Behavior Skills Training
Name the 4 steps of Behavior Skills Training
1. Teach It
2. Model It
3. They Implement It
4. Give Feedback on It
If all latest supervision notes have been initialed by you or other BTs on the case, what can you do to ensure the new hire receives this training during your session?
Multiple correct responses
1. Have the trainee read the latest 1-2 notes anyway and pretend to sign the note 2. Ask the trainee what the most recent note said about the lesson
How would you explain to a new hire that what is reinforcing for one child may or may not be reinforcing for another child?(Topic: is verbal praise universally reinforcing?)
Multiple correct responses
Example: one child may like Pokemon plushies, but may not like Digimon plushies
Another child may like Hello Kitty, but not Pete the Cat
What's the simplest way to teach an entire behavior intervention plan, if you break it down into 2 major components?
You're teaching trainees to identify Antecedent strategies to PREVENT behaviors.
You're teaching trainees to identify Consequence strategies to mitigate/manage/de-escalate problem behaviors.
How do you explain to a trainee if they ask you the question, 'when am I supposed to reinforce him asking for a break, and when do I not reinforce it?'
Multiple correct responses
1. Depends on levels of maladaptive behaviors for the day
2. Depends on if 'break' is a new skill being taught or the child already knows how to use the phrase
3. Depends on how much work was completed prior to the child asking
4. Is it being reinforced in the moment as a way of de-escalating a behavior?
Why is it important to explain to trainees what skills you are teaching and evaluating them on? State 2 reasons.
Possible answers.
1. It helps them be aware of the skills they are developing, which builds self-confidence.
2. It helps you be aware of the names of technical ABA terms.
3. It helps them be more receptive to feedback in the future.
Name 2 different ways you can ensure the trainee is taking accurate data?
1. Full verbal prompt the correct data marker for each trial run by the new hire
2. Write down the data as the trainee takes data; then compare data
How would you explain to a trainee the importance of conducting preference assessments?
Example: a preference assessment (after controlling access to reinforcers) is a method of obtaining the child's motivation and engagement with a less-preferred task. It's important because, without the child's motivation, there is no desire on the part of the child to complete the less-preferred task.
What's 1 question you can quiz a trainee on to make sure they know what Antecedent strategies are?
Many correct responses are available.
Example quiz: when would you use Premack Principle and why do we use it?
How would you teach a trainee the difference between a Preference Assessment, versus using the Antecedent strategy of Choices?
Choices- WHICH TASK does the child want to do?
Preference Assessment- WHICH REWARD does the child want?
If you need to deliver constructive feedback to a trainee who prompted immediately after an Incorrect response without starting a new trial, how can you use the 'Sandwich method' to deliver feedback?
The 1st Bun- acknowledge what they did well
The Patty- provide the correction on what they need to fix next time
The 2nd Bun- note something else that they did well
For DTT data sheet, if the new hire is implementing targets in random rotation, in addition to checking the accuracy of the number of Corrects, Incorrects, and Prompts, what additional step is needed to ensure accurate data collection?
The trainer should ensure the trainee is selecting the target every single trial to ensure that all targets during random rotation are obtaining data.
If a lesson like Tact-Actions is set to only require picture stimuli, how can you teach a trainee the importance of this lesson as it applies to generalizing to natural environment? In other words, how can you teach the trainee to look at the big picture?
Teach the trainee that a Tact-Actions lesson may start off as using pictures, but you can also incorporate natural actions occurring in the environment (e.g, walking, writing, etc.), or even pretend to engage in various actions (e.g., sleeping).
If the client you are training with doesn't have maladaptive behaviors, how can you ensure quality training is provided during your session to prepare the trainee for situations where they do work with a client with maladaptive behaviors?
Possible answers
1. Give the trainee scenarios using your client
2. Role play
If a new hire goes up to the child and starts asking questions, and the child doesn't respond or ignores them, what are some items of feedback you can give in that moment?
Multiple correct responses
1. Preference assessments
2. Are they controlling access to reinforcers?
3. Did they build rapport before asking questions?
4. Did they obtain the child's attention?
During the Teaching phase, how might you recognize that a trainee is overwhelmed or not understanding and that you need to simplify your phrases to fit their current needs?
Multiple correct responses
Blank expressions with a smirk or smile.
Nodding along, without saying anything constructive in return.
