7

Summary

This video script delves into teaching methods grounded in applied behavior analysis, particularly for autism spectrum disorder. It explains discrete trial training and natural environment teaching, emphasizing skill acquisition plans and the importance of generalization for functional skill use across various contexts. The script also covers incidental teaching and the significance of reinforcement and pacing in ABA programs.

Takeaways

• 📚 The video discusses specific teaching methods based on applied behavior analysis (ABA) for individuals with autism spectrum disorder (ASD).
• 🎯 Two primary teaching methods are discrete trial training (DTT) and natural environment teaching (NET), both aimed at teaching specific behaviors or responses.
• 📝 Skill acquisition plans are developed by behavior specialists to provide details for specific programs, including the type of teaching method and other essential details.
• 🔍 Discrete trial training (DTT) is a highly structured form of teaching using a three-term contingency model with antecedents, behaviors, and consequences.
• 📌 DTT is conducted in a distraction-minimal environment, often at a table with one instructor and one student, to teach specific responses to defined stimuli.
• 🔑 The components of DTT include the discriminative stimulus, the response (behavior expected from the client), and the consequence (reinforcement or feedback).
• 🔄 The goal of DTT is to ensure that skills mastered in a structured setting can be functionally used during everyday activities.
• 🌿 Natural environment teaching (NET) aims to teach and increase skills in a more natural context with less structure and more natural distractors.
• 🕵️‍♂️ NET involves techniques like capturing and contriving learning opportunities to teach skills as they naturally occur or by setting up situations to practice them.
• 🔄 Incidental teaching, similar to NET, captures opportunities to teach new, age-appropriate skills not pre-planned in the skill acquisition plan.
• 🌐 Generalization is a key principle in ABA, focusing on the ability to perform a learned skill across various contexts and maintaining it over time without intensive intervention.

Q & A

What are the two main teaching methods discussed in the video for individuals with autism spectrum disorder?

The two main teaching methods discussed are Discrete Trial Training (DTT) and Natural Environment Teaching (NET).

What is a skill acquisition plan and why is it important for behavior technicians?

A skill acquisition plan is developed by behavior specialists to provide details for specific programs and how to run them. It is important for behavior technicians to refer to this plan frequently to ensure that each program is run with integrity and to be familiar with the plan, asking supervisors questions if needed.

How is Discrete Trial Training (DTT) structured and why is it effective for individuals with autism spectrum disorder?

DTT is a highly structured form of teaching specific responses using the three-term contingency. It is typically taught at a table with one instructor and one student, minimizing distractions. It is effective for individuals with autism spectrum disorder when they have difficulty learning skills naturally from their environments.

What is the three-term contingency in the context of DTT?

In DTT, the three-term contingency involves antecedents and consequences exerting influence or control over behavior. In a discrete trial, the antecedent is a discriminative stimulus, the behavior is a response, and the consequence is either reinforcement or informational feedback.

What is a discriminative stimulus in DTT and how does it relate to behavior?

A discriminative stimulus in DTT is a natural stimulus or cue in the environment that typically evokes a particular response. Behaviors come under control of a stimulus when responses are reinforced in the presence of that stimulus and not in its absence.

How are responses defined in DTT and why is this important?

Responses in DTT must be clearly and completely defined in objective and measurable terms. Clear definitions ensure that everyone on the team is expecting and teaching the same response and recording it the same way.

What is the role of consequences in DTT and how are they applied?

Consequences in DTT involve reinforcement or informational feedback. Reinforcement involves delivering a reinforcer immediately following a correct response, while informational feedback is delivered immediately following an incorrect response, self-correct, or non-response.

What is the purpose of mass trials in DTT and how are they conducted?

Mass trials are trials during which the same discriminative stimulus is presented repeatedly. They provide learners with many opportunities to practice the same response, which can be particularly useful when teaching new responses.

What is the goal of Natural Environment Teaching (NET) and how does it differ from DTT?

The goal of NET is to target skills across many environments and people so that clients maintain and use them functionally without intensive intervention. Unlike DTT, NET lessons are loosely structured, natural distractors are present, and stimuli and reinforcers are naturally available in the environment.

What are the two main techniques used in Natural Environment Teaching (NET) and how do they work?

The two main techniques used in NET are capturing and contriving learning opportunities. Capturing involves taking advantage of a situation to teach a skill as it occurs naturally during an activity. Contriving involves setting up a situation to work on a skill during a natural activity or routine.

