Master Skill Acquisition study guide – skill plans, session prep, and reinforcement strategies. Build confidence in identifying, applying, and measuring skill acquisition procedures to succeed on the RBT exam and in practice.
If you’re studying for the RBT exam, Unit C is one of the most important sections you’ll face. Why? Because skill acquisition is where the real change happens for your clients. It’s not just theory, you’ll actually be teaching new skills, helping with independence, and making sure what’s learned sticks over time.
This guide breaks down every task under Unit C in plain language, with practical examples you can use while studying (and later, on the job).
C-1: Identify the Essential Components of a Written Skill Acquisition Plan
A skill acquisition plan is your roadmap. Without it, you wouldn’t know what to teach, how to teach it, or how to measure progress.
What you’ll find in a good plan:
- The specific skill being taught (e.g., brushing teeth)
- Teaching procedures (like chaining or prompting)
- Reinforcement strategies (what rewards are motivating)
- Data collection methods (how progress is tracked)
Example: If the goal is teaching shoe-tying, the plan should list each step, what type of reinforcement you’ll use, and exactly how you’ll record progress.
C-2: Prepare for the Session as Required by the Skill Acquisition Plan
Don’t walk into a session unprepared. If the plan says you need flashcards, data sheets, or specific toys—have them ready.
Steps to take before starting:
- Review the plan so you know the goals
- Gather materials in advance
- Set up the environment (quiet space, minimal distractions)
Why it matters: If you spend the session looking for materials, you lose valuable teaching time and risk client frustration.
C-3: Use Contingencies of Reinforcement
Reinforcement is the fuel that drives learning.
- Unconditioned reinforcement: Things naturally rewarding (food, warmth).
- Conditioned reinforcement: Things learned to be rewarding (stickers, tokens).
- Schedules of reinforcement: Can be continuous (every time) or intermittent (sometimes).
Example: If you’re teaching a child to request water, at first you might give water every single time (continuous). Later, you’d shift to intermittent reinforcement so the skill sticks long-term.
C-4: Implement Discrete-Trial Teaching Procedures
Think of discrete-trial teaching (DTT) as structured practice. Each trial has:
- Instruction (“Touch the apple”)
- Response (client touches it)
- Consequence (reinforcement or correction)
- Data recording
Example: Teaching colors: “Show me red.” The child points, you reinforce, and mark data. Repeat until the skill builds.
C-5: Implement Naturalistic Teaching Procedures
Naturalistic teaching uses real-life situations instead of a table and flashcards.
Example: During snack time, a child wants crackers. Instead of handing them over, you prompt them to request, “Cracker, please.” That’s skill acquisition in the moment.
This method helps generalize skills because learning happens in real contexts.
C-6: Implement Task-Analyzed Chaining Procedures
Complex skills—like brushing teeth—are taught step by step through chaining.
- Forward chaining: Start with the first step, add more as mastered.
- Backward chaining: Teach the last step first, then work backward.
- Total task: Work through the whole chain each time.
Example: Backward chaining for shoe-tying—helper does everything except the final pull, so the child gets reinforcement for completing the last step.
C-7: Implement Discrimination Training
Discrimination training teaches clients to respond differently depending on the situation or stimulus.
Example: Teaching “dog” vs. “cat.” You show both pictures, and only saying “dog” when pointing to the dog earns reinforcement. This builds accurate labeling.
C-8: Implement Stimulus Control Transfer Procedures
Here’s where you fade prompts so the natural cue takes over.
Example: At first, you point to the sink to signal handwashing. Over time, you fade that prompt so the client begins washing hands just when dirty dishes are present.
C-9: Implement Prompt and Prompt Fading Procedures
Prompts guide learners, but they’re temporary.
Types of prompts:
- Verbal (“Say hi”)
- Gestural (pointing)
- Physical (hand-over-hand)
- Visual (pictures, checklists)
Prompt fading example: Instead of saying, “Wave bye,” you might switch to just a small hand gesture until no prompt is needed.
C-10: Implement Generalization and Maintenance Procedures
Skills aren’t useful if they only happen in one setting. Generalization ensures a skill works across people, places, and materials.
Example: A child learns to greet their RBT. You then practice greetings with teachers, parents, and peers.
Maintenance means checking back later to ensure the skill hasn’t disappeared.
C-11: Implement Shaping Procedures
Shaping rewards small steps toward a bigger behavior.
Example: If teaching “hello,” first reinforce any sound, then “he,” then finally “hello.” Each step is closer to the target behavior.
C-12: Implement Token Economy Procedures
A token economy uses tokens as stand-ins for rewards.
How it works:
- Client earns tokens for desired behavior
- Tokens can be exchanged for preferred items or activities
Example: A child earns stars for completing math problems. Five stars = playtime with a favorite toy.