SKILL ACQUISITION

The "Skill Acquisition" section of the Registered Behavior Technician (RBT) exam typically focuses on assessing your knowledge and understanding of principles related to teaching new skills to individuals with autism or other developmental disabilities. This section evaluates your grasp of fundamental concepts and techniques used in Applied Behavior Analysis (ABA) for skill acquisition.


Here are some topics you might encounter in this section:

  • Task Analysis

    Understanding how to break down complex skills into smaller, manageable steps.

  • Prompting and Prompt Fading

    Knowledge of various types of prompts (verbal, gestural, physical) and how to systematically fade them to promote independent skill performance.

  • Error Correction

    Strategies for addressing errors during skill acquisition sessions to facilitate learning.

  • Reinforcement

    Understanding the principles of reinforcement and how to use reinforcement effectively to teach new skills.

  • Preference Assessments

    Knowledge of methods for identifying reinforcers preferred by the individual to enhance motivation during teaching sessions.

  • Data Collection

    Familiarity with different methods of data collection to track progress and make data-driven decisions.

  • Generalization and Maintenance

    Understanding how to promote generalization of skills across different settings, people, and materials, as well as ensuring maintenance of acquired skills over time.

  • Functional Communication Training:

    Techniques for teaching individuals to communicate effectively to meet their needs.

  • Chaining Procedures

    Knowledge of forward and backward chaining methods for teaching multi-step skills.

  • Task Variation

    Strategies for introducing variability in teaching to prevent skill acquisition from becoming rote and to promote generalization.

SKILL ACQUISITION QUIZ

SKILL ACQUISITION QUIZ

A) To reduce challenging behaviors
B) To identify reinforcers
C) To teach new skills and behaviors
D) To conduct preference assessments

A) A child is given a worksheet and asked to complete it
B) A child is shown a picture of an apple and asked to name it
C) A child is allowed to play freely with toys
D) A child is observed in their natural environment

A) To determine the function of a behavior
B) To break down a complex skill into smaller, teachable steps
C) To identify preferred items or activities
D) To record the frequency of a behavior

A) Errorless learning
B) Free operant observation
C) Scatterplot analysis
D) Functional behavior assessment

A) Fixed ratio
B) Variable ratio
C) Fixed interval
D) Variable interval

A) To make tasks easier for the instructor
B) To ensure the learner performs the behavior correctly
C) To assess the learner’s baseline skills
D) To reduce challenging behaviors

A) Discrete trial training
B) Pivotal response training
C) Functional analysis
D) Token economy

A) Teaching a skill in a single environment
B) Ensuring a skill is performed in various settings and situations
C) Using prompts to teach a new skill
D) Assessing the function of a behavior

A) Verbal prompt
B) Gestural prompt
C) Physical prompt
D) Visual prompt

A) To provide immediate reinforcement for appropriate behavior
B) To identify the function of a challenging behavior
C) To measure the frequency of a behavior
D) To assess skill deficits

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