What is incidental teaching and how does it differ from NET?

Incidental teaching is similar to NET but with a key difference that the skills taught are not pre-planned. Technicians capture opportunities to teach new, age-appropriate skills that are not currently outlined in the skill acquisition plan.

What is the importance of generalization in behavior analytic interventions and how is it achieved?

Generalization is the primary end goal of any behavior analytic intervention. It involves performing a skill learned in one context across many other appropriate contexts. It is achieved by ensuring that clients use skills functionally across different environments and maintain these skills over time without intensive intervention.

Outlines

00:00

📚 Introduction to ABA Teaching Methods

This paragraph introduces the topic of the video, which is Applied Behavior Analysis (ABA) teaching methods. It discusses two primary teaching methods used for individuals with Autism Spectrum Disorder (ASD): Discrete Trial Training (DTT) and Natural Environment Teaching (NET). The video aims to explain how these methods are implemented and the importance of generalization in learning. Skill acquisition plans, developed by behavior specialists, are highlighted as essential tools for behavior technicians to follow, ensuring the integrity of the teaching programs. The paragraph also introduces the concept of the three-term contingency in ABA, which includes antecedents, behaviors, and consequences.

05:01

🔍 Components of Discrete Trial Training (DTT)

This paragraph delves into the specifics of Discrete Trial Training (DTT), a structured teaching method used for individuals with ASD. It explains the components of DTT, including the discriminative stimulus, the expected response from the client, and the consequence, which can be reinforcement or informational feedback. The paragraph emphasizes the importance of clear and objective definitions of responses and the use of mass trials and errorless learning to prevent errors and reinforce correct behaviors. It also discusses the importance of pacing, motivation, and reinforcement in conducting effective DTT sessions.

10:04

🌿 Natural Environment Teaching (NET) and Incidental Teaching

The paragraph explores Natural Environment Teaching (NET) as an alternative to DTT, aiming to teach skills in a more natural and functional context. It contrasts NET with DTT, highlighting the use of natural stimuli and intrinsic reinforcers. The paragraph also introduces incidental teaching, which involves seizing opportunities to teach new, age-appropriate skills during natural activities without a pre-planned structure. Both NET and incidental teaching aim to establish stimulus control, increase practice opportunities, and foster learning to learn skills, ultimately promoting generalization of learned behaviors.

15:04

🔄 Generalization and Maintenance in ABA Teaching

This paragraph focuses on the principle of generalization in ABA teaching, which is the ability to perform a learned skill across various contexts. It distinguishes between stimulus generalization, where the same behavior is performed in response to different stimuli, and response generalization, where different behaviors are performed in response to the same stimulus. The paragraph also addresses the concept of maintenance, which is the demonstration of a skill over time without the need for continuous intervention. The importance of planning for generalization and maintenance in skill acquisition plans is emphasized, to ensure that skills learned are functional and long-lasting.

20:05

🏁 Conclusion of ABA Teaching Methods Video

The final paragraph concludes the video on ABA-based teaching methods. It summarizes the key points covered in the video, including DTT, NET, incidental teaching, and the principles of generalization and maintenance. The paragraph serves as a reminder for viewers to exit the video and return to their course to complete the subsequent assignments, reinforcing the educational purpose of the video and encouraging continued learning.

Keywords

💡Applied Behavior Analysis (ABA)

Applied Behavior Analysis is a therapy based on the science of learning and behavior. It is used to help individuals with autism spectrum disorder and other developmental disabilities to improve skills and behaviors. In the video, ABA principles are foundational to the teaching methods discussed, emphasizing the structured and systematic approach to skill acquisition.

💡Discrete Trial Training (DTT)

Discrete Trial Training is a highly structured teaching method used in ABA therapy. It involves teaching specific responses to a stimulus in a controlled environment. The video explains DTT as a method to target specific skills for clients who have difficulty learning from the natural environment, using a three-term contingency model.

💡Natural Environment Teaching (NET)

Natural Environment Teaching is an ABA method that focuses on teaching skills within the context of everyday routines and activities. The goal is to make the learned skills functional and generalize them across various settings. The video describes NET as an alternative to DTT when clients can learn in more natural settings.

💡Skill Acquisition Plan

A Skill Acquisition Plan is a detailed program developed by behavior specialists to guide the teaching process. It includes the type of teaching method and specific details for running the program. The video emphasizes the importance of behavior technicians referring to this plan to ensure the integrity of the teaching process.

