Skill Acquisition Programs Flashcards
6 cards from real RBT practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 6 Skill Acquisition Programs flashcards as text
What is the main advantage of using a task analysis for teaching complex skills?
Answer: It breaks a complex skill into smaller teachable steps, allowing measurement and prompting at each step
Task analysis breaks a complex chain of behaviors into discrete, teachable steps. This allows the RBT to measure performance, provide prompts, and deliver reinforcement at each individual step.
Which chaining method teaches the last step of a task first and systematically adds preceding steps as each is mastered?
Answer: Backward chaining
Backward chaining teaches the final step of a task analysis first, then adds the second-to-last step, then the third-to-last, and so on, allowing the learner to complete and receive reinforcement at the end of the chain throughout training.
When implementing incidental teaching, the RBT's FIRST step should be to:
Answer: Arrange the environment to create a situation that motivates the learner to initiate communication
Incidental teaching begins with environmental arrangement to create motivating conditions (e.g., placing a desired item out of reach) that prompt the learner to initiate communication naturally.
A student has met mastery criterion on a tacting program across 3 consecutive sessions with one instructor. What should the RBT do NEXT according to generalization principles?
Answer: Probe or practice the skill with different instructors, settings, and materials
Mastery with one instructor in one setting does not guarantee the skill will generalize. The next step is to probe and program generalization across different instructors, settings, and materials.
Which term describes the presentation of known (mastered) items interspersed with new target items during skill acquisition sessions?
Answer: Interspersal (maintenance trials)
Interspersal (or maintenance trial) procedures involve mixing previously mastered items with new targets to maintain fluency, increase motivation, and reduce errors during acquisition.
A learner can label a 'dog' when shown a real dog but cannot label pictures of dogs. This illustrates a failure of which type of generalization?
Answer: Stimulus generalization
Stimulus generalization occurs when a learned response occurs in the presence of stimuli similar to but not identical to the training stimulus. The failure to label pictures of dogs (different stimuli) despite learning with a real dog shows a lack of stimulus generalization.