, even therapists.

C.9 Distinguish Maintenance and Acquisition Procedures

While acquisition focuses on teaching new behavioral skills to the learners, maintenance focuses on the preservation of those skills.

RBTs should focus on maintenance alongside acquisition as without practice, learners can quickly forget the obtained skills.

C.10 Implement Shaping Procedures

Shaping procedures refer to the act of shaping newly-learned behavior to make it more polished and appropriate. RBTs implement several approximations to slowly expose the learner to the target/ideal behavior.

C.11 Implement Token Economies

A token economy refers to the system of backup reinforcements. Learners can earn tokens by demonstrating desired behavior and use them later on to exchange for desirable items or activities.

With the token economy system, RBTs can maintain enthusiasm and motivation for a longer period. Learners also feel in control about their actions.