💡Three-Term Contingency

The Three-Term Contingency is a fundamental concept in ABA that includes antecedents, behaviors, and consequences. It explains how behavior is influenced by the environment. In the video, this concept is applied in DTT, where the antecedent is a discriminative stimulus, the behavior is the response, and the consequence is reinforcement or feedback.

💡Discriminative Stimulus

A Discriminative Stimulus is a cue that signals a particular response. It is a key component of DTT, where it sets the occasion for a specific behavior to be reinforced. The video provides examples, such as a doorbell ring signaling the behavior of answering the door.

💡Response

In the context of ABA, a Response is the behavior that is expected from the client when a discriminative stimulus is presented. The video clarifies that responses must be clearly defined, measurable, and pass the 'stuffed animal test,' meaning they should be actions, not states of being.

💡Reinforcement

Reinforcement in ABA is the process of increasing the likelihood of a behavior by following it with a consequence that is perceived as rewarding. The video discusses the importance of reinforcement being immediate, consistent, appropriate, and paired with praise to strengthen the learning of new behaviors.

💡Generalization

Generalization is the process of using a learned skill in various contexts beyond the one in which it was taught. It is a primary goal of ABA interventions, as it ensures the skill's practicality and functionality. The video explains that generalization is addressed in both DTT and NET to ensure skills are maintained and used across different settings.

💡Incidental Teaching

Incidental Teaching is a method within ABA that capitalizes on naturally occurring opportunities to teach new skills. Unlike NET, which is more structured, incidental teaching is spontaneous and takes advantage of the moment to introduce new, age-appropriate skills. The video describes how this method is used in conjunction with NET.

💡Stimulus Control

Stimulus Control refers to the ability of a behavior to be triggered by a specific stimulus. In ABA, establishing stimulus control is crucial for a skill to be considered learned. The video discusses how both DTT and NET aim to establish stimulus control so that behaviors are performed appropriately in relevant contexts.

💡Errorless Learning

Errorless Learning is a technique used in ABA to prevent learners from practicing incorrect responses, thus avoiding the reinforcement of errors. The video mentions that mass trials and most-to-least prompting are methods used in DTT to facilitate errorless learning and ensure that clients practice correct responses.

💡Maintenance

Maintenance in ABA refers to the ability of a client to continue demonstrating a skill over time, even after the structured teaching has ceased. The video explains that supervisors plan for maintenance by gradually reducing the frequency of practice during intervention to assess whether the skill can be sustained without intensive support.

Highlights

The video discusses specific teaching methods based on applied behavior analysis for individuals with autism spectrum disorder.

Two common teaching methods are discrete trial training and natural environment teaching.

Skill acquisition plans are developed by behavior specialists to guide specific programs and teaching methods.

Behavior technicians must refer to skill acquisition plans to ensure program integrity and ask supervisors for clarification if needed.

Discrete trial training (DTT) is a highly structured teaching method using the three-term contingency.

DTT is effective for individuals with autism who have difficulty learning from their natural environment.

The three-term contingency in DTT includes antecedents, the behavior as a response, and consequences like reinforcement or feedback.

Discriminative stimuli in DTT are cues in the environment that evoke a particular response.

Responses in DTT must be clearly defined, measurable, and pass the 'stuffed animal test' to ensure they are behaviors.

Consequences in DTT involve reinforcement following correct responses and informational feedback after incorrect responses.

Mass trials and most-to-least prompting are techniques used in DTT to prevent errors and ensure correct responses.

Natural environment teaching (NET) aims to teach skills functionally across various environments and people.

NET uses techniques like capturing and contriving learning opportunities within natural activities and routines.

Incidental teaching is similar to NET but focuses on capturing opportunities to teach unplanned, age-appropriate skills.

Generalization is a key principle in ABA, aiming to ensure skills are used functionally across different contexts.

Stimulus generalization involves performing the same behavior in response to different stimuli.

Response generalization is performing different behaviors in response to the same stimulus.

Maintenance refers to the ability to demonstrate a skill over time without intensive intervention.

Supervisors plan for generalization and maintenance in skill acquisition plans to ensure functional skills.

