A plan that is written by the BCBA that contains the information the RBT needs to teach certain skills to the client.

-Also referred to as an FRI schedule of reinforcement
- Giving reinforcement for every occurrence of the behavior
ex. you tell your client to "touch eyes" and as soon as he does it you provide reinforcement them you tell him to "touch head".

typically the instruction you give the client and signals that reinforcement is available

ex. "touch head"

A way of teaching that occurs in the natural environment, is loosely structured, led by the child, and the reinforcers are directly related to the behavior being reinforced.

Breaking a skill down into a sequence of smaller steps

- a description of the target skill being taught
- materials needed for teaching the skill
- mastery criteria
- reinforcement strategies/reinforcers to use
- plan for generalization and maintenance of the skill
- prompting strategies to be used/prompting hierarchy
- consequences for correct/ incorrect responding/ error correction

Only some instances of the behavior are reinforced

Whatever the client does immediately following the Sd

ex. touches their head. responses may be correct, incorrect, or no response at all.

A client is playing with his toy cars and then starts to approach the playdoh. The RBT might interrupt before he gets the playdoh, hold up two colors of the playdoh, and says "which one do you want?" the client responds "red playdoh" and the RBT gives them the red playdoh and the client gets to play with it.

a set of teaching procedures used to teach a task analysis

- have your lesson plan to follow
- have the materials you need to run the skill and to collect data on the skill
- have reinforcers available

-A certain number of responses must be done before the client is reinforced
ex. FR3 would mean the client is reinforced after every 3rd correct response.

this is where the RBT would provide the reinforcement if the client responded correctly.

ex. "great job touching your head, you get a token"

the goal is to increase the motivation to speak

the last step of the task analysis is taught first

- reinforcement that NEEDS to be LEARNED or conditioned
- it is typically taught to be reinforcing by being paired with another reinforcer
ex. tokens, money, praise, grades, toys

the number of responses changes according to an average. That average number of responses is done before the client is reinforced.
ex. VR5 would mean that the client is reinforced after every 5 responses on average. Sometimes they are reinforced after 7 responses, sometimes 5 or 3.

a brief pause that signals the end of one trial and the beginning of the next. Data is recorded hear for the previous trial. Materials for the previous trial is cleared and the new materials needed are presented (if needed)

focuses on behaviors that are "pivotal" to the client such as what motivates their behavior, social interactions, managing their feelings/ behaviors and working on these skills using naturalistic teaching

the first step of the task analysis is taught first

-reinforcement that DOES NOT need to be learned or conditioned
ex. food, drink, escape from pain

- the client receives reinforcement after a specified amount of time has passed
- the client receives reinforcement after an unpredictable amount of time has passed. It will average out to a certain amount of time.

prompting

-you would prompt a response after giving the Sd if needed

more for non-verbal clients. Typically involves the RBT saying a word and the client repeating it. Or the RBT modeling the correct play or use of words while playing with the client.

the client is taught to complete ALL the steps of the task analysis throughout the entire task analysis each day.