BCAT Exam (Treatment: Skill
Acquisition)
discrimination training - ANSi) Using DTT to teach different labels, objects, or colors
ii) Procedure that establishes stimulus control.
iii) Example, teaching a student to discriminate between colors and "wh" questions.
discrete trial training - ANSi) The method allows for repeated presentations of trials
ii) A trial is clearly and objectively defined.
iii) It has three parts: SD, child responses, consequence
Natural Environment Training (NET) - ANSi) Utilizing principles of ABA to teach in the natural
environment, the real world. ii) Example: teaching a child to imitate circles at the playground
with chalk.
Fluency based training - ANSflash cards and repeated drills
Generalization - ANSi) Practicing mastered skills across different settings and with different
people
ii) Examples: once a child learns to say "hi" to his therapist, the child is taken to the community
to "hi" to the cashier at the grocery stores.
maintenance - ANSi) Ability of a child to demonstrate previously acquired skills over time and
over durations in which the reinforcement has been faded below the original level
Caregiver training - ANSi) Parent training and parent consultation
Premack Principle - ANSi) Outlines what the child is expected to do prior to receiving access to
a preferred task or item.
Preference assessment - ANSi) Observation or trial-based evaluations that allow clinician to
determine a preference hierarchy. A preferences hierarchy indicates which items are a child's
highly-preferred items, moderately-preferred items, and low-preferred items.
Prompt - ANSi) Used to increase the likelihood that a student will provide a desired response
(cues).
ii) Example: pointing to a chair after telling the child to sit down.
, Errorless learning - ANSi) Therapy strategy that ensures children always response correctly. As
each skill is taught, children are provided with a prompt with a prompt or cue immediately
following an instruction.
ii) Example: repeated asking the child "what color" and then saying "red" while holding the card.
Most-to-least prompting - ANSi) Physical, Verbal, Positional, Gestural (prompting level for a
child to complete the skill)
Least-to-most prompting - ANSi) Gestural, Positional, Verbal, Physical (prompting level for a
child to complete the skill).
Prompt fading - ANSi) Systematic reduction of a prompt until it is eliminated or redefined as an
integrated part of the task.
ii) Example: instead of physically pushing a child to sit down, the teacher only points to the chair.
Time delay prompt - ANSi) With the constantly time delay procedure, the response interval is a
fixed (constant) number of seconds, usually 3, 4, 5 seconds. In the 0-second trials, there so only
one response interval that is inserted after the controlling prompt
chaining - ANSi) With the constantly time delay procedure, the response interval is a fixed
(constant) number of seconds, usually 3, 4, 5 seconds. In the 0-second trials, there so only one
response interval that is inserted after the controlling prompt
forward chaining - ANSForward chaining the most intuitive of the chaining procedures. In
forward chaining, taking our hand washing task analysis, you would tell Max to go wash his
hands and wait to see if he walks to the sink. If he doesn't in 5 seconds, you would point to the
sink. If he doesn't go to the sink after 5 seconds, you would maybe physically guide him toward
it. If that wasn't effective after 5 seconds you would take him to the sink. Then you would do the
rest of the task with him hand-overhand. When he began to go to the sink independently, then
you would tell him to wash his hands, he would go to the sink on his own and you would go
through the same prompting strategy with turning on the water and then physically prompt him
through the rest of the steps. And you keep doing this as he masters each step in order until he
can complete the whole task independently. At the end of the series, if his step was more
independent than the last time or met criteria you had set (e.g., independence, less intrusive
prompting), he would get a reinforce
Backward Chaining - ANSBackward chaining is the same principle, but instead of teaching the
first step first, you would physically prompt Max all the way through the first 7 steps, and then
wait for him to throw away his towel. If he didn't you would gesture, then give a partial physical
prompt and then do a full physical prompt. Once he was independently throwing away the towel,
you would physically prompt him through all the steps up to getting a towel and drying his
hands. You would then prompt him to do that using the same procedure. and then he would
throw away the towel independently and get a reinforcer if his performance of getting the towel
Acquisition)
discrimination training - ANSi) Using DTT to teach different labels, objects, or colors
ii) Procedure that establishes stimulus control.
iii) Example, teaching a student to discriminate between colors and "wh" questions.
discrete trial training - ANSi) The method allows for repeated presentations of trials
ii) A trial is clearly and objectively defined.
iii) It has three parts: SD, child responses, consequence
Natural Environment Training (NET) - ANSi) Utilizing principles of ABA to teach in the natural
environment, the real world. ii) Example: teaching a child to imitate circles at the playground
with chalk.