Transcripts

in this next video we will discuss

specific teaching methods

based on the principles of applied

behavior analysis

we will start with two methods commonly

used in programs for individuals with

autism spectrum disorder

to teach specific behaviors or responses

these methods are discrete trial

training and natural environment

teaching

at the end of this video we will learn

about generalization

and how this important principle is

addressed during these types of learning

methods

before we dive into specific teaching

methods we will need to discuss

skill acquisition plans these plans are

developed by behavior specialists

in order to provide details for specific

programs and how to run them

skill acquisition plans include the type

of teaching method

as well as some or all details listed on

this slide

as a behavior technician you will refer

to this plan frequently to ensure that

you are running

each program with integrity it is your

responsibility to be

familiar with this plan and to ask your

supervisor questions

if needed

first we will discuss how behavior

technicians use

discrete trial training to target

specific skills or behaviors for clients

who have difficulty learning from the

natural environment

discrete trial teaching or dtt is a

highly structured form of teaching

specific responses

using the three-term contingency in dtt

skills are typically taught at a table

with one instructor and one student

distractions are minimized specific

stimuli and responses

are well defined an instruction is

directed by the

adult or behavior technician dtt can be

highly effective

for individuals with autism spectrum

disorder when they have

difficulty learning skills naturally

from their environments

teaching never stops with dtt at the

table

once skills are mastered in this setting

the team begins to ensure that the

client can use that skill

functionally during everyday activities

as i mentioned dtt is based on three

term contingency

recall this contingency involves

antecedents

and consequences exerting influence or

control over behavior

the discrete trial is just a specialized

version of this principle

in a discrete trial the antecedent is a

discriminative

stimulus the behavior is a response and

the consequence is either reinforcement

or informational feedback

in the next few slides we will look at

each component of a discrete trial

in more detail

the first component of dtt is the

discriminative stimulus

if you recall from our video on stimulus

control

behaviors typically come under control

of a stimulus when

responses are reinforced in the presence

of that stimulus and not in its absence

and this type of stimulus is known as a

discriminative

stimulus in dtt the

discriminative stimulus is the natural

stimulus or

cue in the environment that typically

evokes a particular response

we can select discriminative stimuli for

a variety of skills

if i say one plus one equals your

response is likely

two if i show you a fire truck and you

ask what color

you will likely answer red and if a

doorbell rings

you will likely answer the door or maybe

ask who's there in all of these examples

the natural cue is a discriminative

stimulus for the responses

described because in the past those

responses were reinforced

take the last example of a doorbell

ringing

the doorbell ringing typically evokes

the behavior of answering the door

because in the past that response was

reinforced

we can therefore say that a doorbell

ringing is a discriminative stimulus for

answering a door

the next component of dtt is the

response

a response is the behavior that the

client is expected to perform

when the discriminative stimulus is

presented

responses are behaviors and must

therefore pass the stuffed animal test

if you recall answering the door passes

this test

but staying at your desk does not

can anyone explain why

that's right a stuffed animal can stay

at a desk

independently but it cannot answer a

door

that means that answering a door passes

the test

and is a behavior but staying at a desk

does not responses in dtt must be

clearly

and completely defined in objective and

measurable terms

clear definitions ensure that everyone

on the team is expecting and teaching

the same response

and recording it the same way for

example

when teaching a four-year-old to label a

picture of a balloon

we might accept an approximation like

boon

or maybe we will only accept the full

label

balloon this is up to the behavior

specialist to determine and will be

provided as a part of the skill

acquisition plan for your client one

more important feature of responses and

dtt

is that they are single discrete

behaviors and are relatively

quick to perform there are a few types

of common responses in dtt

correct responses are responses that

meet the definitions specified on the

skill acquisition plan

incorrect responses are responses that

do not meet the definition specified on

the skill

acquisition plan self-corrects are

responses that involve

first engaging in an incorrect behavior

and then engaging in the correct

behavior

these are often counted as incorrect to

avoid forming patterns

where the client always does the

incorrect behavior first

non-responses occur when the client does

not provide a response within a given

time frame

the time period is typically three to

five seconds unless

otherwise specified

the last component of dtt is the

consequence

which involves reinforcement or

informational feedback

reinforcement involves delivering a

reinforcer immediately following a

correct response

the reinforcer must be contingent

consistent

appropriate and paired with praise or

another natural reinforcer

informational feedback involves

delivering neutral feedback

immediately following an incorrect

response

self-correct or non-response this can be

a simple

no try again or it may involve more

specific feedback like you need to look

or

so close

typically discrete trials are presented

