RBT Training

Role Playing or Modeling

Demonstrating a behavior or skill for the client to imitate.

Ex: The BT modeled how to ask a peer to play by saying, “Can I play with you?” And then asked the client to give it a try.

Shaping

Reinforcing small steps that gradually build toward the target behavior.

Ex: reinforce first for licking up the toothbrush, then for brushing steps until done independently.

Reinforcement

Providing a preferred item or praise after a desired behavior to increase it.

Ex: client earned iPad time after completing a worksheet.

Task Analysis/Chaining

Breaking down a complex skill into smaller steps and teaching them in sequence.

Ex: teaching handwashing by practicing each step - turn on water, wet hands, etc.

Natural Environment Teaching

Teaching during everyday routines or play in natural settings.

Ex: prompted client to say “red car” while playing to teach colors.

Discrete Trial Training

Structured method using repeated trials with instructions, responses, and reinforcement.

Ex: BT asked, “What’s this?” And reinforced correct responses to flashcards.

Promoting with Fading

Giving assistance to complete a task and gradually reducing it over time.

Ex: moved from hand-over-hand to verbal prompts when teaching zipping.

Behavior Momentum

Using easy tasks first to build momentum for harder tasks.

Ex: Gave high-probability tasks (clap, wave) before asking for a difficult task of transitioning to homework.

Generalization Training

Teaching skills across different settings, people, or materials.

Ex: practiced greetings with various staff and in different rooms.

Modeling

Showing how to do a task for the client to imitate.

Ex: modeled pointing to correct picture on board.

Verbal Reminders

Spoken cues to remind of expectations or routines.

Reminded client, “ Remember to raise your hand.”

Contingent Rewards/Reinforcers

Reward is given only after desired behavior occurs.

Ex: gave bubbles only after client made appropriate request.

Visual Supports (e.g., token boards, timers, picture cards)

Visual tools to aid understanding and support behavior.

Ex: used a timer to show how much time was left in play.

Differential Reinforcement

Reinforcing desired behaviors while ignoring undesired ones.

Ex: praised calm behavior and ignored yelling.

Functional Communication Training

Teaching appropriate communication to replace problem behavior.

Ex: taught client to use a picture card to ask for a break instead of screaming.