Fluency based training - ANSflash cards and repeated drills
Generalization - ANSi) Practicing mastered skills across different settings and with different
people
ii) Examples: once a child learns to say "hi" to his therapist, the child is taken to the community
to "hi" to the cashier at the grocery stores.
maintenance - ANSi) Ability of a child to demonstrate previously acquired skills over time and
over durations in which the reinforcement has been faded below the original level
Caregiver training - ANSi) Parent training and parent consultation
Premack Principle - ANSi) Outlines what the child is expected to do prior to receiving access to
a preferred task or item.
Preference assessment - ANSi) Observation or trial-based evaluations that allow clinician to
determine a preference hierarchy. A preferences hierarchy indicates which items are a child's
highly-preferred items, moderately-preferred items, and low-preferred items.
Prompt - ANSi) Used to increase the likelihood that a student will provide a desired response
(cues).
ii) Example: pointing to a chair after telling the child to sit down.
, Errorless learning - ANSi) Therapy strategy that ensures children always response correctly. As
each skill is taught, children are provided with a prompt with a prompt or cue immediately
following an instruction.
ii) Example: repeated asking the child "what color" and then saying "red" while holding the card.
Most-to-least prompting - ANSi) Physical, Verbal, Positional, Gestural (prompting level for a
child to complete the skill)
Least-to-most prompting - ANSi) Gestural, Positional, Verbal, Physical (prompting level for a
child to complete the skill).
Prompt fading - ANSi) Systematic reduction of a prompt until it is eliminated or redefined as an
integrated part of the task.
ii) Example: instead of physically pushing a child to sit down, the teacher only points to the chair.
Time delay prompt - ANSi) With the constantly time delay procedure, the response interval is a
fixed (constant) number of seconds, usually 3, 4, 5 seconds. In the 0-second trials, there so only
one response interval that is inserted after the controlling prompt
chaining - ANSi) With the constantly time delay procedure, the response interval is a fixed
(constant) number of seconds, usually 3, 4, 5 seconds. In the 0-second trials, there so only one
response interval that is inserted after the controlling prompt
forward chaining - ANSForward chaining the most intuitive of the chaining procedures. In
forward chaining, taking our hand washing task analysis, you would tell Max to go wash his
hands and wait to see if he walks to the sink. If he doesn't in 5 seconds, you would point to the
sink. If he doesn't go to the sink after 5 seconds, you would maybe physically guide him toward
it. If that wasn't effective after 5 seconds you would take him to the sink. Then you would do the
rest of the task with him hand-overhand. When he began to go to the sink independently, then
you would tell him to wash his hands, he would go to the sink on his own and you would go
through the same prompting strategy with turning on the water and then physically prompt him
through the rest of the steps. And you keep doing this as he masters each step in order until he
can complete the whole task independently. At the end of the series, if his step was more
independent than the last time or met criteria you had set (e.g., independence, less intrusive
prompting), he would get a reinforce
Backward Chaining - ANSBackward chaining is the same principle, but instead of teaching the
first step first, you would physically prompt Max all the way through the first 7 steps, and then
wait for him to throw away his towel. If he didn't you would gesture, then give a partial physical
prompt and then do a full physical prompt. Once he was independently throwing away the towel,
you would physically prompt him through all the steps up to getting a towel and drying his
hands. You would then prompt him to do that using the same procedure. and then he would
throw away the towel independently and get a reinforcer if his performance of getting the towel