in sets of 5 to 10

or more and each trial is focused on a

target response or program

one type of presentation pattern used is

known as

mast trials mass trials

are trials during which you present the

same sd

repeatedly for example asking what color

while showing a red card 5-10 times in a

row

if you instead ask what color for red

green and yellow then you are not

conducting

mass trials this format provides

learners with many opportunities to

practice the same response

which can be particularly useful when

teaching new responses

are less learning via most to least

prompting is used when teaching new

responses

in mass trials to prevent all errors

this is desirable because the more often

you practice an error

the more likely you are to repeat it by

preventing errors we can ensure that the

client

is practicing the correct response as

much as possible

when done correctly the last few trials

of errorless

learning are independent correct

responses

when errors occur in dtt the consequence

will always be

informational feedback what you do after

that feedback will depend on the

specific program for your client and the

type of response

errors for mastered skills are typically

followed by another opportunity to

respond correctly

and prompts are only provided if the

client responds incorrectly

on two consecutive trials errors for new

skills are typically followed

immediately by a prompt

trial the prompt used will depend on the

skill

and the client behavior technicians

always follow up prompted trials

after errors with an opportunity to once

again respond

independently when running lessons in

dtt

you must be mindful of pacing motivation

and reinforcement pacing refers to how

quickly you deliver

each instruction it is important to keep

the time

between each discrete trial short this

is known as the

inter trial interval the more time

between the trials the more likely the

client is to leave the area

or want to move on to something else it

is also important to use motivating

operations to your advantage

since motivation can change throughout

sessions

you will need to conduct frequent

preference assessments to keep

motivation high you will also want to

reinforce

learning readiness skills like

transitioning

and attending to the task this can help

make transitions

easier and set up motivation to work for

more of that reinforcer

last you will need to keep in mind our

principles of reinforcement

deliver the reinforcer immediately to

create a strong link

between the response and the reinforcer

the practice will also help you to avoid

inadvertently reinforcing other

behaviors

be consistent deliver praise or a

reinforcer

every time while a skill is an

acquisition

this will create a thick schedule of

reinforcement

and have the greatest effect on learning

be contingent

deliver the reinforcer if and only if

the client gives a correct response

this ensures that you can establish

stimulus control

when teaching new skills last

make sure the reinforcer is appropriate

only deliver reinforcers that match the

effort

and that do not interfere with the

lesson

for example you may provide a

five-minute break with a tablet after a

difficult program with good effort

but a one-minute break after an easier

lesson or a lesson with lower

effort while discrete trial training is

an important tool for targeting skills

for many clients with autism spectrum

disorder

it is not always necessary as we just

learned

dtt involves teaching skills in a highly

structured

distraction-free format once the skills

are mastered

in this format we must plan to help our

clients

use these skills functionally during

everyday activities

to do this we use a variety of different

naturalistic teaching methods

if our clients can learn new skills in

more natural settings without the

structured format of dtt

then we can skip dtt and begin teaching

target skills during everyday routines

from the start the main types of

naturalistic teaching methods found in

behavior

analytic programs are natural

environment teaching and incidental

teaching

first we will discuss natural

environment teaching

or net the goal of net is to target

skills across many environments and

people such that clients are maintaining

skills

and using them functionally without

intensive intervention

as mentioned before behavior analysts

and behavior

technicians use net to teach and

increase skills when possible

resorting to dtt only when necessary

in nat lessons are loosely structured

natural distractors are present stimuli

used are naturally available in the

environment

and reinforcers are intrinsic meaning

that they are related to the activity

we use two main techniques when

targeting skills in natural environment

teaching

these techniques are referred to

capturing

and contriving learning opportunities

capturing opportunities involves taking

advantage of a situation to teach a

skill as it occurs

naturally during an activity for example

if a technician is outside playing with

the client and they notice that the

client is reaching for a toy that is out

of reach

the technician can take that opportunity

to work on

asking for the toy if the technician

instead sets a favorite toy out of reach

to create motivation to work on

asking for that toy then they are

contriving an opportunity rather than

capturing one contriving opportunities

involve setting up a situation to work

on a skill during a natural activity or

routine

for example if a technician purposely

misreads a word in a book

to work on correcting others politely

they are contriving an opportunity

to work on that skill if instead a peer

accidentally

misreads a word in a book and the

technician uses the situation to work on

correcting others politely

they are capturing a learning

opportunity

the following are some of the specific

goals of natural environment teaching

first we use net to establish

appropriate stimulus control over