Not asking questions could be a sign.
If a new hire added their own targets for a lesson, and the data collection is set to DTT (Isolation/Random Rotation), name 4 questions can you ask the new hire to check their work and their knowledge of what target was the correct one to add for the session? (The trainee can double-check Prioracare to be sure of their response)
Multiple correct responses
1. What did the first graph of the lesson show was the most recent target/step added? (the first graph for DTT is the most important one)
2. What was the percentage for the most recent target?
3. Does the latest supervisor note leave instructions on introducing or holding certain targets?
For the skill 'narrates during play,' how would you explain to trainee appropriate narrating for a 2-3 year old with beginner language skills, versus for a 7 year old with more advanced language skills? (Hint: In what instances could there be 'too much narration'; in what instances might there be 'too little narration'?)
Too much narration could happen for a child with beginner language skills if an adult is using too many words at once, or too complicated words, and the child is not finding reinforcement via imitating the words (which leads to reinforcement). In other words, if there is much narration happening and there is little imitation, then the amount of narration may be beyond the child's capacity to parse out single words and phrases.
Too little narration may occur when an adult is not using enough language altogether, also leading to poor imitation skills. The child may not be hearing enough repetitive language being paired with reinforcers associated to the names of things or actions with objects in the environment.
What's one of the most important things you can teach a trainee about functionally equivalent replacement behaviors?
That the functionally equivalent replacement behaviors teach the child what to COMMUNICATE instead of engaging in the problem behavior.
E.g., teaching the client to ask for a break when a tantrum is due to wanting escape from a task
Give an example of when you might teach a new hire to use reinforce an approximation emitted by the client, but yet a data point may still have to be marked as Incorrect? (hint: Shaping)
Multiple correct responses
Example:
Echoics- you've been working on 'apple,' and client begins to say 'app' instead of just 'ah.' You would reinforce the 'app' with verbal praise and other reinforcers, but it is still marked as an Incorrect IF THE DATA COLLECTION FOR THE LESSON IS MARKED TO ONLY COUNT AS CORRECT A PERFECT PRONUNCIATION.
Behavior Skills Training Application- If teaching Tact-Items to a new staff, apply the 4 steps of Behavior Skills Training to the task of teaching a new hire this lesson. What would those 4 steps for a Tact-Items lesson look like?
1. Teaching- teaching the SD, the target, expected response, how to prompt, and any stimuli needed
2. Modeling- modeling the lesson; modeling how to manage errors
3. New Hire Implements- require the new hire to model the lesson
4. Feedback- deliver reinforcement for things done well, correct errors, and encourage new hire for the next run (they can to Step 3 again if needed)
The client you are working with just had a tantrum due to an antecedent of a demand placed by parent to clean up their room or they would have their TV privilege removed. Due to the tantrum, parent tells the child they can have more time on their TV. How can you use this as a training opportunity for the new hire in regards to ABC data collection for the tantrum? What questions can you ask the trainee?
Multiple correct responses
1. What was the antecedent, behavior, and consequence?
2. Does the child's behavior fit the current definition of tantrum as defined by the CM/BCBA?
3. What could the parent have done differently as outlined by the BIP for tantrums?
How would you explain to a trainee the balance between the skill of 'following a client's lead in play' and gaining/maintaining instructional control?
Two key points
1. Following a client's lead during play should be limited when it impedes your ability to implement adaptive skills lessons
2. Instructional control should be controlled so that it does not diminish rapport with the child
What things do you need to teach a trainee to consider in regards to how frequently Mand- Removals should be reinforced?
In other words, if a trainee is confused about how often to reinforce the client asking for a break, how can you teach them how to handle this?
Multiple correct responses
1. Consider behavior levels for the day
2. Consider if it's a new Replacement Behavior
3. Consider schedules of reinforcement
4. Consider how frequently they are requesting a break
Task Analysis- name 3 ways to teach a task analysis for a skill like brushing teeth. Give an example of how each would apply to the skill of brushing teeth.
Forward chaining- you prompt all LATER steps except the step you're working on toward the beginning of the sequence, where more prompt Fading occurs
Backward chaining- you prompt the FIRST steps except the step you're working on toward the end of the sequence, where more prompt Fading occurs
Total task chaining- you prompt and fade prompts on ALL steps of the sequence