relevant behaviors such that they can be

used by the client

functionally in everyday life we want

this control to be specific

enough that the behavior makes sense but

not so specific that they only perform

the skill

at the table with you next we want to

increase

opportunities for the client to practice

and use new skills

throughout the day since the stimuli

used are available throughout the day

teaching in the natural

environment ensures that there will be

plenty of opportunities to practice the

skill

even in your absence additionally

we use nat to target multiple skills

from different domains

or programs all at once the more closely

matches what occurs in day-to-day life

can lead to more complex behavior

finally we target learning to learn

skills during

nat programs many individuals with asd

do not learn from their environments

like their typically developing peers

over time net can help these individuals

learn how to acquire new skills

by observing others and responding to

natural learning opportunities

throughout the day using natural

reinforcers

also helps meet this goal as the client

will more likely

to contact that reward outside of the

aba

session which will help to increase

target behavior

outside of time spent in intervention

incidental teaching looks a lot like net

with a few key differences much like in

natural environment teaching

incidental teaching trials take place

during natural activities

and routines using stimuli and

reinforcers

are readily available in the environment

unlike net skills taught during

incidental teaching are not pre-planned

technicians instead capture

opportunities to teach new skills

that are age-appropriate but not

currently outlined in the skill

acquisition plan

incidental teaching is often ran at the

same time as

other net programs during each activity

or routine

with both natural environment teaching

and incidental teaching

technicians provide informational

feedback following

incorrect responses and non-responses

much like they do in discrete trial

teaching

this feedback is typically as natural as

possible

and an attempt is made to mimic the

feedback

that client receives from parents and

teachers

after providing feedback technicians

will need to contrive an opportunity to

repeat the trial again

to check for learning if the client does

not respond correctly on the second

opportunity

technicians contrive a third opportunity

for the skill and provide a prompt

prompts and naturalistic teaching match

assistance typically given by parents

and teachers

and the technicians fade all prompts as

quickly as possible

in error correction the role of the

behavior technician

is to make sure that all three parts of

the contingency

are happening and that the behavior is

coming under control

of the relevant stimulus

now we will move on to the more

important principle of generalization

as mentioned earlier in this video one

of the main goals of naturalistic

teaching

is to ensure that our clients are using

skills functionally across many

different environments and maintaining

these skills over time without intensive

intervention

this concept is the cornerstone of

generalization

generalization involves performing a

skill learned in one context

across many other appropriate contexts

as such it is the primary end goal of

any behavior analytic intervention

if a client can respond correctly with

the behavior technician

in one room at a table but continues to

struggle with this skill in another room

with other people across time this skill

is not yet functional for this client

for example

if a technician teaches a client to

independently

greet him when he enters the room where

intervention takes

place but this client only greets other

people 20

of the time then this skill is not yet a

useful skill that will help to improve

the quality of life for this client

supervisors will plan and program for

generalization

and their skill acquisition plans by

indicating what stimuli to use and what

responses to reinforce these plans will

cover

two main types of generalization as well

as what we refer to

as maintenance

the first type of generalization that is

a part of any well-written skill

acquisition plans

is stimulus generalization this type of

generalization

involves performing the same behavior in

response to many different stimuli

remember stimuli can be spoken words

pictures smells and things you feel

things you taste

and more the first example on this slide

shows a client saying

hi to their mom and dad and teacher this

is an example of stimulus generalization

across people the second example shows a

client

saying bird to three different pictures

of birds

this is an example of stimulus

generalization

across exemplars in this case

each picture is an example or exemplar

of a bird the second type of

generalization

found in skill acquisition plans is

response

generalization this type of

generalization

involves performing many different

behaviors in response

to the same stimulus remember behaviors

are interactions

between the person and their environment

in the first example

on this slide a client greets his mom on

different occasions by saying

hi hugging her and smiling and waving

in the second example the client labels

the same picture as

mouse animal and mickey

the final part of generalization found

in the skill

acquisition plan is maintenance

maintenance refers to the ability to

demonstrate a skill over time

if a client can perform the same skill a

week

month or year from when it was last

practiced during intervention

then they are demonstrating maintenance

supervisors will provide a maintenance

schedule to gradually practice the skill

less and less during intervention such

that we can determine whether or not the

skill can be

maintained by the natural environment

concludes our first video on aba based

teaching methods

please exit this video and return to

your course to complete the next

assignments